Before assuming his current position with the IPC, Jean-Jacques Degroof held the title of Researcher for the institute from 2002 to 2004. Notably, he collaborated on the Local Innovation System project, which is summarized in a working paper titled “Universities, Innovation, and the Competitiveness of Local Economies,” authored by Professor Richard Lester.
The report suggests that institutions of higher learning can contribute to regional innovation and economic growth through their traditional roles of education and research, but also in less traditional ways involving interactions with industry. However, the types of relevant exchanges with industry (including consulting, contract and joint research, licensing and patenting, providing public spaces, and others) depend on the form of local industrial development.
The paper thus suggests that the current focus on licensing and patenting should be replaced with a more nuanced approach to development.
About Jean-Jacques Degroof
Prior to working as an Affiliate Researcher for the IPC, Jean-Jacques Degroof earned both his Master of Science and his Doctor of Philosophy in Management from the Massachusetts Institute of Technology. He has contributed to another research project conducted by the MIT Industrial Performance Center and the Center for Business Research of the University of Cambridge titled “Benchmarking Innovation.” The research was sponsored by the Cambridge-MIT Institute. It is summarized in the report, which is titled “UK plc: Just how innovative are we?”
Jean Jacques Degroof holds an M. S. and a Ph.D. from the MIT Sloan School of Management. His research has focused on entrepreneurship as a source of technology innovation. He has specifically investigated processes of spinning off new ventures from academic institutions. He is particularly interested in this phenomenon in regions located outside established high tech clusters.
An expert in management and regional development who holds a PhD from the Massachusetts Institute of Technology (MIT) Sloan School of Management, Jean-Jacques Degroof currently serves as a venture investor and teacher in the greater Benelux region of Europe. After obtaining his PhD, Jean-Jacques Degroof remained at MIT to conduct research in the Institute’s Industrial Performance Center (IPC), where he served as a researcher with the Local Innovation Systems Project.
As part of the IPC’s commitment to “innovation, productivity, and competitiveness,” the Local Innovation Systems Project is an international research partnership that took place from 2002 to 2005. This project was created to discover how local economic communities can not only survive but prosper in a rapidly changing global marketplace.
The Local Innovation Systems Project concentrated on the role that innovation plays in promoting business productivity and growth at the local level. It also examined how to create and sustain local environments that are attractive for innovation and that are able to retain innovative business organizations. The Local Innovation Systems Project published its findings in a 2005 summary report.
Dr. Jean-Jacques Degroof lectures at various universities and business schools across Europe and provides mentorship in venture investing. Earlier in his career, Dr. Jean-Jacques Degroof completed a fellowship with the MIT Sloan School of Management in Cambridge, Massachusetts. The Sloan School of Management provides students with the opportunity to develop their global leadership skills through the Sloan Fellows Program.
A one-year executive master of business administration program, the Sloan Fellows Program aims to provide graduates the necessary skills and tools to become elite global managers. Fellows within the program are exposed to late-breaking research as well as core fundamentals within the areas of business and technology. In addition, students graduate with access to a broad international network consisting of MIT peers and entrepreneurial leaders.
The Sloan Fellows Program offers students a number of distinct advantages, making it one of the top entrepreneurial leaderships programs worldwide. Students receive instruction from a team of global industry leaders and become immersed in solving organizational challenges while exploring issues vital to leadership growth. Furthermore, the program gives students the flexibility to customize their curricula to include electives and experiences that suit their personal and professional goals.
An experienced venture investor and teacher, Dr. Jean-Jacques Degroof graduated with a PhD in management from the Massachusetts Institute of Technology’s (MIT) Sloan School of Management. Dr. Jean-Jacques Degroof continues to support his alma mater and is a member of the William Barton Rogers Society (WBRS).
Named for the founder and first president of MIT, WBRS is dedicated to encouraging opportunities through the spirit of the institute’s philanthropic leaders. WBRS supports not only gatherings and speaking events throughout the year across the country but also research, scholarships, and a number of other MIT programs.
Programs funded by the William Barton Rogers Society include the MIT Lincoln Laboratory Beaver Works Center. Half campus research center and half hands-on laboratory, the Center combines the efforts of MIT Lincoln Laboratory staff with those of faculty, students, and researchers of the MIT School of Engineering to create scalable, innovative engineering solutions to today’s real world problems. WBRS also helps fund the MIT Deshpande Center for Technological Innovation, which was established in 2002. Committed to translating academic research into new companies and products for people around the world, it has impacted markets ranging from health care to energy.
A PhD graduate of the Massachusetts Institute of Technology, Dr. Jean-Jacques Degroof has served as a venture investor and teacher for more than a decade. A former Sloan fellow, Dr. Jean-Jacques Degroof was also a fellow at the Mossavar-Rahmani Center for Business and Government (M-RCBG) in 2003.
Part of Harvard University and its Kennedy School of Government, M-RCBG was established in 1982. Created to address issues in both the private and public sectors through its network of research centers and practical experience, M-RCBG focuses on policy applications in the real world. Its programs cover a wide range of areas, including corporate social responsibility initiatives, regulatory policy, and sustainability science.
– Corporate Social Responsibility Initiative. Launched in 2004, the initiative includes a number of organizations and the support of several corporations. The initiative maintains a business and international development program and a governance and accountability program, with both programs considering the social impacts and philanthropy efforts of corporations around the world.
– Regulatory Policy Program. Open to any Harvard University student, the program offers a variety of seminars and working papers to develop regulatory processes for all aspects of the business world. It also studies the impact of regulation and how different academic disciplines can contribute to effective regulatory strategies.
– Sustainability Science Program. The center of Harvard University’s teaching and research efforts on issues of sustainable development, the program seeks to advance action and understanding on the subject. A worldwide effort, it collaborates with organizations and research projects such as the National Academy of Sciences and the Initiative on Science and Technology for Sustainability.
“I came out of this conference with tons of ideas in my head, of course, but one of them is about the implication of this new digital economy on education and how we need to teach our children.”
“The way we educate children hasn’t changed much in the last 200 years, and is no longer well adapted to this new economy. Our model of education was built when we needed to produce clerks and workers in the food factories, so basically people who repeated mechanically day after day what they were told to do. Nowadays, we need another profile of workers that have more initiative [and] creativity, but the educational methods and models have not much changed. So I think young people are indeed bored at school. So that could be one explanation, but just one small part of the story.”