Digitalization Concepts - Case Studies E-Book

• Herausgeber: Books on Demand
• Kategorie: Fachliteratur
• Sprache: Englisch

Veröffentlichungsjahr: 2023

Beschreibung

In this book, current digital trends have been described. This book is particularly suitable for group work within lectures on digitalisation.

Das E-Book Digitalization Concepts - Case Studies wird angeboten von Books on Demand und wurde mit folgenden Begriffen kategorisiert:
Omnichannel, social media, ChatGPT, Digitalization, ai artificial intelligence

Leseprobe

AI-Artificial Intelligence, ChatGPT, Urban Manufacturing, Space Tourism, Self-Service-Checkouts, Omnichannel, Hyperpersonalization, Social-Media

Patrick Siegfried (Ed.)

This book deals with a wide variety of digitisation concepts. These case studies can be used to make lectures in digital business and strategic management more interesting. These case studies can also be used for group work and group discussions.

I Content

1. The potential impact of artificial intelligence on the performance records of students during their studies (Vincent Pauly)

2. Shaping future cities - How urban manufacturing impacts work spaces (Aytekin Onat)

3. Space tourism: economic challenges and perspectives (Henning Baer)

4. AI in Controlling - Potentials and Obstacles of the Predictive Planning Tool in the Finance Area of a Business (Cedric Blaschek)

5. Analysis of the Bundesliga's digitalization strategy and its influence on fans and new markets (Julius Siedler)

6. The analysis of the implementation and influence of artificial intelligence in social media marketing with the example of Facebook (Vice Dominikovic)

7. ChatGPT and Creativity: How AI will improve marketing content creation processes using natural language generation (Andre Schlott)

8. Status quo of marketing through the concept of hyperpersonalization in relation to online commerce (Felix Puderbach)

9. Retail in Transition - from Self-service Checkouts to Walk-in Stores (Michelle Kurz)

10. Michelin Uptis - Are airless tires the future in the automotive industry? (Nikola Oka Nikolov)

11. Opportunities and challenges of the different corporate culture in launching a startup in the free market or corporate environment (Christopher Schäfer)

12. Increasing customer loyality and sales through Omni-Channel (Hannes Schmidt)

13. B2B Mass Customisation - Benefit risk assesment for Optimize, profitability calculation for Optimize and dealers, as well as a potentialturnover estimation (Felix Maximilian Strieder)

14. An Examination of Best Practice Strategies for Using LinkedIn as an Established Social Media Platform and its Benefits for Businesses (Yasmina Jeppener)

The potential impact of artificial intelligence on the performance records of students during their studies

Vincent Pauly

Abstract

This study aims to determine the positive and negative effects of Artificial Intelligence (AI) on students' performance during their studies. The effects have been measured and proven not only in the writing of papers but also in the creation of presentations and in the preparation for exams. An approach to the topic of AI from the perspective of students has been created.

In addition to existing sources, a survey of German students is conducted to gain a deeper understanding of how students use AI in their studies, their assessment of its impact on their learning, and their opinion on its benefits and challenges.

By surveying students, the study found that AI is being used to learn, research, and write assignments, with students reporting potential benefits such as saving time, improving the quality of work, and achieving better results. However, students also pointed out potential risks and challenges, including cheating and the possibility of losing critical skills. The study suggests that while AI can help students develop ideas and organize their thoughts, it cannot replace the ability to express complex ideas and arguments clearly and concisely. The study concludes that ongoing discussions about the role of AI in education and its potential impact on students' futures must continue, and more research is needed to fully understand its impact on education, learners, and teachers.

The use of AI in education is a new and under-researched area in the German-speaking region, limiting both students' and professors' experiences and perceptions towards it. The lack of clear rules for dealing with plagiarism when using AI and the limited sample size also poses challenges to the generalizability of the findings, highlighting the need for future research to explore the quality of AI-generated writing and develop solutions for integrating AI into academic writing.

This study can be useful in the field of education and specifically for educators and researchers who are interested in exploring the use of AI in education. It can also be useful for individuals and organizations involved in developing AI technologies for educational purposes. The findings of this study can inform the development of policies, guidelines, and best practices for the responsible and effective integration of AI into education.

