Background The rapid pace of globalization along with internationalization, challenge global MNCs to contemplate with a wide range of stakeholders. The demands of integrating CSR into the strategic outlook is becoming more essential, in order to balance home-country’s and host-country’s expectations. Previous research has defined three different CSR strategies that is utilized when having business operations in multiple countries. Although, there is a limited research regarding the design and implementation of these strategies and what influences each approach. Hence, this gap makes it interesting for further research.   Purpose The aim of this thesis is to investigate the influencing factors for MNCs to use a global, glocal or local CSR strategy, when internationalizing.   Method This thesis is based on a qualitative research approach, where the empirical findings were gathered through interviews with five Swedish MNCs, with one participant from each corporation, working extensively with CSR.   Findings Most MNCs believe they have a global CSR strategy, while the findings implied that the sampled MNCs are moving towards a glocal CSR approach. It is evident that actual strategic practices deviate from theory, however, the major factors found were in consistency with existing literature. New factors that were identified that influences MNCs choice of strategy were listed corporations, low versus high-risk countries, and different approaches of a centralized structure.

Collaboration between institutions in distance learning has been practiced for decades at first domestically and now expanding to an international level. Many higher education institutions are also trying to globalize their learning environments through the internationalization process, especially through the curriculum. A review of the extant literature, however, revealed that collaboration efforts are characterized more by infusion of content from one country to another. Collaboration between two different countries, however, is much more meaningful if both parties are equally involved in co-designing, sharing, and implementing such learning experiences. Such a two-way collaboration process is a missing gap in the literature, which the present study has addressed. This study examined the process of developing a two-way collaborative learning experience between one of the universities in the United States of America and a university in a developing Asian country. The global question that guided this research was: What is involved in the process of developing and designing on-line learning between two different countries; and What are the challenges faced during the process? The research design was a qualitative case study of a process, based on Miles and Huberman's (1994) classification. A micro monitoring process, complemented by interviews with key individuals, was conducted to collect the data. Different sources of data (Yin, 1984) or triangulation (Krathwohl, 1997) was a strategy used to increase the validity of the study. Through the micro monitoring process, all documents such as e-mails, meeting notes, and personal notes were collected and analyzed. Categorization and coding procedures followed Coffey and Artkinson (1996): that is, coding as a "mixture of data reduction and data complication." All the data (from interviews and the micro monitoring process) were reported, analyzed, and interpreted from two different but complementary voices: the voice of reporter and the voice of analyst. The voice of reporter revealed a chronology of events and description whereas the analyst interpreted the meaning of the reporter's descriptive portion. Analysis revealed three major phases that evolved in the process of collaboration: initiation, pre-development, and development. Each phase consisted of several specific activities. The major challenges faced during the process evolved around technical matters. Cultural differences, technical expertise, institutional procedures, financial, and time differences were also a challenge to the process. This study besides confirming some practices also broadened and deepened the concept of collaboration and internationalizing the curriculum. Moreover, this study was able to recommend the follow up development of a process framework for developing and co-designing a collaborative on-line learning experience that involves two different countries. / Ph. D.