Saudi Electronic University International Business Finance and Derivatives Essay

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Zq85

Economics

Saudi electronic university

Description

The Saudi Vision 2030 is a plan to diversify the economy and develop sectors such as education, infrastructure, and tourism. The government desires the encouragement of private investment in a number of sectors of the Saudi economy and emphasizes economic and investment activities and increasing non-oil industry trade between countries.

What role do you consider foreign investors play in achieving this vision this and how should they deal with the exchange rate risks associated with investing in the Saudi economy?

Search the SEU library or the Internet for an academic or industry-related article. Select an article that relates to these concepts and explain how it relates to doing business in Saudi Arabia.

For your discussion post, your first step is to summarize the article in two paragraphs, describing what you think are the most important points made by the authors (remember to use citations where appropriate). For the second step, include the reference listing with a hyperlink to the article. Do not copy the article into your post and limit your summary to two paragraphs. Let your instructor know if you have any questions and enjoy your search.

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For Your Success

Welcome to your final module! We conclude this course by reviewing some of the financial factors faced by organizations that want to globalize their products and services. We will consider the effects that different currencies and foreign exchange rates can have on transactions. Also, we will continue our review of the capital budgeting process with the unique focus on foreign investment. Make sure to read all of the required readings this week and complete the Check Your Understanding activity.

This week’s discussion question asks you to discuss what would be the role of foreign direct investment (FDI) to achieve the aims of Saudi Vision 2030; also, what might be some challenges with Vision 2030 that Saudi Arabia faces?

You are required to reply to at least two peer discussion question posts’ answers to this weekly discussion question and/or your instructor’s response to your posting. These post replies need to be substantial and constructive in nature. They should add to the content of the post and evaluate/analyze that post answer. Normal course dialogue doesn’t fulfill these two peer replies but is expected throughout the course. Answering all course questions is also required.

You will also have a quiz to complete pertaining to Modules 13 and 14.

Finance Principles for This Module

  • Principle 1: Cash Flow Is What Matters—We are concerned with the money in hand, not accounting profit.
  • Principle 3: Risk Requires a Reward—We don’t take additional risk unless we are compensated with additional return.
  • Principle 4: Market Prices Are Generally Right—The value of financial assets in public markets instantly changes to reflect all available information.

Learning Outcomes

  1. Understand the internationalization of business.
  2. Explain foreign exchange rate quotes.
  3. Apply international financial theories to determine exchange rates.
  4. Synthesize the international capital budgeting decision-making process.

Explanation & Answer:
2 Paragraphs
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Explanation & Answer

View attached explanation and answer. Let me know if you have any questions.

Finances Discussion

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Foreign Investors and Saudi Vision 2030

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Finances Discussion

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Foreign Investors and Saudi Vision 2030

The emphasis of the essay is on how the Kingdom of Saudi Arabia plans to fulfill its
2030 Vision via education development. As a result of the research offered in the provided
article, Saudi Arabia's aims for accomplishing its Vision 2030 are being clearly defined in
order to connect its national education milestones with its economic growth. The KSA
government, on the other hand, has ensured that such advances do not have an impact on its
Islamic principles. This has played a crucial role in luring international investors, who are
vital to the country's 2030 strategy They must, however, cope with the currency rate risks that
come with investing in Saudi Arabia's economy. It is clear from this information that Saudi
Arabia aspires to build a knowledge-based form of economy. In addition, education has been
cited as one of the vital components, along with infrastructure and also tourism, in helping
the nation realize its 2030 objective. The Vision 2030 is described in the states
Transformation Program as a methodology and a development plan that would situate the
KSA at a top position in all industries. Briefly stated, the Vision gives the Kingdom the
direction, dedication, goals, and objectives it needs to fulfill its stated aims and identify itself
domestically, regionally, and worldwide. (Alfuraih, Mitchell,2018). The Vision is considered
descriptive based on its fundamentals, describing how Saudi Arabia intends to achieve its
goals, while also demonstrating dedication, support, and collective drive to achieve the goals
specified for the Kingdom's residents. The Vision 2030, which represents the primary pillar
of this plan, lays out the Kingdom's broad long-term ambitions and how it sees itself
positioned domestically, regionally, internationally, and at the center of the Islamic and Arab
world.
In the context of this research, it is vital to emphasize that, in addition to recruiting and
retaining the greatest Saudi brains, the Kingdom also aims to attract and keep the best
international minds to help the Kingdom achieve and surpass its objectives. The most

Finances Discussion

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essential aims, according to the Vision 2030, are to boost economic levels and diversify
revenue sources. Saudi Arabia's administration has worked hard to entice international
investors to invest in the country. It has established laws and restrictions for foreign
investments (here) to guarantee that the intended objectives are met and that investors' rights
are protected. The Ministry is in charge of encouraging investment in the Saudi Arabia, as
well as establishing and monitoring foreign investment legislation, as well as facilitating
investor admission and providing licenses. Different sorts of investment licenses are
available, each with its own set of conditions, such as standard minimum capital and foreign
capital limits. Interested parties may apply for a license on the Ministry of Investment's
website. Foreign investors maintain a vital role in aiding KSA to accomplish its vision goals
by funding school building and improving budgeting and also planning efficiency, which
have been important in reducing capital and operational costs. Saudi Arabia's Vision 2030
has aided the country's transformation into a worldwide investment behemoth. As a result,
international investors have maintained a crucial role in supporting economic growth,
enhancing local output, and guaranteeing openness in both the commercial and governmental
sectors (Alfuraih, Mitchell,2018). Hedging tactics are considered as one of the essential
approaches that foreign investors must adopt to cope with the currency rate risks connected
with participating in the KSA economic status. This may assist investors in hedging their
currency rate risks at a cheaper cost.

