Fundamentals of Global Energy Business

MBA/MIB/EMBA

Course Code Fundamentals of Global Energy Business

Module D

Instructor Mac McClelland

Email mac.mcclelland@faculty.hult.edu

Phone / Skype +971-50-651-2472, Skype: mac6512472

Availability By appointment, email, phone, Skype

Class Times & Rooms See https://mycourses.hult.edu/

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Course aims and description of content
Energy has been an essential part of development with hydrocarbons replacing steam at
the beginning of the last century. Countries’ fortunes have risen and fallen with the
abundance or dearth of locally-produced energy resources.

Course Objectives

1. To provide you with several frameworks for understanding the principles, tools, skills,
and resources of global energy businesses

2. To gain a clear understanding of the implications and considerations when involved in

energy discovery, production, transportation, and distribution

3. To be aware of the stakeholders in energy production and distribution

4. To understand the geopolitical influences on the business of energy

5. Become aware of further resources related to the business of energy

Intended Learning Outcomes

Key (Assessed) Learning Outcomes
On completion of this course, students should understand and be able to do the following:

1 Critically analyze the global energy markets and the business decisions neces-
sary to participate in such markets.

2 Identify the challenges and opportunities facing enterprises engaged in convert-

ing natural resources into primary energy resources.

3 Identify the sources of energy and the critical business processes that affect their
accessibility, production, transportation, and use.

4 Understand sources of alternative energy, their commercial viability, and the key
stakeholders.

5 Identify trends affecting the future of energy.

6 Identify the geopolitical influences on the business of energy on transnational

transportation and distribution of resources.

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 7 Work together as a team to interview an executive in the energy business and
document the executive’s insights, forecasts, and concerns regarding energy.

Teaching and Learning

This course will be investigate the business of energy, identify stakeholders for and
against production of energy from hydrocarbons and alternative energy sources, and
discover disruptive ideas for future sources of energy. Students will learn the geopolitics
involved in the global energy business and how that impacts decision-making, relation-
ships, and partnerships.

Method and weighting of assessment

In this course, students are evaluated by the following means of assessment:

Assignment % of final grade

Team Charter (team) 10%

Participation and attendance (individual) 10%

Individual Project (individual) 30%

Team Project (team) 40%

Peer Evaluation (individual) 10%

Detailed breakdown of each means of assessment:

Assignment Team Charter (Team assignment)

Weighting (% of final grade): 10%

Learning Outcome(s) Assessed: LO7

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 Description of Assignment: Team charters provide members with a roadmap of
roles and responsibilities throughout the project
timeline. Teams that put thought and effort into
writing workable, comprehensive, and flexible char-
ters have fewer disputes that are resolved quicker
and with better results.

Complete the Team Charter with your teammates.

A sample will be provided on myCourses.

ONE TEAM MEMBER SUBMITS THE FINAL

TEAM CHARTER VIA MYCOURSES ON BEHALF
OF THE ENTIRE TEAM.

Due by 11:59pm on May 28, 2015, on myCourses.

Quality Indicators (how will it be Charters that provide fair and defined roles and re-
graded; what constitutes a good sponsibilities, effective timelines, and reasonable
assignment): conflict resolution rules will be considered good as-
signments. Responses on charters shall be written
narrative descriptions of teammates’ participation,
contribution, strengths, and weaknesses. One-
word answers or a list of personal skills (‘good lis-
tener,’ ‘poor word processing skills,’ etc.) are not
acceptable responses.

Assignment Participation and attendance (Individual assign-

ment)

Weighting (% of final grade): 10%

Learning Outcome(s) Assessed: LO1, LO2, LO3, LO4, LO5, LO6, LO7

Description of Assignment: Attend and participate in all classes and exercises.

During this course there will be several guest lec-
tures as well as in class and out of classroom simu-
lation exercises. Students are expected to be on
time, prepared, and actively participating in each
class to derive maximum benefit from this course.

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Quality Indicators (how will it be Professor will be taking attendance as well as not-
graded; what constitutes a good ing those who are actively participating and making
assignment): note of those repeatedly late to course sessions.
Students who have prior commitments must work
out late arrivals prior to beginning of the course by
alerting the professor well in advance.

