Directeur de Grenoble Ecole de Management / Dean & Director of Grenoble Ecole de...

Loïck Roche

Loïck Roche
    Infos
  • 52 ans
  • Grenoble  (38000) France

Professional Status
Employed

Job/Career Just looking around

Welcome to My Resume

Loïck Roche est diplômé de l’ESSEC, docteur en psychologie, docteur en philosophie, et titulaire d’une habilitation à diriger des recherches (HDR) en sciences de gestion.

Depuis Juillet 2012, Loïck Roche est Directeur de Grenoble Ecole de Management (GEM*).

Directeur de la Pédagogie (2001-2012), Directeur de la Recherche (2001-2011) ; Doyen du Corps Professoral (2000-2009) ; Directeur de la Doctoral School (2006-2011) (programmes DBA et PhD) ; Directeur adjoint (2004-2012) aux côtés de Thierry Grange (Directeur de GEM de 2001 à 2012 et aujourd’hui Président du Conseil Stratégique), Loïck Roche a commencé sa carrière comme consultant puis dirigeant d’un cabinet conseil.

Loïck Roche est spécialiste du management, du bien-être des personnes et de la performance des organisations. Il est l’auteur ou le coauteur d’une trentaine d’ouvrages et essais.

* Grenoble Ecole de Management est un établissement de la CCI de Grenoble ; GEM est accréditée AACSB, EQUIS, AMBA ; budget 2013 : 47M€ ; nombre d'étudiants (formation initiale et continue : 7700 ; nombre de permanents : 380 ; nombre d'intervenants : 700 ; nombre d'heures d'enseignement par an : 55000.

Loick Roche is currently Dean & Director of Grenoble Ecole de Management (Grenoble Business School) - accredited EQUIS, AACSB, AMBA. This French Graduate Business School has over 6500 students and offers programs ranging from Masters’ Degrees (MSc, MIB, MBA) to DBA and PhD – notably in the fields of management technology, innovation and entrepreneurship.

Graduate of ESSEC Business School, Loïck Roche holds a Ph.D. in Psychology, a Ph.D. in Philosophy and a post-doctorate degree (HDR – Accreditation to supervise Research) in Management Sciences. He began his career as a Consultant in HR and Organizations in 1988.

In 1990, he founded a consulting firm in Organizations and Management.

In 1995, he joins Grenoble Ecole de Management as a research faculty member. Since 1995, he also held the positions of Management and Technology Department Manager (1996 -2000); Faculty Dean (2001 - 2009); Associate Dean for Academics, Research and Faculty (2002 - 2012); Associate Director (2004 - 2012); Director of the Doctoral School (2006 - 2011); Vice-Dean (2011 - 2012). Since the 1st July 2012, he is Dean and Director of Grenoble Ecole de Management.

Loïck Roche is an expert in management; well-being at work, and in performance of businesses. He is also the author or co-author of over thirty books.

Two or three other words… just to understand, not only his background, but most importantly, a part of his values and philosophy.
It’s important to start with his Grandfather. All his professional life, he was a skilled worker. He was working on a mechanical press which formed sheet metal for making the bonnet of Renault cars. You can imagine the noise. It was incredible.
The general conditions of work were very, very difficult.
Perhaps, one of the best examples of these conditions, if we consider the philosophical point of view, could be found in The Myth of Sisyphus, a philosophical essay by Albert Camus which was published originally in 1942 in French as Le Mythe de Sisyphe.
6 days per week, all the weeks of the year, all the years of his professional life, his Grandfather, like millions of workers like him, has rolled his rock to the top of the mountain. And at the top, the rock descended the mountain. And the next day, he began again. We can imagine the workers happy, because at this time the work had a sense for them.
When his grandfather’s son, who was to be his father, was seven years old, he took him one day to the factory. His father was literally traumatized by the noise.
His father understood that day, if he wanted to avoid this destiny, only studies could save him.
But with parents who were simple workers, who had little education, it was very difficult to study. And when he missed the “Baccalaureat” (the first important degree in France), his parents told him: “Stop”, and said: “Now, you must earn your living; you will go to work in a factory.”
So when Loïck was born, his own idea was to avoid him having to follow the same path.
Certainly this past of his family story could explain why Loïck could follow his studies, why he could obtain several degrees… Why his concerns, are around education, psychological concepts and so on.
This also surely explains why now Loïck occupy his different functions in a graduate school of business.
This also explains why he is convinced that teams can win, why teams can be the best, even if initially they do not have the best people nor the best tools and resources to succeed. Loïck believe in the will, in the work, in the management, and therefore in the progress of men and women, in the progress and performance of organizations.

