Master’s Degree in Science and Executive Engineering (Ecole Nationale Supérieure des Mines de Saint-Etienne)

The Master’s Degree in Science and Executive Engineering (Ingénieur Civil des Mines) was
assessed by The Commission des Titres d’Ingénieur, the CTI. The CTI convened an
assessment panel which studied the self-evaluation report and undertook a site visit in Saint-
Etienne on the 19-20th of November 2025.

Across all assessed standards, the panel finds that underlying criteria are not only met but
systematically surpassed. The ICM programme demonstrates an exemplary and coherent
approach to internationalisation that is mature, well documented, and widely shared. Its
internationalisation strategy is firmly anchored in Ministerial orientations, institutional
priorities, and IMT-network ambitions, and is clearly aligned with the programme’s identity.
The strategy sets ambitious, yet realistic goals focused on enhancing teaching and learning
quality and preparing graduates for international and intercultural professional environments.
Internationalisation is deeply embedded across curriculum design, language policy, student
support, and everyday academic and social life, going well beyond mobility figures or symbolic
partnerships. The combination of compulsory and substantial international experiences,
strong financial and organisational support ensuring equity of access, and a deliberately
international learning environment is regarded as exemplary practice.

International and intercultural learning is intentionally embedded in programme design,
assessment, mobility structures, and graduate profiles, with continued improvements in
assessment systematisation and monitoring of graduate outcomes representing international-
level exemplary practice. Teaching and learning benefit from an outstanding international
learning environment and the strong commitment of international staff, teachers, and
students. Staff composition, international experience, professional development, and mobility
provide a strong foundation for delivering high-quality international and intercultural learning
outcomes. Students benefit from coherent and well-structured international experiences, and
comprehensive support services, with several aspects recognised as good practices.
To conclude, while targeted enhancements are recommended—particularly regarding
external stakeholder involvement, KPI prioritisation, systematic evidence of intercultural
competence development, and closer monitoring of incoming international students’
integration—these are refinements to an already strong approach. Overall, the panel
assesses Standards 1 through 5 as excellent and considers ICM’s internationalisation a
benchmark for comparable programmes.