Keywords: Artificial Intelligence, Universities, Studying

Table of contents

Abstract

1 Introduction

2 Literature review and hypothesis development

3 Research methodology

4 Results and discussions

5 Conclusion

6 Limitation and study forward

References

1 Introduction

Artificial Intelligence is a rapidly growing field that is transforming many aspects of our daily lives. In recent years, AI has become increasingly popular in education and its use by students is becoming more widespread. (Hochschulforum Digitalisierung – Hochschulbildung im digitalen Zeitalter, 2019)

This study aims to investigate the use of AI by students during their studies and how it may impact the future of learning at universities. Furthermore, the goal is to gain a deeper understanding of how AI is being used by students and what potential benefits and challenges this technology may bring.

Moreover, this work highlights the impact of AI on creating presentations, learning for exams, and writing papers. In a world where AI is becoming increasingly prevalent, students must develop skills in written and oral communication. The ability to articulate complex ideas and arguments clearly and concisely is essential for success in today's workforce.

Through this study, the impact of AI on written and oral communication skills will be evaluated, and it will be determined whether the integration of AI in the classroom enhances or hinders the development of these abilities. This examination will contribute to the ongoing discussion about the role of AI in education and its potential impact on students' futures.

2 Literature review and hypothesis development

In this section of the study, previous related work is highlighted and briefly presented. Using the key aspects of the presented work, the research gap that this study is willing to cover is determined.

‘Evolution instead of Revolution’ has been published in the 'Hochschulforum Digitalisierung' and is a related work written by Professor Dr. Christian Spannagel. The work advocates for a gradual and steady approach to digital transformation rather than a radical and abrupt change. The author argues that a slow and steady implementation of technology allows organizations to better understand and adapt to new systems. This in turn leads to more effective and efficient adoption of technology. The focus on evolution rather than a revolution can help organizations avoid the potential drawbacks and negative impacts of sudden change. (Hochschulforum Digitalisierung – Hochschulbildung im digitalen Zeitalter, 2023)

Another work, which deals with the topic of artificial intelligence in studies, was written by Jagadeesh Kengam from Bournemouth University. It describes that the use of AI for educators is still unclear, especially how to use it more widely pedagogically and the impact it has on teaching and learning in higher education. The pros and cons of AI's impact on education are also discussed, along with a specific way to develop an AI-powered platform for education and the after-effects of AI education. (Jagadeesh Kengam, 2020, p. 1)

The report ‘Artificial Intelligence and Education’ examines the connections between artificial intelligence and education and how AI can impact the education system. The report explores both the application and teaching of AI in education and approaches AI through the lens of the Council of Europe's core values: human rights, democracy, and the rule of law. The report takes a critical approach to AI in education, considering both opportunities and challenges, to ensure that AI empowers and does not overpower educators and learners. The report concludes with a provisional needs analysis of open challenges, opportunities, and implications of AI in education and highlights the need for more evidence of the impact of AI on education, learners, and teachers, robust regulation, and curricula that address the human and technological dimensions of AI literacy. (HOLMES, 2022, pp. 9–10)

‘AI@Education: Teaching and learning at school with artificial intelligence tools’ resulted in the following findings: AI-supported learning technologies have the potential to benefit students, teachers, and administrators. It can provide new ways of assessment, personalized learning, and support for school management. At the same time, there are concerns about the underlying didactic systems, lack of research into the impact of AI, ethical and data privacy implications, and biased algorithms. The study suggests that Germany should invest more in research and development and experimentation, establish co-teaching and assisted learning as core strategies, ensure data privacy and security, and support research into didactic considerations and ethical challenges. (Arends, pp. 4–6)

‘Computers and Education: Artificial Intelligence’ provides a comprehensive overview of empirical studies on the use of artificial intelligence in education (AIEd) published between 1993 and 2020. The study collected data from the Web of Sciences database and AIEd-specialized journals and analyzed 40 studies using multiple methods, including bibliometrics, content analysis, and categorical meta-trends analysis. The results highlight the current state of AIEd research, its benefits for education, and the need for ethical considerations in its use. The study also provides practical examples and future research directions, emphasizing the importance of interdisciplinary and transdisciplinary collaborations in large-scale, long-term research and development efforts. (Zhang & Aslan, 2021, p. 1)

The presented works mainly focus on the implementation of technology in education, specifically the development of an AI-powered platform. The aftereffects of AI education and its impact on the education system are also explored, including the potential benefits, concerns, and ethical challenges. Gaining a comprehensive understanding of the role of AI in shaping the future of education is the general goal of the existing studies. This also leads to the research gap that this thesis aims to fill. By directly surveying students regarding their use of AI in their studies and their assessment of the use, the actual effects on student learning through AI will be analyzed from a student’s point of view.