My Links

Professional Experience

Directeur Adjoint - Vice Dean & Associate Director

Grenoble Ecole de Management - Grenoble - France(January 2004 - June 2012)

Detailed Description
  • Dans le cadre de ces fonctions, participation à la définition et à la mise en œuvre de la stratégie du Groupe.
    Au-delà, en charge de la responsabilité de l’organisation, du management, de la pédagogie et de la recherche, de la performance et des critères qualité associés. Responsable en direct ou en concertation aves les managers que je dirige :

    - du positionnement du Groupe Grenoble École de Management (positionnement dans les classements) par rapport aux
    Universités (IAE) et aux Grandes Écoles de Management et de Commerce ;
    - des ressources humaines et budgétaires associées à la pédagogie et à la recherche ;
    - des relations avec les entreprises (partenariats, conventions) par l’intermédiaire des instituts et des équipes de recherche
    académique et appliquée ;
    - des programmes doctoraux (DBA et PhD) ;
    - du recrutement, du management, de la formation, de l’évaluation ;
    - des enseignements [contenus et méthodes pour l’ensemble des programmes ; dont les innovations pédagogiques :
    e-learning...] ; 50000 heures de cours sont délivrés chaque années (on site & off site) ;
    - de l'obtention et de la maintenance des accréditations (AACSB, EQUIS, AMBA).

    - 01/2010 — 06/2012 En plus de direction adjointe, à partir de cette date, directeur des opérations (ce qui inclut les directions opérationnelles : développement international, relations avec les entreprises, communication, et l’ensemble des services support dont les SI, la finance et les RH).

    Pour exemple d'action

    - Remise en ordre de l’équilibre charges/produits

    • Définition et mise en œuvre d’un plan en 3 parties :
    • Plan de rattrapage (octobre-décembre 2011)
    • Plan d’optimisation (janvier-août 2012)
    • Plan de restructuration (septembre 2012-août 2013)
    • …

    Et depuis le 1er janvier 2011, je dirige le comité de direction de GEM.

Directeur de la Doctoral School - Director of the Doctoral School

Grenoble Ecole de Management - Grenoble - France(January 2006 - December 2011)

Detailed Description
  • Création de la doctoral school.
    Développement du programme DBA dans le monde (partenaires internationaux : Chine, US, Suisse, Moyen-Orient)
    Création du programme PhD

    Résultats :

    International recognition (Equis, AACSB, AMBA) for our DBA Program (currently, 330 students)
    Join DBA avec l'Université de Newcastle
    En quantité et qualité, l'un des plus beaux programmes DBA en Europe

    International recognition (EQUIS, AACSB) for our PhD Program (currently, 12 students)

    CA 2012 de la doctoral school : 5% du budget GEM

Directeur de la Recherche - Director of Research

Grenoble Ecole de Management - Grenoble - France(January 2001 - December 2011)

Detailed Description
  • HOW I STIMULATE SCIENTIFIC PRODUCTION AMONG ACADEMICS: MY GEM EXPERIENCE AS DIRECTOR OF RESEARCH

    …AND BEYOND ONE EXAMPLE OF MY PHILOSOPHY AND VALUES THAT I WORK EVERY DAY TO IMPLEMENT IN GEM BECAUSE I AM CONVINCED THAT THIS IS THE SECRET OF A SUCCESSFUL AND SUSTAINABLE PERFORMANCE

    INTRODUCTION

    Our research program started 12 years ago.

    In our School like in the majority of the little business schools in France, Research was nonexistent we had only the occasional interviews or publications in some specialized journals. Naturally it was not at all the case for the best schools in France (INSEAD, HEC, ESSEC...).

    The necessary recognition by the academic community of the EQUIS & AACSB’s accreditations has been the greatest change and the most important opportunity for Schools and we in Grenoble would benefit from it too.
    We were a small institution with limited communication tools which unable us to be recognised for our standards and values, the different rankings ignored us.
    At this time we realised that we had a great opportunity in front of us, by working very hard we would now be able to enter into a tough competition.

    In the late 90s when we applied for the EQUIS’ accreditation, it came as no surprise that we failed, we had no publication.


