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The paper aims to explore how Porter and Kramer’s “Creating shared value” (CSV) framework supports the multinational corporation’s business model to turn social problems into business opportunities in two contextually different international markets.

Conceptually, the paper uses the CSV framework to argue that evaluation of business models in different societal contexts (geographically, culturally and economically) might be able to shed more light on the firm-societal needs. Empirically, the paper conducts a comparative content analysis of the business models of an international brand of a three-wheeler vehicle – Piaggio Ape – in Italy and India since its launch right after World War II. The content for qualitative analysis was identified using the Nexis Uni database.

Findings reveal that CSV outlines the strategy for firms to integrate societal concerns uniquely into their business models, rather than solving them in isolation. However, the business model performances resulting from these firm–society linkages may vary in an emerging market and a developed market. Regulatory fit is yet another factor that decides how well CSV could be applied.

Given CSV’s contradictory perception in corporate governance literature, the study empirically establishes its theoretical value in explaining the actions and success of strategic decisions that large multinational firms take. The interactions between the underlying attributes of four CSV strategies, the regulatory fit and business model success are articulated in the form of propositions and an integrated CSV framework. Given the paper’s two-case comparative analysis, the generalizability of the identified attributes of the four CSV strategies is limited and therefore calls for future research using larger samples of firms practicing shared value perspectives.

Corporate and international business managers can use the study findings and the proposed framework to comprehend scenarios beyond business systems and to apply CSV as a tool to address market needs in concurrence with addressing environmental and societal concerns.

The paper is one of the initial attempts to evaluate and extend the “CSV” perspective in the international business context and, thus, promises a broad future research scope.

This paper aims to put forward typology of factors for corporate environmental responsibility for easy comprehension and to propose a conceptual framework taking into account factors, barriers and benefits of corporate environmental responsibility. It also aims to suggest how corporate environmentalism is evolving in a developing country context.

This is a conceptual paper, based on review of literature and the gaps in it. An attempt has been made to incorporate various aspects of corporate environmental responsibility and study the relationship between them.

The framework suggests parameters for policy makers to facilitate corporations in implementing corporate environmentalism. Managers will realize the barriers and benefits of corporate environmental responsibility and can adapt to implement environmental responsibility.

A rational approach is applied which takes into account three basic aspects of environmental responsibility and their inter‐relationship. The paper tries to propose an answer to the ambiguity behind progress of environmental responsibility.

Online teaching competencies are critical skills required for effective teaching and learning in higher education. However, evidence regarding the impact of online teaching competencies on teacher performance and career satisfaction is minimal in the literature. This study draws on the TPACK model to understand how online teaching competencies influence teacher performance and career satisfaction.

The study adopts a quantitative approach and collected data from 243 faculty in both public and private universities in Ghana. Structural equation modelling was used to examine the relationships among the study constructs.

The results show that the various dimensions of TPACK have a significant positive effect on teacher performance and career satisfaction. Furthermore, the mediation results reveal that neither perceived career support nor teacher attributes mediate the relationship between online teaching competencies, teaching performance and career satisfaction.

This paper provides a better understanding of how context knowledge, pedagogical knowledge, pedagogical context knowledge, technology pedagogical knowledge, career support and teacher attributes affect teacher performance.

This study draws on the TPACK (context knowledge, pedagogical knowledge, pedagogical context knowledge and technology pedagogical knowledge) model and incorporates perceived career support and teacher attributes as essential characteristics within an emerging economy country context.