Teaching at university is a way of passing on knowledge, methods and, hopefully, a certain interest in the subject being taught to students, with one distinctive feature: its direct connection to research.

Teaching at ISM-UVSQ, then at Paris-Sud University and Université paris-Saclay, allowed me to take full advantage of this connection. Most of my courses are related to my research topics. This is also the case when I teach at other institutions, such as IEEPI.

Vocational training differs from education in that the audience of "continuing education trainees" is very concerned with the efficiency and applicability of what they learn in this context. That said, this should not lead to continuing education being equated with the transmission of ready-made recipes supported by a few well-chosen examples. This can be an opportunity for trainees to take a step back. Comparing practices with more theoretical concepts can help them do this. That is why, while keeping this quest for efficiency and applicability firmly in mind, I also draw on my research activities to inform the content of these training courses.

While the "classic" course remains a less outdated vehicle for transmitting knowledge than is sometimes portrayed, particularly when it involves a limited number of participants to enable exchanges, pedagogy is evolving towards a greater involvement of "learners" in the learning process. The use of case studies has long been commonplace in management studies.
A more playful evolution consists in creating scenarios involving decisions through "serious games". I was fortunate enough to participate in the creation of one of these. I am also on the lookout for new developments in distance learning or "e-learning". 

The guiding principle of my research activities is my interest in the management of innovation, particularly (but not exclusively) technological innovation and its strategic, organizational and human challenges. This has led to research into the relationship between technological innovation and competency management, ICT and competitive advantage, and the emergence of technological standards and associated strategies. Above all, I have tried to propose a truly strategic approach to the management of intellectual property rights, a fascinating subject on which there is still much to be done.

Measuring a researcher's "output" is extremely difficult. All the measures used (publications in referenced journals, number of citations, etc.) offer a truncated view, taking little account, for example, of the dissemination of knowledge to non-research audiences. However, "academic" publication remains the unit of production most characteristic of a researcher's work. It has the advantage of being based on the principle of "double-blind" evaluation by peers, a system of evaluation which, while imperfect, is still the best guarantee of the scientific credibility of publications.