    PUBLICATION IMPLEMENTATION AT THE GRENOBLE ECOLE DE MANAGEMENT

    We meet and we agreed on the 2 following items:
    1/ To have a new mission
    2/ Managers should take a proactive approach to publication

    1/ Our mission would be to meet the requirements and to publish, which means:

    - To support the company performances by providing skills and competences based on a formal commitment from
    innovative teaching to applied research.
    - For a continuous improvement of its intellectual input in professional and academic programs
    - To promote responsible (or professional) practices in companies based on technology and innovation management
    expertise.

    - And finally our international development program contributes
    • To respond to student multicultural training needs
    • To collaborate with teacher exchange programs
    • To look for new business partners among local, national and international companies

    Therefore:
    The concept of employment was maintained
    The competences were represented by the students
    The knowledge and expertise were validated by the applied research

    2/ Starting from scratch and moving forward to become efficient and competitive request a good proactive management plan:

    1. Recruit new professors
    2. And recruit the best one

    CHOICE No 1 was not my idea of good management.
    When you have been working with people for sometimes you do not get rid of them under those circumstances if you believe in management.
    You work very hard
    You focus on progress
    You increase knowledge and expertise

    CHOICE No 2 would have been a mistake.
    Recruiting professors with a strong research background would mean a much higher salary than the professors in place. It would have caused some internal conflicts and would have killed the team spirit altogether.

    So I chose a 3rd strategy, which was more difficult, long lasting, but very professional and in accordance with our values.
    It took us 5 years to put in place this strategy by:
    1/ making the teachers aware of the publication’s needs
    2/ demonstrating their ability to write and publish
    3/ to train professors to do research
    4/ recruiting gradually professors with stronger expertise in writing and publishing
    5/ developing along the way a real publication’s commitment in our school


    1/ to make the teachers aware of the publication’s needs:
    - Some studies show the correlation between research performances and classroom performances.
    - The importance to pull research results into use, in this case in the classroom
    - The importance to be recognised as an Institution doing research to attract and recruit foreign professors

    2/ to demonstrate their ability to write and publish:
    - to give them access to material available in research like seminars, journals or books
    - to encourage them to participate in conferences
    - to fix some basic goals to start with
    - to give them the time to write and publish according to their abilities (articles in specialized or non specialized
    press, case studies, chapter of a reference work…)
    - and for the professors in need of gaining confidence in this task, to encourage them to write in collaboration with
    others

    3/ to train Professors to do research:
    - our goal is to help the teachers through their thesis in a French or English university
    - this step forward change completely the staff profile
    - for the one having already a thesis we have been developing some collaboration between different well known
    universities abroad

    4/ to recruit gradually professors with stronger expertise in writing and publishing
    - research has been growing gradually, as well as becoming better known, the school increase its reputation.
    - The application standards increase each year
    - Nevertheless the recruited teachers should comply with 3 criteria, which are

    1. To be an excellent classroom teacher (1st teaching requirement in our school);
    2. To be part of our existing team which means to share our team spirit, our values and performances, to be tolerant
    and to be in alliance with others partners;
    3. and finally to be an excellent researcher Professor dedicated to technology and innovation, as being part of the
    Technology and Innovation Management team of our School.

    5/ to gain and to disseminate a research/innovation culture within the GEM:
    First to acknowledge and to comply slowly with the international standards.
    For example, we had our own list of journals; a large selection of journals to encourage and to enhance each individual’s potential of the teachers publishing in them.
    Then, we reduced our own list by selecting only the journals complying with the standards of the top French schools like the ESSEC Business School and now the CNRS. The French Scientific Research Center.
    This work has been validated by the opening of a pre-doctoral school DBA with 2 programs: one section with 330 students in the world and another one for PHD students.


    A SHORT ASSESSMENT

    1. About the results;
    2. What remains to be done to reach our goals.

    1. The results: we came up with some fast results which meet my expectations.
    Starting from scratch we did our best to succeed, it was a mix of motivation, the right strategy and a good management plan.

    Here is an example to give you a better idea; today our School is among the best French academic institutions. Our research is recognized as relevant and rigorous. Our research is aimed four main audiences: businesses, 
 students, 
 society, the academic community.

    Those results have been validated by the official accreditation institute.

    2. What remains to be done to reach our goals:
    We still have a long way to go and we are looking forward to that.
    Among our stakes, we have to harden our requirements.
    An other goal is to take the Financial Time publication list as being our references.

    We have other challenges in mind, we would like to develop:
    A contract research program
    Some partnerships with private companies
    To create more chair positions
    This is our stakes in the years to come.