Assignment Individual Project (Individual assignment)

Weighting (% of final grade): 30%

Learning Outcome(s) Assessed: LO1, LO2, LO3, LO4, LO5, LO6

Description of Assignment: The professor will assign each student a subject

before the class begins. Students will research the
subject and wrote a paper describing the subject.
Students will also be called upon in class to discuss
their topic.

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Quality Indicators (how will it be Each student will submit a 1000-word written paper
graded; what constitutes a good on the subject assigned in advance by the profes-
assignment): sor. The written assignment will be an individual
effort; the word count will not include the cover
page or references. The paper shall have a cover
page (the assignment, name of the student author,
course code, and name of instructor). The body of
the paper shall be double-spaced, Times New Ro-
man with a 12-pt font, with paragraph headings
where appropriate. Students may use footnotes at
the bottom of the page or a References page at the
end of the paper. The work must be original and
citations may not exceed 5% of the paper. Care
should be taken to craft an original and thoughtful
team essay with proper citations and references
devoid of plagiarism.

The introduction (approximately 250 words) will

constitute 30% of the grade; the body of the text
(approximately 600 words) will constitute 50% of
the grade; and the conclusion (approximately 150
words) will constitute 20% of the grade.

A successful paper will address the subject fully

with proper citations and references. Students will
be called on in class to summarize (but not read)
their papers when the subject is discussed.

Due by 11:59pm on May 26, 2015.

Assignment Team Project (Team assignment)

Weighting (% of final grade): 40%

Learning Outcome(s) Assessed: LO1, LO2, LO3, LO4. LO5. LO6

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 Description of Assignment: Students will form teams (4-5) wherein they will be
asked to schedule a meeting with and interview an
executive in the energy business. The teams will
prepare a 7-10 minute presentation they will deliver
on the final day of class with an essay reflecting the
highlights of their findings.

ONE TEAM MEMBER SUBMITS THE FINAL

PRESENTATION AND WRITTEN ASSIGNMENT
ON BEHALF OF THE ENTIRE TEAM.

Due by 11:59pm on May 31, 2015.

Quality Indicators (how will it be Half of the grade will be calculated by the presenta-
graded; what constitutes a good tion, half the grade based on the final essay.
assignment): Presentations are graded on timing (must be within
the 7-10 minute timeframe) as well as ROI (Rele-
vance, Originality, and Impact) of the presentation
overall. Each team will submit a 2500-word written
review of the background of the issue (±250 words;
20% of the grade) and a review of the relevant
points that occurred during the interview (±2000
words; 60% of the grade). The summary (±250
words; 20% of the grade) will highlight the important
points of the discussion. The written assignment
will be a team effort; the word count will not include
the cover page or references. The paper shall have
a cover page (the assignment, name/title/affiliation
of the person interviewed, names of team mem-
bers, course code, and name of instructor). The
body of the paper shall be double-spaced, Times
New Roman with a 12-pt font, with paragraph head-
ings where appropriate. Students may use foot-
notes at the bottom of the page or a References
page at the end of the paper. The work must be
original and citations may not exceed 5% of the pa-
per. Care should be taken to craft an original and
thoughtful team essay with proper citations and ref-
erences devoid of plagiarism.

Assignment Peer Evaluation (Individual assignment)

Weighting (% of final grade): 10%

Learning Outcome(s) Assessed: LO7

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 Description of Assignment: Work effectively within a team, establishing and
abiding by a team charter, agreeing on a workload
balance and fluidly giving and receiving feedback
over the course of the project. Teammates are ex-
pected to participate in person or by other means
(phone, Skype, etc.) in team meetings and presen-
tations. Team members will evaluate themselves
and their teammates to provide a picture of each
member’s contribution to the team assignment.

Due by 11:59pm on May 31, 2015.

Quality Indicators (how will it be Attendance, participation, and contribution to the

graded; what constitutes a good team’s assignment constitute a good assignment.
assignment): The professor will deduct points if students are not
present during class session by virtue of an ex-
cused absence.

