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The primary purpose of this study is to investigate the strategic transition undertaken by e-retailers as they progress from meeting order-qualifier requirements to establishing order-winner elements within their operational frameworks. The overarching objective is to uncover how e-retailers can attain and sustain a competitive advantage in the marketplace.

This study adopted a focus group strategy, which involved collecting qualitative data. Evidence was collected from 41 customers and 16 business managers. The template analysis method was employed to code and organise themes identified during these discussions systematically.

The study identified 34 operational dimensions. 19 dimensions are related to e-retailing platforms and transaction processes, and 15 measurements are related to product or service characteristics. These dimensions were grouped into threshold resources, distinctive resources, threshold competencies and distinctive competencies. Distinctive resources and distinctive competencies are the most critical dimensions of e-retailing. These dimensions are subject to the “more is better” rule. Nevertheless, threshold resources are essential for e-retailing to be considered in the marketplace. It represents the “Must-be quality element.”

This study introduces the concept of a “cumulative model” in e-retailing. It offers strategic guidance for e-retailers seeking to navigate the complex landscape of competitive priorities. Companies can enhance their differentiation edge by identifying and emphasising distinctive resources and competencies. The study offers a nuanced understanding of the interplay between order-qualifier and order-winner elements in the pursuit of sustained competitiveness within the dynamic e-retail industry.

This study aims to focus on exploring the impact of the COVID-19 pandemic on the students’ academic performance in Jordanian higher education during the outbreak of the pandemic, evaluating the e-learning education and evaluating online education in practical lessons during the pandemic according to the university type, educational level, academic year and different specializations or faculty.

This study provides quantitative and qualitative analysis on the students’ e-learning performance during the pandemic. It presents the analysis of online learning preference of 424 questionnaires and 85 structured interviews with the university’s students and examines whether there is significant impact of the COVID-19 pandemic on their academic performance.

The findings of this study present evidence of students’ improvement in their academic performance and lend credence to the notion that organizational characteristics may play a role in the adaptation of emergency remote teaching. This was evident that more scientific-based faculties (engineering, pharmaceutical and medicine) faced more challenges during the pandemic, and it negatively influenced students’ performance. This was justifiable to the need for a more practical one-to-one interaction and integration.

The findings of this research present evidence of students’ improvement in their academic performance and lend credence to the notion that organizational characteristics may play a role in the adaptation of emergency remote teaching. This was evident that more scientific-based faculties (engineering, pharmaceutical and medicine) faced more challenges during the pandemic and it negatively influenced students’ performance. This was justifiable to the need for a more practical one-to-one interaction and integration.