3 Research methodology

This study is mainly based on the results of a survey of students from Germany. The following section presents the key aspects regarding the creation of a survey, the utilized software, and the assumptions and conditions of the study.

To conduct a successful survey, certain factors must be considered such as well-crafted questions and a high number of participants. The results must be communicated to an appropriate audience and participants must be informed about the results and subsequent actions. Data protection laws must be observed during data collection. The focus while carrying out a survey should be on the right preparation and testing, minimal survey size, logical structure, clarity in multiple or single-choice questions, use of images, and compliance with copyright and data protection laws. (Best Practice in Surveys, NaN)

‘Google Forms’ was used to record and evaluate the survey. It is a survey management tool that is part of the comprehensive Google Docs Editors Suite offered by Google. This web-based platform provides a convenient way for users to create, edit and collaborate on surveys in real time. The results of the surveys can be organized and stored in a table for further analysis. With its user-friendly interface, Google Forms makes it easy to gather and analyze data. (Google Formulare: App Zum Erstellen von Onlineformularen | Google Workspace, 2023)

The study surveyed 75 students from the German-speaking region. To obtain a large number of participants and a representative sample of student opinions, the survey was kept brief with 10 questions. It was also shared publicly on platforms such as LinkedIn and through WhatsApp groups at different universities and colleges. The questions mainly focused on the participants' own experiences with AI, the reason for usage, the assessment of potential impacts on their studies, and future expectations.

4 Results and discussions

Within the scope of the conducted survey and the subsequent analysis, interesting insights into the use and attitudes towards the use of AI among students were gained. These results are explained in the following section and related to existing findings from previous work.

Fig. 1: Usage rate of AI by students in the survey (Survey Anal-ysis by Vincent P.)

Based on the first question regarding the use of AI, it can be seen that almost three-fourths of the students surveyed have already knowingly used AI software. This means that there is a great interest and already practical application knowledge among students in the topic. The fact that a significant majority of surveyed students have already used AI software demonstrates the growing trend of integrating AI in education and highlights the need for educators to further explore and develop innovative ways to incorporate this technology in the classroom. Additionally, the student’s interest in AI reflects the need for universities and other academic institutions to adapt to the changing landscape of technology and provide students with the necessary skills and knowledge to be successful in their future careers.

Fig. 2: Reasons for the usage of AI software by students (Sur-vey Analysis by Vincent P.)

The analysis of the question regarding the reason for usage confirms once again the great interest and curiosity of students in technology. However, it is also apparent that a significant number of students surveyed use AI to manage tasks during their studies. This includes supplementing learning materials for exam preparation, writing papers, assisting in creating presentations, and simple brainstorming to generate ideas. Other reasons, which were mentioned less frequently, include creating code for programming or writing job applications.

The findings of this analysis demonstrate the multifaceted ways in which technology and AI are being utilized by students. Not only does it reveal a clear enthusiasm for technological advancements, but it also highlights the practical benefits of AI in helping students manage their academic responsibilities. The fact that a significant number of students reported using AI to supplement their learning materials for exam preparation, writing papers, creating presentations, and brainstorming ideas underscore the role of AI in facilitating the academic process. Additionally, the fact that some students reported using AI for more advanced tasks such as creating code for programming or writing job applications speaks to the versatility of this technology. Ultimately, this analysis serves as a testament to the growing importance of technology and AI in education and highlights the diverse ways in which students are leveraging these tools to enhance their academic experiences.

Fig. 3: AI usage in paper writing by students (Survey Analysis by Vincent P.)

When looking more closely at the use of AI in writing academic papers, it is noticeable that only about six percent of those surveyed exclude its use. The results suggest that there is a growing acceptance of AI as a tool for academic writing among students. The majority are open to integrating it into their writing process to some degree. This is particularly evident in the finding that a significant percentage of students (19 percent) are willing to entrust the entire writing process to an AI program.

The fact that 94 percent of surveyed students are willing to consider using AI in their academic writing is a significant finding that speaks to the growing awareness of the potential benefits of this technology. AI can help students overcome some of the common challenges of academic writing, such as writer's block, lack of inspiration, and time constraints. By using AI to generate ideas and suggestions for their writing, students can produce higher-quality work in less time, which is particularly valuable in the context of academic research.

Fig. 4: Evaluation of the efficiency of learning with AI support (Survey Analysis by Vincent P.)

