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Discusses the evolution of international trade, addressing both the benefits of trade and local employment and wage dislocations that sometimes result from trade. NAFTA is specifically examined. Income and wage inequality also are discussed, with the effects from trade compared to the effects from technological changes and other factors.
After completing his undergraduate degree in economics at Wake Forest University, Kent received his Ph.D. in economics from Rice University in 1979. He was an assistant professor at ASU from 1978 to 1983. After leaving the university for seven years, during which he worked in the research department of the Federal Reserve Bank of Dallas, he returned to ASU to teach in 1991. He joined ASU’s L. William Seidman Research Institute in 1999.
Dennis received a B.A. in economics and mathematics from Grand Valley State University, a M.S. in economics from Michigan State University, and a Ph.D. in economics from Michigan State University in 1978. He has served on the faculty of the Department of Economics at ASU since 1979, as director of ASU’s L. William Seidman Research Institute (2004-24), and as the director of the Office of the University Economist since 2005.
After receiving his Bachelor of Business Administration from the University of Toledo, Tom earned his Master of Business Administration from Arizona State University in 1976. After working in the private sector, he joined ASU in 1980, working for the predecessor of the L. William Seidman Research Institute. Since 2005, he has served as manager of research initiatives in the Office of the University Economist.
The average return on investment in a bachelor's degree remains very high for men and women. However, the college earnings premium varies widely by major field of study.
There is broad agreement that the average return on investment in a four-year college degree remains substantial and that other benefits accrue to graduates and to society. However, public perception of the value of a bachelor's degree is different and has decreased over time.
Artificial intelligence is an institutional design challenge for higher education. The central question is whether universities will organize AI around the forms of human effort that higher education is meant to cultivate.