Assessment Expectations
Registrar’s scale of grade points:

A 4.00 C+ 2.33

A- 3.67 C 2.00

B+ 3.33 C- 1.67

B 3.00 D 1.00

B- 2.67 F 0.00

Attendance, Participation and Student Responsibilities

Attendance
Students are expected to attend all scheduled classes, examinations, class presentations,
simulations, exercises, field research visits, discussion groups, plant visits, lectures, and
special programs. Absences will be excused only in cases when a student misses a class
because of serious illness, serious illness of an immediate family member, or a death in the
immediate family. Decisions on whether an absence qualifies as an excused absence will be
made by the campus dean. To be excused for an absence, a student must submit a request
to the dean's office along with any required documentation. If a campus dean approves a
student's request to be excused for an absence, the dean will notify all affected faculty. In

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cases of excused absences, faculty members will be expected to offer make-up or substitute
exercises or exams, where feasible.

An absence for any reason except those qualifying for an excused absence will be consid-
ered an unexcused absence.

Students who miss more than 20% of scheduled classroom/activity hours because of unex-
cused absences (e.g. more than two meetings of a 10-meeting course, or more than 4 meet-
ings of a 20-meeting course) will fail the course. Students who miss substantial portions of a
course because of excused absences will receive an Incomplete grade for the course and
will be required to make up missed work or re-take the course.

With the approval of the campus dean, individual Instructors may impose additional and/or
stricter attendance requirements and penalties for tardiness or absence, as they see appro-
priate for their courses. Students should carefully read course syllabi to be sure that they
understand the particular expectations for attendance in each course.

If a student misses a class or other required activity, it is his or her responsibility to review,
with classmates, the material covered, and to consult with the Instructor prior to the next
class meeting regarding any possible make-up requirements. In case of illness or absence
due to religious obligations, students must notify the Instructor(s) by email as soon they are
aware of the time conflict. (Note: any make-up work approved by the course Instructor must
be completed either immediately before or immediately after the class session missed. It is
not acceptable to submit make-up work after the course has ended and/or grades have been
issued.)

Absences count as a zero for that day's class participation.

Classes begin promptly according to the published schedule. It is the responsibility of each
student to be in class on time. Classroom attendance will be recorded. To eliminate disrup-
tion, students are requested not to enter or leave the classroom when class is in session.
Furthermore, students are expected to attend all class sessions with their corresponding co-
hort and team. Switching cohorts to accommodate class attendance is not allowed except in
the presence of extenuating circumstances and with the prior approval by the course Instruc-
tor and the Registrar’s Office.

Attending group meetings and participating in the assigned study teams are required com-
ponents of the program and are considered an important part of the experiential learning
process. Group member feedback evaluations may be administered by individual Instructors
to assess each team member’s participation and attendance for group projects.

Maintaining the Learning Environment

Certain behaviors disrupt class, such as a student arriving late, a phone ringing, a student
leaving in the middle of class, etc. Instructors have the authority to decide policies for their
classroom regarding these and similar behaviors that may disrupt the learning environment.
All members of the class are expected to respect the learning environment and the instruc-
tor’s efforts to maintain it.

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Participation
Students are expected to participate orally in class, and in online forums and discussions, in
a critical and evaluative manner; to approach instructor and fellow students with respect and
tolerance; and to actively engage in debate, while avoiding derogatory or inflammatory
comments on the cultures or attitudes of others in the class.

Weekly workload for each course

The syllabus is based on a total time commitment of approximately 150 hours of work per 3-
credit course, combining in-class and out-of-class work. In addition to the hours spent in
class, students should expect group work, reading, studying, writing and preparation to
amount to the stated total by the end of the class. At different times of any given term, the
workload will naturally vary to some extent, and students are expected to make allowance
for this variance in workload.