Students attribute moderate to high increases in efficiency regarding their learning and progress in their studies to the use of AI. This result once again confirms the high attractiveness of technology for students in their daily academic life and that the use of AI means a boost in performance for most of them. The high increase in efficiency, in a relatively early stage of AI use, only hints at what will be possible for students with this technology in the future.

Fig. 5: Performance records with the greatest advantages for students using AI (Survey Analysis by Vincent P.)

To break down the performance advantage into different performance records, the students were also asked for their assessment in this regard. The surveyed students see the greatest advantage of using AI in writing academic papers. This is followed by creating presentations and then preparing for exams.

Having students feel that AI has the greatest potential to improve their performance in writing academic papers could be due to the fact that writing is often a time-consuming and difficult task, and AI can provide valuable assistance in brainstorming ideas, improving writing style, and revising. (Strohmann et al., 2017, p. 1)

In addition to writing academic papers, students also mentioned creating presentations as an area where AI could be particularly useful. This may be because creating a presentation requires not only good content but also good visual design and organization. AI can provide tools for creating visually appealing and effective presentations, as well as assistance with organization and structure.

Fig. 6: Future of academic papers (Survey Analysis by Vincent P.)

One concern that exists about artificial intelligence is the future relevance of written assignments in college. If all students had their work written, there would no longer be any personal contribution. In order to address this point in the survey, the students were asked about their opinion. However, the result is in favor of the papers. Only eleven percent see proof of performance by means of written assignments as obsolete in the future. 23 percent see no need for action at all. The vast majority of 66 percent only see a future for papers if the proportion of own research (e.g., through surveys) increases. Universities and colleges should therefore primarily think about how to change the focus of papers in the future so that students' own performance can be measured despite the supporting use of AI.

Fig. 7: Estimated impact on written and oral communication skills (Survey Analysis by Vincent P.)

A concerning finding from the survey analysis is the student’s assessment of the impact on their written and oral communication skills. There is a clear tendency towards negative effects among the respondents.

If students are relying too heavily on AI to write or edit their papers, for example, they may not be developing the necessary writing and critical thinking skills to succeed in the long term. Similarly, if AI tools are used to create presentations or speeches, students may not be developing the public speaking and presentation skills that are also essential for success.

This highlights the need for universities and colleges to take action to counteract these potential negative consequences. This might involve providing training and support for students to develop their communication skills in other ways, such as through writing workshops, public speaking courses, and other related programs. (Kelly Shiohira, p. 47)

While AI has significant potential to improve academic performance in many areas, it is also important to consider the potential risks and challenges associated with its use. By taking a proactive approach to addressing these concerns, universities, and colleges can help ensure that students can benefit from the advantages of AI while still developing the critical skills they need for long-term success. (European Commission, 2022)

Fig. 8: General sentiment among the survey participants regarding the future of artificial intelligence (Survey Analysis by Vincent P.)

The general assessment of AI among students in all areas of life varies widely. However, there is a rather positive and hopeful mood regarding the future impact of AI.

The fundamental findings that emerge from the analysis are the high willingness of students to use AI in their studies and that they generally see a high increase in efficiency (especially in the writing of papers) as a result of the technology. This insight is also in line with the finding that among regular users of the AI software ChatGPT, a third of usage takes place in relation to activities at schools or universities. (dpa - Deutsche Presse Agentur, 2023)

Most students still see written work as a way of recording student performance in the future, but the focus here must shift towards a greater proportion of their research. Also due to the negative future expectations regarding the written and oral communication skills of students, there is a field of action for educational institutions to counteract possible negative effects of AI. Especially the need for the adaption of the educational system to properly utilize the strengths of new technologies is an insight that has already emerged from other works. (VAN DER VLIES Reyer, pp. 3–4)

5 Conclusion

Artificial intelligence is transforming many aspects of our daily lives, and education is no exception. The increasing use of AI by students, including making presentations, studying for exams, and writing essays, raises questions about its impact on written and oral communication skills. This study aimed to examine how integrating AI into the classroom helps or hinders the development of these skills, contributing to the ongoing discussion about the role of AI in education and its potential impact on students' futures.

According to the literature review, existing studies mainly focus on the implementation of technology in education. The aftermath of AI in education and its impact on the education system was also explored, including potential benefits, concerns, and ethical challenges. However, the actual impact of AI on student learning has not been analyzed from the student’s perspective. This study aims to fill this gap.

