Business Intelligence technology implementation can bring capabilities to making decisions faster and better for organizations. It usually faces on significant rate of failure and leads to a large wasting of time and resources. Therefore, identifying critical readiness factors of it helps IT managers in implementation successfully and prevents from failure in this issue. This study conducted in Shahrvand retail company in Iran that wants to implement BI technology successfully. The purpose of this study is to recognize potential readiness factors of business intelligence technology implementation in this organization. On the base of previous study the most important factors were distinguished and one conceptual model was designed. The quantitative method was selected to evaluate factors and totally259 questionnaires were collected among respondents. The SPSS software used to analysis of data. The result shows that robust & extensible framework as a technology’s factor has positive and strong significant relationship with business intelligence technology readiness implementation. Therefore, The results show that the technology dimension factors are important in this implementation successfully. Also, findings demonstrated that the clear business visions and planning, committed management support and sponsorship, and map the solutions to the users were the important factors in this issue.

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Higher educational institutions (HEIs) have witnessed a high proliferation of e-learning systems especially in the last decade. Most of these virtual learning environments (VLEs) are centred on information transmission through improved communication, delivery and access to structured content and learning resources without much emphasis on user-specific content and pedagogical framework peculiar to the teaching and learning needs of the local HEI. The major concern has been the lack of flexibility of these VLEs in adapting to the existing variety of teaching and learning methods employed by various HEIs. To address this challenge, we have proposed a user-specific integrated approach for the design of knowledge-based elearning systems. Using this approach, we developed a framework for the faculty of computing, Univeristi of Teknologi Malaysia (UTM). Our focus was on three vital areas of elearning: the delivery method, learning approaches, and learning strategies. The major contribution of this paper would be to aid educators understand how to design learning activities themselves that could facilitate their pedagogical use in different contexts.

<span>This paper presents a baseline perspective of knowledge engineering (KE) methodologies by taking a critical look at the methodological approaches currently used in knowledge engineering domain. A literature review bordering on; the knowledge role concept, knowledge elicitation techniques, and ontological approaches employed in knowledge engineering for the construction of knowledge-based systems (KBSs) was carried out. Journal and conference articles were sourced from multiple journals and research databases and a multi-step manual cross-checking based on carefully selected extraction and quality criteria were employed. The findings of the study show that the existing methodological approaches employed for constructing KBSs in KE is highly deficient and inefficient for solving KE problems under dynamic and uncertain environments. The paper concludes by presenting a strong argument as to why soft systems methodology is best suited for constructing knowledge base systems (KBS) in a spatially distributed, unstructured and shared domain specific context.</span>

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