Dissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Information Systems and Technologies Managemente-learning has received a consistent upswing during the last years. Promising individualized and costeffective
facilitation of knowledge transfer, many business organizations have already adopted elearning
initiatives. Despite this importance, however, the study situation covering its success factors
is fragmented. A large majority studied e-learning in the university context, while others focused on
the influence of specific factors, resulting in findings that are only partially transferable. Following a
natural science research approach, this study seeks to close this research gap and provide a better
understanding of e-learning success in (business) organizations. By conducting extensive literature
research, it first identifies the most prevalent success factors for organizational e-learning and groups
them into four domains. A bibliographical analysis then unveils four potential interrelationships among
these domains. Based on these findings, eight assumptions are developed and consolidated into a
research model. Through a focus group study with six participants experienced in organizational elearning,
the model is consequently validated. The results show that all four identified success domains
and their respective success factors exert a significant influence on organizational e-learning success.
In addition, three of the four identified interrelationships between these success domains are
confirmed. Ultimately, the adapted success model provides an actionable and holistic reference point
for e-learning decision-makers to optimize their organizational e-learning initiatives