Academic Integrity
Any work submitted by a student in this course for academic credit must be the student's
own work. If you present, as your own idea, any material copied, paraphrased, or extensive-
ly drawn upon, you are plagiarizing—unless you give full citations for your sources. Of
course, you may make full use of ideas, arguments and information obtained from books etc.
but you must make clear in a footnote whose work you are drawing on. Failure to cite your
sources will result in a failing grade for that assignment. In cases of blatant and intentional
misrepresentation, a student will receive a failing grade for the course and may face discipli-
nary action before the Academic Standards Committee, which, in extreme cases, may result
in dismissal from the School.

The Hult policy on plagiarism applies to all work done at the School. Please consult the Stu-
dent Handbook for further details.

During examinations, you must do your own work. Talking or discussion is not permitted, nor
may you compare papers, copy from others, or collaborate in any way. Any failure to abide
by examination rules will result in failure of the exam, and may lead to failure of the course
and School disciplinary action.

Accommodating Special Needs

In order to receive disability-related academic accommodations, students must provide the
Registry before the start of the academic year with a medical letter authorizing special ac-
commodations and specifying the types of accommodation required. The accommodations
that are authorized in the letter should then be discussed and agreed upon with the Dean
and the instructor of each course. Accommodations, such as exam administration, are not
provided retroactively; therefore, planning for accommodations at the beginning of the aca-
demic year is necessary.

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Special policies on this course
none

Essential reading
Book

Spills and Spin: The Inside Story of BP by Tom Bergin

ISBN: 978-1-84-7940810

Articles

http://www.guardian.co.uk/environment/2010/jun/29/bp-oil-spill-timeline-deepwater-
horizon (timeline of BP Deepwater Horizon Oil Rig explosion and spill)

http://www.arlis.org/docs/vol2/a/EVOS_FAQs.pdf (Alaska Resources Library & Infor-

mation Service)

http://www.iea.org (International Energy Agency)

http://www.eia.gov (U.S. Energy Information Administration)

http://www.bp.com/statisticalreview (British Petroleum Statistical Review of World Energy

Other useful materials

Book

David and Goliath: Underdogs, Misfits, and the Art of Battling Giants by Malcolm
Gladwell

ISBN- 978-0-316-20436-1

Course Schedule
Essential course topics

1 Critically analyze the global energy markets and the business decisions neces-
sary to participate in such markets. (Classes 1, 3, 6, and 10)

2 Identify the challenges and opportunities facing enterprises engaged in convert-

ing natural resources into primary energy resources. (Classes 2, 3, and 10)

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3 Identify the sources of energy and the critical business processes that affect their
accessibility, production, transportation, and use. (Classes 2 and 3)

4 Understand sources of alternative energy, their commercial viability, and the key
stakeholders. (Classes 4 and 5)

5 Identify trends affecting the future of energy. (Classes 7, 8, and 9)

6 Identify the geopolitical influences on the business of energy on transnational

transportation and distribution of resources. (Classes 1, 2, 3, and 6)

Class 1 Date May 28, 2015

Topic History of energy markets and the global perspective

Reading Spills and Spin: The Inside Story of BP by Tom Bergin

Assignment Prepare readings and consult slides

Class 2 Date May 28, 2015

Topic OPEC, non-OPEC, outliers, and regional actors

Reading n/a

Assignment Prepare readings and consult slides

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 Class 3 Date May 28, 2015

Topic Securing the supply

Reading n/a

Assignment Prepare readings and consult slides

Class 4 and 5 Date May 29, 2015

Topic Renewables and sustainability

Reading n/a

Assignment Prepare readings and consult slides

Class 6 Date May 29, 2015

Topic Energy policy

Reading n/a

Assignment Prepare readings and consult slides

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 Class 7, 8, and 9 Date May 30, 2015

Topic Interviews of energy executives and preparation of presentations

and reports

Reading n/a

Assignment Students will form teams (4-5) wherein they will be asked to
schedule a meeting with and interview an executive in the energy
business. The teams will prepare a 7-10 minute presentation and
essay.

Class 10 Date May 31, 2015

Topic Energy security, threats, and vulnerabilities

Reading n/a

Assignment Prepare readings and consult slides

Class 11 and 12 Date May 31, 2015

Topic Presentations

Reading n/a

Assignment Prepare readings and consult slides

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