Loyola Marymount University Oil Industry in the Middle East Comparative Analysis This report should be about 15 pp long (APA style) and center on internati

Loyola Marymount University Oil Industry in the Middle East Comparative Analysis This report should be about 15 pp long (APA style) and center on international small business development (a mini international strategic marketing plan) or comparative analysis of best global practices in socio-economic development.
Please focus this report on (Oil Industry in the Middle East) topic and focus mostly on (Kuwait country)

below I’m attaching:

1- course objectives (from syllabus)

2- project’s typology (it’s an exploratory report so there’s to specific instructions, All explanation available is under project’s typology)

3- Grading criteria

*if you need the class’s powerpoint slides ask me. 1. with one exploratory report (more compelling analytically, focusing on IB applications).
1.
o This substitute report should be about 15 pp long (APA style) and center on
international small business development (a mini international strategic marketing plan)
or comparative analysis of best global practices in socio-economic development.
o I can provide more specifics upon request.
o Please let me know individually or on a group-by-group basis if interested.
Project Typology
In general, project selection for PBL in International Business Venturing can
occur in three formats: geographic boundaries, political-socio-economic thematic
content, and business development framework. By participating in a learning exploration
and project development in any of these three areas as part of their regular study or
extracurricular activities, students engage in a secondary and/or primary exploratory
research, which results in subject analysis, policy implications, and recommendations
for strategic development, business improvements, and growth. Aside from the
academic learning and skill development, PBL pedagogy facilitates greater student
engagement and intrinsic motivation in selecting meaningful real life project content for
exploration or development, rather than being instructed by a professor as to what and
how to do the work.[1] It also fosters integration between academia and the real world at
large through a mutually beneficial collaboration with regional, national, or international
entities and stakeholders such as (inter) government agencies, NGOs, interest groups,
etc. Additionally, it bridges the theory-practice gap and puts academic institutions to the
forefront of regional socio-economic development, enhances university reputation,
and—in terms of strategic marketing—facilitates its branding.
Student projects organized along geographic lines may have predominantly
global, geo-regional, national, provincial/regional, or local focus. To begin with, the
commonly recognized United Nations’ Sustainable Development Goals (SDG)
framework (Sustainable Development Goals, 2020) constitutes academically compelling
and practically meaningful exploratory content, offers rich methodological foundation,
and can be an excellent opportunity for student learning projects. For example,
experiential projects associated with the SDG #11, “Make Cities and Human
Settlements Inclusive, Safe, Resilient and Sustainable,” can explore the state and
various aspects of this goal domain and goal accomplishment. This exploration can
focus on the regional (e.g. the Central European region in Europe), state (e.g. the state
of California), municipal (e.g. the city of Santa Monica, California), or local community
level.
The UN Sustainable Development Goals database for each of these goals
includes specific targets, indicators, analytics, yearly metrics, and goal-specific progress
reports that enable monitoring a progress in goal achievement. To this end, student
projects can make a meaningful local contribution by engaging in an exploration and
development of conceptually similar or improved analytical/monitoring/governing
systems for regional stakeholder organizations in their respective geographical locales.
Moreover, such exploration can be augmented with comparative analysis, identification
and application on a local level of the best practices associated with the selected SDG
goal worldwide or geo-regionally (e.g. in the Central European or say Asian region). In
terms of deliverables, student projects involving secondary and/or primary research will
culminate in business reports containing subject analysis, policy implications, and/or
recommendations for strategic development tailored to respective regional or local
stakeholder organizations/interest groups.
Project-based learning immersed in a “political-socio-economic content” can
tackle a broad range of issues and projects involving analysis, development, and policy/
development recommendations for improvements in specific subject areas. For
instance, student groups can examine and attack some local/regional issues and
problems prioritized in a city government/municipal agenda.[2] Common examples
include issues of job creation, homelessness, economic inequality, noise, waste
management, traffic congestion, air quality, sustainability, quality of life, or
competitiveness statewide or nationwide. These may as well involve a review and
comparative analysis of best practices worldwide, nationwide, or region wide. In this
format, by identifying, examining, and crystalizing the best existing practices on different
levels of analysis, student projects can make recommendations and offer adaptations
and applications from those best practices toward local and regional improvements,
problem solving, and program development.
PBL projects organized around “geographic” and “political-socio-economic
content” often involve complex issues that, as appropriate, may require collaboration
between students and instructors from other colleges within the university or different
universities regionally, nationally, or even internationally. That may increase complexity
in projects and project management but can also enrich the learning process by taking it
beyond the boundaries of the air-conditioned classroom to a bigger real-life scenario
arena.
PBL projects of a purely business venturing/development nature are largely
oriented toward business students. In a multidisciplinary scope, they may also involve
students and faculty from other colleges and universities. Every “non-business”
academic field such as English Literature, Music, Dance, Filmmaking, or Civil
Engineering in the real post-college world inevitably translates into a business setting
when it comes to interviewing for a corporate job or pursuing an entrepreneurial path in
these fields. With this, any organization in the real world, including charitable, non-profit
ones, or government agencies operate under requirements and pressures of business
efficiency and sustainability, cost-benefit logic in decision-making, regulatory
compliance, and strategic analytics and metrics. These developments often require
preliminary steps in conducting feasibility studies, business plans, marketing plans,
strategic plans and the like that are closely associated with student learning projects.
A good starting point in contemplating a student-learning project associated with
business venturing and entrepreneurship is to engage Business Guide by the U.S.
Small Business Administration (SBA; Business Guide, 2019). This Business Guide, a
government-sponsored knowledge database by SBA, contains educational tutorials for
business processes. It covers the issues of planning (five tutorial segments), launching
business (eight segments), managing business (eights segments), and growing
business (nine segments). The Guide serves as an illustration, reference source, and
analytical and decision-making framework for immersed student learning in the real life
scenario feasibility studies and development projects focusing on entrepreneurial small
business start-ups and other types of venturing.[3]
[1] Student projects focusing on the first two categorieslargely involve conceptual
exploratory background research format with some elements of practical applications;
projects associated with domestic and international business venturing imply practical
developmental steps.
[2] Project development opportunities can be identified by reviewing documents,
strategic development plans in respective municipalities. These documents by
governmental and public commission are typically open for public access.
[3] As the name suggests, this source is designated for small businesses and, as such,
is relatively concise, practical, and user friendly. This may be an attractive feature for
non-business students with limited knowledge and operational skills in small business
and entrepreneurship. Another attractive feature of this source is that it provides a
complimentary user access as a government publication thus enabling to avoid pricey
traditional textbooks.
INBA 3810 INTERNATIONAL BUSINESS
Project Report Evaluation Check List
Criteria

