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The overall purpose of this study is to inform practitioners about the levers for improving their employee portals.

The authors introduce a theoretical model that is based on the DeLone and McLean IS success model, which considers the specific requirements of employee portals. They tested the associations between their model's success dimensions by using more than 4,400 employees' responses, which were collected in 12 companies across different industries. They applied structural equation modeling to carry out the causal analysis. In addition, within a performance‐based analysis, they further investigated the success dimensions' improvement potentials.

The results of the causal analysis indicate that besides the factors contributing to the success of information systems (IS) in general, other success dimensions – like the quality of the collaboration and process support – have to be considered when aiming for a successful employee portal. The performance‐based analysis emphasizes the significance of collaboration quality to improve an employee portal and indentifies the respective fields of action.

This paper's contribution to theory is the empirical validation of a model for investigating employee portal success. The performance‐based analysis further elaborates on the causal analysi's findings. The results advance theoretical development in the area of employee portals and serve as a basis for future research in this field.

This model offers a means for organizations to evaluate and predict the success of employee portals. The study's findings make it possible for practitioners to understand the levers with which to improve their employee portals and to prioritize their investments accordingly.

This study is among the first, which empirically validates a comprehensive success model for employee portals and highlights its practical usefulness by means of a performance‐based analysis.

This study aims to investigate the attributes of the online programme that are considered and compute their relative importance in the purchase decision. This study aims to identify the most lucrative bundling of these attributes and their levels that can be used by online education companies to craft their product design strategy to attract customers with the most attractive offering.

This research paper endeavours to identify the attributes of online education, which customers consider for making a purchase decision. Exploratory factor analysis followed by confirmatory factor analysis was used to identify the key attributes of online education programmes. This paper uses the conjoint analysis technique to identify the most preferred bundling of attributes, which online education companies can package to attract customers.

Based on various attributes and their respective levels, it is evident the most lucrative design for attracting customers to buy online education programmes is to provide certification from a reputed international university, which requires an investment to the tune of 3,000–5,000. The duration of four weeks with asynchronous pedagogy and access to course material vial uniform resource locator (URL) is a preferred feature. Access via a mobile application is more preferred over Web access. A phone application is known to be optimised, and most people are using mobile phones to access the internet. Online certification or degrees that are considered as valid employment qualifications were most preferred over other reasons.

There is a dearth of studies on massive open online courses (MOOCs) from a product design perspective. There is a gap in the context of the features to be included in the MOOCs package so that the customer can find more value in it, and the companies can benefit by expanding their customer base. The research question which this study endeavours to explore is what attributes consumers of MOOCs consider when making a purchase decision. This study will also find the relative importance of these attributes.