    In the same way we have developed some “studies reflex” we would like strongly increase our “enterprise reflex” too.

    CONCLUSION

    One important information about this project is our budget.
    We work on a very tight budget.
    Our School of Management does not receive any funding except the one from the CCI, Grenoble chamber of commerce, to whom we belong.
    The CCI gives us 1.2 millions euros (each year) which represent now much less 3% of the running cost of the school and the 97, …% left come from the student fees and our work with companies.

    We are talking here about one experience not about one example. Beyond the fact that we were very motivated, we had the right strategy and a very good management plan, the main factor of our success is our ability to respect each other, and this has been the starting point of the future of our school.

Directeur de la Pédagogie - Director of Pedagogy

Grenoble Ecole de Management - Grenoble - France(January 2001 - June 2012)

Detailed Description
  • Mise en place de la pédagogie différenciée
    Mise en place de groupes "innovations pédagogiques" au niveau de TD étudiants (tests : nouvelles méthodes pédagogiques, nouveaux supports technologiques, nouveaux contenus, ...)
    Mise en place de formations ad hoc pour les enseignants et améliorer leurs performances dans la salle de classe

    Résultat : GEM est reconnu aujourd'hui comme un des creusets où s'inventent les méthodes, contenus et outils pédagogiques en sciences de gestion

Doyen du Corps Professoral - Associate Dean for Faculty

Grenoble Ecole de Management - Grenoble - France(January 2000 - September 2009)

Detailed Description
  • D'une équipe pédagogique extrêmement réduite, peu qualifiée, très peu internationale, essentiellement dédiée à l'enseignement, il y a 12 ans, nous avons bâti un corps professoral digne d'une grande école européenne.
    Sur ces cinq dernières années, 50 nouveaux professeurs avec une très forte orientation recherche et orientation internationale ont rejoint GEM.

    Mise en oeuvre des grandes lignes qui ont défini la stratégie de la recherche :

    . Accroître la légitimité : la recherche conduite au sein de GEM doit être rigoureuse, publiée dans les meilleures revues de référence de manière à nouer un dialogue avec la communauté nationale et internationale et ainsi valider les résultats des recherches entreprises ;

    . Accroître la pertinence : les recherches menées par GEM doivent être en relation directe avec des partenaires de manière à formuler des questions de recherche en lien avec les réalités et apporter des solutions créatrices de valeur pour les partenaires ;

    . Accroître la visibilité : i.e. accroître le niveau d’expertise auprès des partenaires et le développement de programmes de haut niveau. 2 grands axes :
 la recherche académique de niveau international : la présence de chercheurs dans 
les revues internationales dites de « rang B » est désormais la norme. L’école vise d’une manière systématique à accroître désormais sa présence dans les meilleures revues (le « rang A »).

    . Résultat : au-delà des progrès sus-cités et de cette contribution forte aux progrès de GEM ces 12 dernières années, le travail mené, les process discutés et approuvés par le corps professoral de GEM quant à son mode de gouvernance, font aujourd'hui —sans se vouloir modèle— un bel exemple de ce qu'il est possible de faire dans la mise en oeuvre de relations et coopérations performantes Faculty-Direction

Responsable du Département Management et Technologie - Management and Technology Department Manager

Grenoble Ecole de Management - Grenoble - France(September 1996 - December 1999)

Detailed Description
  • Professionnalisation, structuration et développement du département phare de GEM : le département de formation et de recherche en management, technologie et innovation" (DFR MTI)
    Premières étapes-clés du travail de tangibilité de l'identité de GEM en tant qu'acteur clé du MTI

Professeur - Professor

Grenoble Ecole de Management - Grenoble - France(Since September 1995)

Detailed Description
  • Activité fortement réduite depuis le début des années 2000. Pour le principal aujourd'hui, des formats plus courts (conférences, séminaires bloqués, ...).

    My teaching and my conferences are directly related to the requirements and interests of companies and are at the crossroads between Human Sciences, Social Sciences, Management, Innovation and Technology. Author and/or co-author of 30 books, several articles and case studies (I have published with a wide range of co-authors) my lectures & conferences cover most of the human and societal issues facing businesses today.

    Moyenne des évaluations de l'ensemble de mes enseignements à GEM depuis mon arrivée en 1995 : > 4.7 / 5

    Award ("Dauphin d'Or") du meilleur enseignant en 2000. Prix décerné par les étudiants.