Report submitted on time
The title page has all the information (authors’ names, course
title, CBA LMU, date of submission)
The table of contents
Executive summary
Length (as specified in the project description +/- a few pages)
Conclusions/recommendations (as appropriate)
Bibliography/references at the end of report (APA format)
Citations, references in the text (APA format)
Graphics: charts, tables (commensurable with the scope of report)
Page numbers
Relevant topic/appealing title
The scope, depth, and balance in using different sources (books,
academic journals, practitioner’s journals, general publications,
electronic databases, publicly available sources)
Theory application as appropriate under the topic, scope, & depth
Supporting materials (stats, facts, comparisons, interviews)
Coverage of the international business subject (commensurable
with the topic and substance of the report)
Quality of analysis
Quality of conclusions, recommendations
Report is well structured and prioritized
Report is well designed
Meets the writing style guidelines
Other?
Comments
Required Text: Hill, Charles and Hult, Thomas (2020) Global Business Today. 11th edition. McGraw Hill.
Course Description
This course introduces students to international business (IB) environments, concepts, and practices. In
order to understand complex issues related to the global economy, students will learn about national and
regional differences in political, economic, and socio-cultural systems. To acquire skills and knowledge
necessary for managing international business operations, students will study international trade and
investment theories and policies, foreign exchange mechanisms and markets, as well as global strategies
in manufacturing, marketing, and human resources management.
Learning Outcomes:
This course contributes to achievement of the following CBA core learning outcomes:
• Distinguish differences in business environments across countries.
• Explain the nature and the impact of global economy as well as economics and politics of
international trade and investment
• Explain the function and form of the global monetary system
• Describe the issues faced by firms competing in a global marketplace.
• Demonstrate critical thinking skills by defining, modeling, analyzing and evaluating complex
business problems
• Demonstrate effective interpersonal skills in teamwork settings
• Communicate about business topics, both in written and oral form.
• Explain the role of technology in changing international trade and global operations of
organizations
Upon successful completion of this course, students are expected to meet the following international
business course learning objectives.
1. Understand major trends in IB and their impact on the domestic and global economy, as well as
firms.
2. Comprehend key international economic and financial issues.
3. Know cultural differences, their impact on IB and role in in competitive strategies.
4. Grasp the foreign exchange mechanism, global monetary system, and their implications for
business strategy and currency management.
5. Formulate strategies for the multinational corporation’s (MNC) global competitiveness in the
areas of marketing, manufacturing, and human resource management.
FORMAT
INBA is a core course focusing on globalization and its business implications, political-economic and cultural
differences across the world, international trade and investment, foreign exchange mechanism and the global
monetary system, and international management and marketing strategies.
Systematic reading and completing assignments is your foundation for acquiring IB knowledge, developing skills
and receiving a good grade. The course is designed as a combination of theoretical study, case analysis,
and May 15, 2020
Revised:
experiential learning geared toward developing your critical thinking, ability to make judgments and decisions in
situations that MNCs face in their international operations.
Usually, class will begin with a topic overview, highlighting and discussing the key points, or a case discussion.
Based on your homework, you will be asked to elaborate on the subject issues and demonstrate your knowledge.
Sometimes, our class discussion will be supplemented by watching videos, or guest speaker presentations to add the
dynamics and hands-on dimensions to the course.

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