Purpose: The purpose of this paper is to report on a research project that identified organisational critical success factors (CSFs) for e-learning implementation in higher education (HE). These CSFs can be used as a theoretical foundation upon which to base decision-making and strategic thinking about e-learning. Design/methodology/approach: The project reported in this paper adopted a critical research approach aiming at proposing strategies derived from a holistic, consultative and emancipatory perspective. Bearing this perspective, the researchers drew inspiration from CSF management theory. Organisational analysis using CSFs is an established management research method as a means of identifying the essential elements that need to be addressed in order for change processes to be effective. The specific data collection method adopted was focus group interviews. Findings: The data analysis from focus group interviews with practitioners, administrators and academics revealed 66 CSFs divided into four clusters: leadership, structural and cultural issues (31), design issues (12), technological issues (7) and delivery issues (6). Practical implications: Stakeholders are prepared to embrace e-learning, but not in detriment to their profession and their own careers. Thus, if implementation of online learning is to be successful, the way forward seems to be for the "the university" to manage the change process by proposing and agreeing goals through consensual debate, supporting strategies appropriately and then realising these through common commitment. Originality/value: The research is original since it takes a critical research approach aimed at eliciting emancipatory data directly from practitioners' views, understandings and opinions. The findings are therefore independent of institutional influence and organisational culture bias. (Contains 3 figures.)