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While the "classic" course remains a less outdated vehicle for transmitting knowledge than is sometimes portrayed, particularly when it involves a limited number of participants to enable exchanges, pedagogy is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.

An important part of a researcher's job is to train for research through research. This is where the supervision of doctoral theses comes in. This section lists the theses I have supervised or been a member of the jury for, as well as for accreditations to supervise research and DBAs.

Research results disseminate using verious channels:  teaching, vocational training, education tools, consulting... Means are as numerous as the sections of this website. But some activities may be more specifically designed for a public different from scholars and students. This is especially important in management sciences as one their goals is naturally to influence practices in organisations. This page presents the main activities of this type (books for a wide audience, publications in professional journals, conferences, professional workshops, interventions in media...).

Universities are rather special organisations in which a large proportion of the positions of responsibility are held by professors. Taking on this type of responsibility allows for direct participation in certain strategic decisions and for the accumulation of experience in the practice of strategic management, even if it is in a particular context.

 In the field of management sciences, research and consulting have been linked for a long time. Indeed, action-research methodologies have been conceptualized, and are widely used to produce robust but also actionable knowledge. In such a case, consulting interventions and research are conducted simultaneously. But consulting activities may also be conducted independently, especially when confidentiality constraints prevent any publications or when efficiency predominates on the methodological discipline of research. But even in such a case, resorting to researchers has sense only if they rely on their research results to propose an original approach to problems.

This section brings together studies and research projects conducted at the request of, or with the support of, companies and professional organizations, together with activities more closely related to consulting.