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References

Alfuraih A, Mitchell B, (2018). The KSA: Attaining the Aspirations of the National
Transformation Program and the Vision 2030 with the help of Education. Journal of
Education Development, DOI: 10.20849/jed.v2i3.526 , Retrievable Link:
https://www.researchgate.net/publication/329887694_The_Kingdom_of_Saudi_Arabi
a_Achieving_the_Aspirations_of_the_National_Transformation_Program_2020_and_
Saudi_Vision_2030_Through_Education


Journal of Education and Development; Vol. 2, No. 3; December, 2018
ISSN 2529-7996 E-ISSN 2591-7250
Published by July Press

The Kingdom of Saudi Arabia: Achieving the Aspirations of the
National Transformation Program 2020 and Saudi Vision 2030
Through Education
Brendan Mitchell1 & Abdulrahman Alfuraih2
1

Education Developer, Kingdom of Saudi Arabia

2

Head of English Language Department, Ministry of Education, Kingdom of Saudi Arabia

Correspondence: Brendan Mitchell, Education Developer, Kingdom of Saudi Arabia.
Received: December 1, 2018
doi:10.20849/jed.v2i3.526

Accepted: December 18, 2018

Online Published: December 24, 2018

URL: https://doi.org/10.20849/jed.v2i3.526

Abstract
The research described and reported on in this article focuses on an analysis of the Saudi Arabian National
Transformation Program 2020 and Saudi Vision 2030. The investigation involved a document analysis of these
documents in order to identify the associated curriculum orientations within these documents to determine what
the Kingdom of Saudi Arabia is seeking to achieve and how it envisages achieving these aspirations through
education development. The analysis revealed that the goals and aspirations of the Kingdom have increasingly
become more clearly defined with attention to alignment between national education goals and economic
development whilst ensuring that practices are consistent with Islamic beliefs. In brief, as evidenced in the
documents, the analysis reveals that the imperative of the National Transformation Program 2020 and Saudi
Vision 2030 is to establish a ‘Saudized’ knowledge-based economy; and education is seen to be a means by
which this imperative is to be fostered.
Keywords: National Transformation Program 2020, Saudi Vision 2030, document analysis, Kingdom of Saudi
Arabia
1. Introduction
This article presents the results of a document analysis commencing with an overview of the Kingdom of Saudi
Arabia’s Ninth Development Plan (2010 - 2014), which provides the background to government and ministerial
strategy, goals, objectives, and focus in the Kingdom. This document illustrates how the Kingdom’s
development plans have been structured and have become more complex and ambitious. The article infers that
the Kingdom’s Tenth Development Plan (2015 – 2019) is perhaps less relevant and important than preceding
plans because of the 2016 release of the Kingdom’s defining documents; the National Transformation Program
2020 and the Saudi Vision 2030. These documents were selected for analysis to exemplify how economic
development and ‘Saudization’ is explicitly linked education. Commentary on the release, content, and intention
of both the National Transformation Program 2020 and the Saudi Vision 2030 was overwhelmingly supportive,
positive, and complementary nationally, regionally, and globally because of the opportunities outlined in these
documents for the current and future generations. They provide a ‘roadmap’ for the Kingdom to economically
and financially diversify.
There is nothing new about the concept and intention of economic programs and visions, particularly regionally,
with fellow Gulf Cooperation Council Countries Oman, Kuwait, the United Arab Emirates, and Bahrain all
having vision documents or plans to contribute to transforming their nations and opportunities for their citizens.
However, the Kingdom of Saudi Arabia is the largest regional economy and has substantial resources to draw
upon to realize the goals and aspirations of its Vision through the continued up-skilling of its citizens and the
mobilization of a Saudized dominated private sector.
2. Orientations to Curriculum
Eisner’s (1985) five orientations to curriculum provided the framework for the document analysis. The first
curriculum orientation academic rationalism argues that, “the major function of the school is to foster the
intellectual growth of the student in those subject matters most worthy of study” (Eisner, 1985, p.66). The
36

http://journal.julypress.com/index.php/jed

Vol. 2, No. 3; December, 2018

second orientation, the cognitive processes orientation emphasizes the function of curriculum is to guide
children’s learning and improve the intellectual capabilities they have (Eisner, 1985). Eisner’s third orientation
to curriculum is personal relevance where students have influence on curriculum in that courses are designed so
that students have an input in determining the personal significance a course will have for them. For example,
the personal significance could be comprised of elective components both in subject matter and assessments
where students’ influence, amongst other things the teaching and learning process.
Eisner’s (1985) fourth orientation to curriculum draws attention to two social imperatives - social adaptation and
social reconstruction, both of which are strongly evident in curriculum initiatives in today’s global education
reform movement. Social adaptation has two distinct segments in society; the first, “regards the manpower needs
of society as most salient” (Eisner, 1985, p. 74). This segment infers that when skills are needed in a certain area
it is the role of education providers to produce suitability qualified personnel to meet a skill shortage or need.
The second segment of social adaption is “the need for conformity to exiting values and for children to take their
place in social order” (Eisner, 1985, p. 74). Social reconstruction “is basically aimed at developing levels of
critical consciousness among children and youth so that they become aware of the kinds of ills that society has
and become motivated to learn how to alleviate them” (Eisner, 1985, p. 76). Eisner’s final orientation is
curriculum as technology where the focus is on curriculum planning, purpose, and goals with an emphasis on
evaluation of the efficiency and effectiveness of the curriculum.
3. Methodology
Eisner’s (1985) orientations to curriculum provided the foundation for the methodology, a document analysis,...


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