By surveying students, this study was able to provide a deeper understanding of how AI is being used by students and the potential benefits and challenges of this technology. The majority of students use AI to learn, research, and write assignments. Students believe AI can save time, improve the quality of their work, and help them achieve better results. However, students also pointed out the potential risks and challenges of using AI in their studies, including the risk of cheating and the possibility of losing critical thinking skills.

This study examined the impact of AI on written and oral communication skills. While AI can help students develop ideas and organize their thoughts, it cannot replace the ability to express complex ideas and arguments clearly and concisely. Therefore, students must continue to develop written and oral communication skills to be successful in today's workforce.

In summary, the integration of AI into education has the potential to improve student learning and effectiveness. However, the potential benefits and challenges of AI must be carefully weighed, and educators must ensure that AI supports rather than overwhelms teachers and learners. Ongoing discussions about the role of AI in education and its potential impact on students' futures must continue, and more research is needed to fully understand the impact of AI on education, learners, and teachers.

6 Limitation and study forward

This study of the use of artificial intelligence in education has yielded valuable insights. However, it is important to acknowledge certain limitations that may have affected the results.

One major limitation is that the use of AI in education is a relatively new and under-researched area, particularly in the German-speaking region. As such, both students and professors may have limited experience with this technology, which may have influenced their perceptions and attitudes towards it. Another important limitation is the lack of clear rules for dealing with plagiarism when using AI, which may have implications for the use of this technology in academic writing. Additionally, the study only included participants from the German-speaking region, which may limit the generalizability of the findings. In light of these limitations, future research is needed to explore the quality of AI-generated writing compared to human writing, as well as to develop concrete solutions for integrating AI into academic writing without negative effects.

The results of the study shed light on the current state of knowledge and perception of the use of AI for learning among students in German-speaking countries. However, there is still much to explore in this area and more research is needed to fully understand the potential benefits and limitations of using AI in education.

One promising direction for future study would be to compare self-written papers with those generated by AI and to examine the quality of the papers produced. Given the relative lack of experience with AI in the German-speaking academic community, it would also be beneficial to develop concrete solutions for integrating AI into the learning process without causing negative effects. Since the study only surveyed students from German-speaking countries, extending the study to a more diverse scope could provide valuable insights into the global impact of AI in education.

References

Best practice in surveys. (NaN).

https://www.bath.ac.uk/guides/best-practice-in-surveys/

Google Formulare: App zum Erstellen von Onlineformularen | Google Workspace. (2023, January 13). https://www.google.de/intl/de/forms/about/

Arends, G. 20210901_KIBildung_Schlussbericht_EN.

https://www.telekom-stiftung.de/sites/default/files/files/media/publications/Report-AI-education.pdf

dpa - Deutsche Presse Agentur (2023, February 2).

ChatGPT: Jeder 4. in Deutschland kennt den KI-Chatbot. T3n Magazin. https://t3n.de/news/chatgpt-chatbot-ki-umfrage-1531892/

European Commission. (2022, October 25). Artificial Intelligence and the future of education [Press release].

https://ec.europa.eu/commission/presscorner/detail/en/ip_22_6338

Fürst, R. A. (Ed.). (2020). AKAD University Edition.

Digitale Bildung und Künstliche Intelligenz in Deutschland: Nachhaltige Wettbewerbsfähigkeit und Zukunftsagenda (1. Auflage 2020). Springer Fachmedien Wiesbaden.

https://ebookcentral.proquest.com/lib/kxp/detail.action?docID=6382704

Hochschulforum Digitalisierung – Hochschulbildung im digitalen Zeitalter. (2019). Dossier: Künstliche Intelligenz.

https://hochschulforumdigitalisierung.de/de/dossiers/kuenstliche-intelligenz

Hochschulforum Digitalisierung – Hochschulbildung im digitalen Zeitalter. (2023). ChatGPT und die Zukunft des Lernens: Evolution statt Revolution.

https://hochschulforumdigitalisierung.de/de/blog/chatgpt-und-die-zukunft-des-lernens-evolution-statt-revolution

HOLMES, W. C. O. E. (2022). Artificial INTELLIGENCE AND EDUCATION: A critical view through the lens of human rights,… Democracy and the rule of law. Council of Europe.

