All successful business models provide a solution for a problem. Let us identify such a “problem” in academia: As university teachers we all know that grading students’ essays can be a tedious and time-consuming endeavor. If that is the problem, a solution could be to let software grade the essays. Five years ago, my immediate reaction would have been that this could never work. However, now, in the era of artificial intelligence and machine learning, it increasingly does work. If we acknowledge that AI is able to drive cars, predict court decisions better than experts and automatically schedules our meetings, we should also acknowledge that AI will very soon support and soon replace us when it comes to grading students’ essays. Pioneers of so-called “robo-graders” believe that “the time is right and it’s really starting to be used now”. Robo-graders learn what is considered good writing by analyzing essays graded by humans. The automated programs then score essays themselves by scanning for the same features.
Exports can be decomposed into a foreign value added (FVA) and a domestic value added (DVA) component. FVA is a key measure of the importance of global supply chains. It refers to the imported goods and services incorporated in a country’s exports. DVA relates to the contribution of a country’s own (i.e. domestic) factors of production. The 2018 World Investment Report, recently published by UNCTAD, shows that “[f]rom 1990 until 2010, the share of FVA in total exports rose continuously, contributing to the growth in global trade” and, “in the past decade, for the first time in 30 years, the growth […] has come to a halt, with the share of FVA declining to 30 per cent in 2017”. But what are the reasons for a declining importance of the “extended workbench” model? First, the model is based on arbitrage; however, the economic success of emerging countries has led to an increase in labor costs. Second, manufacturing in high-wage countries is becoming increasingly profitable due to recent advances in robotics.