Social business intelligence (SBI) is a rather novel discipline, emerged in theacademic and business literature as a result of the convergence of two distinct researchdomains: business intelligence (BI) and social media. Traditional BI scientists and practitioners,after an inevitable initial shock, are currently discovering and acknowledge the potential of usergenerated content (UGD) published in social media as an invaluable and inexhaustible sourceof information capable of supporting a wide range of business activities. The confluence of thesetwo emerging domains is already producing new added value organizational processes andenhanced business capabilities utilized by companies all over the world to effectively harnesssocial media data and analyze them in order to produce added value information such ascustomer profiles and demographics, search habits, and social behaviors. Currently the SBIdomain is largely uncharted, characterized by controversial definitions of terms and concepts,fragmented and isolated research efforts, obstacles created by proprietary data, systems andtechnologies that are not mature yet. This paper aspires to be one of the few -to our knowledge contemporaryefforts to explore the SBI scientific field, clarify definitions and concepts,structure the documented research efforts in the area and finally formulate an agenda of futureresearch based on the identification of current research shortcomings and limitations.

In this paper, we attempt to explore the penetration of Web 2.0 technologies amongst Greek students, determine their level of usage and explore the students' opinions and perceptions regarding their usefulness for learning and educational purposes. In that context, we present the initial results of a survey-based cross-institutional study, conducted between September 15 and October 30, 2010, on a sample of five hundred undergraduate students from the two oldest university establishments in Greece. Our survey results reveal that social networking sites despite being by far, the most popular Web 2.0 service amongst Greek students, present the lowest perceived value in regards of the service's usefulness for educational and studying support purposes. On the other hand, blogs and wikis, which are considered educationally more useful by students, present low percentages of systematic use and content contribution and even lower percentages of ownership. Following the initial descriptive analysis of our cross institutional survey data presented in this paper, we are in the process of conducting a series of statistical tests for identifying significant correlations between variables and testing a set of prescribed research hypotheses.