Jagadeesh Kengam. (2020). Artificial INTELLIGENCE IN EDUCATION.

https://doi.org/10.13140/RG.2.2.16375.65445

Kelly Shiohira.

understanding_the_impact_of_ai_on_skills_development .

https://unevoc.unesco.org/pub/understanding_the_impact_of_ai_on_skills_development.pdf

Mädche, A., vom Brocke, J., & Hevner, A. R. (Eds.).

(2017). LNCS sublibrary. SL 3, Information systems and applications, incl. Internet/Web, and HCI: Vol. 10243.

Designing the digital transformation: 12th International Conference, DESRIST 2017, Karlsruhe, Germany, May 30-June 1, 2017, proceedings. Springer.

https://doi.org/10.1007/978-3-319-59144-5

Pauly, V., Survey Analysis, Online-Survey “Künstliche Intelligenz im Studium“ (2023), digitally attached

Strohmann, T., Siemon, D., & Robra-Bissantz, S. (2017).

brAInstorm: Intelligent Assistance in Group Idea

Generation. In A. Mädche, J. vom Brocke, & A. R.

Hevner (Eds.), LNCS sublibrary. SL 3, Information systems and applications, incl. Internet/Web, and HCI:

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VAN DER VLIES Reyer. trustworthy-artificial-intelligence-in-education.

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Zhang, K., & Aslan, A. B. (2021). AI technologies for education: Recent research & future directions (Vol. 2).

https://reader.elsevier.com/reader/sd/pii/S2666920X21000199?token=4EA0EAE81657A15FF3AF69C8C040CF6114BEA8AD9E02FDB61C1C30A5692BA6CD29258849F5D6EFCD95E3C0682B418DDC&originRegion=eu-west-1&originCreation=20230208085243

https://doi.org/10.1016/j.caeai.2021.100025

Shaping future cities – How urban manufacturing impacts work spaces

Aytekin Onat

Table of contents

Abstracts

1 Introduction

2 Historic Context of Urban Manufacturing

3 Theoretical basis of urban production

3.1 Definition of Urban Manufacturing

3.2 Concepts of urban manufacturing

3.3 Connection between urban manufacturing and urban development

3.4 Urban production forms

4 Key factors of urban production

5 Impact on city through urban manufacturing

6 Survey on trends in urban production

7 Conclusion

References

Abstract

This research addresses the impact of urban manufacturing on city infrastructure. The aim of this work is to identify future trends in production and their predicted impact.

The research is based on US American productions in urban productions. To facilitate this, no specific city was used as a reference. Furthermore, a survey about the influence of production in the center of Düsseldorf was used. Furthermore, the work is theory and statistics-heavy.

The main results indicate that productions in urban zones in the EU represent about 15% of GDP and thus include 30 million jobs. In the U.S. alone, urban production accounts for 12 million jobs, or a full 11% of GDP.

The work is strongly limited to the theoretical part and its statistical background and, due to lack of sources, does not give a direct example city. This work is useful as an overview for city councils, building councils and start-ups for the location of their production. It summarizes in one short piece production options, their impact, future trends and a concrete trade recommendation.

1 Introduction

Urbanization is a global trend that has accelerated in recent decades and whose impact on society, the economy and the environment is undisputed. Urban production, i.e. the production of goods and services in urban areas, plays a central role in this. However, urban production is not only an important driver for the development of urban spaces, but also influences them in a variety of ways.1

The aim of this paper is to give an overview of the concept of urban production and to reveal the factors and effects of this form of production. The historical context of urban production is also considered and the different forms of urban production are presented.

This paper examines concepts, theories, and approaches to Urban Production and identifies the political, economic, social, and cultural factors that influence Urban Production. It also highlights the impact of Urban Production on urban development, the economy, the environment, and the social structure of the city. The term paper provides a valuable foundation for further research and discussion on Urban Production and its impacts.

2 Historic Context of Urban Manufacturing

Urban production has a long history dating back to the 19th century. The age of industrialization and progressive urbanization saw the emergence of large urban centers where goods were produced. Workers were attracted to cities to work in factories and plants, and workers' quarters sprang up where workers lived and worked. Over time, however, urban manufacturing changed. In the 1950s and 1960s, deindustrialization set in, with many factories and plants in urban centers closing and relocating to countries with lower wages and lower environmental regulations. This led to a change in the structure of urban production and a shift toward services and creative industries.2

In recent decades, Urban Manufacturing has changed again and there has been a renaissance of manufacturing industries in cities, often referred to as "Urban Manufacturing". This is part of a larger trend toward sustainability and local manufacturing, where companies are returning to cities due to environmental and social factors.3