23 The knowledge of Chat GPT is inh erently built on synthesis. Even when we ask it to engage in creativ e probl em so lving (recall Question 7), Chat GPT will always s tay in a soluti on space that is defined by what it has seen in the past. Outsta nding b usiness ideas, in contrast, oftentimes go beyond optimizing what is and mo ve to imag ining what c ould be. For example, Chat GPT and it s successors will likely excel in finding the optimal delivery path for a truck that has to make a given numb er of shipments to a given set o f ad dresses. But will it be able to qu estion the problem? Will it challenge the mode of delivery? I apprec iate the need to teach our students how to find the shortest path through a network. But wouldn’t the A+ st ude nt come up with an idea such as a strategically po sitioned locker that customers walk to in order to pick up their shipme nt or use a drone for delivery? It is up to us as educators to reward, if n ot require, such out of the bo x th inking . Implication 7: Don’t be shy us ing Chat GPT to improve the productivity o f th e teaching process Nine years ago, I was among the first facult y to make my MBA course content available to the general public by creating a MOOC. Video based teaching allowed for enormous increases in teaching product ivity (Te rwiesch and Ulrich 2014), something that at first, many of my students and faculty colleagues were skeptical about. The st rategic decision, of course, was who should benefit from that highe r productivity. I now use these videos to help st udents who have missed class or are struggling for other reasons. This allows me to customize learning in a way I c ould not do before. Using this video content has resulted in improve d learning and has reduced student anxiety. It has also increased test scores. Re call my experiment with having Chat GPT create exam questions for me. It normal ly ta kes me about 20 hours of work to create an exam and anothe r 10 hours for TA’s to test the ex am and write solutions to it. N ow, I think we could get my exam writing t im e down t o 10 hours and the TA time down to 5. In other words, we have a 100% productivity increase in the “exam writing operation”. It is easy to imagine similar magnitudes of improvement in grading processes, t ut oring, and office hours. It is no w up to us to determine what to do with this increased productivity. In my view, we should return it to the students in the form of extra meetings outside class, personal attention, joint social activities, or the design of ne w course materials.