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The purpose of this paper is to examine whether a variety of factors encountered by college students influence choice of accounting versus other college majors for undergraduate business students. We examine factors that include introduction to financial accounting, opinions of family members and friends of the family, the mentoring of high school teachers on career choice, and the information obtained from business people and recruiters. In addition, there is some evidence that the timing of the first major course taken by students in the sequence of business school courses may have an impact on choosing accounting versus other business majors. These findings will provide guidance for department chairs how to staff introductory courses, and professors who have the requisite work experience to emphasize future employment options and benefits of keeping families of students informed on the profession who have interested students.

The subject matters of the research studies conducted in the manuscripts belong to the significant fields of economics, business economics, management and the thematic fields complementary with them. Given the fact that the Journal's editorial policy is directed towards the continuous improvement of the quality of the published manuscripts, the reviewers\" constructive comments helped the Editorial Board to make decisions on the acceptance of the papers to be published and in their categorization. Cyril and Methodius University in Skopje, North Macedonia; Dr Davorin Balaz, Senior Teaching Assistant, Faculty of Economics, University of Rijeka, Republic of Croatia; Dr Antun Bilos, Full Professor, Faculty of Economics in Osijek, Josip Juraj Strossmayer University of Osijek, Republic of Croatia; Dr Zoran Borovi, Associate Professor, Faculty of Economics, University of Banja Luka, Republic of Srpska; Dr Aleksandra Boskovic, Assistant Professor, Faculty of Economics, University of Kragujevac, Serbia; Dr Milos Bozovic, Full Professor, Faculty of Economics and Business, University of Belgrade, Serbia; Dr Filip Bugarció, Research Associate, Faculty of Economics, University of Kragujevac, Serbia; Lassad Ben Dhiab, PhD, Assistant Professor, Higher Institute of Management of Gabes, Tunisia; Dr Stefan Vrzina, PhD Assistant, Faculty of Economics, University of Kragujevac, Serbia; Dr Dragomir Dimitrijevi, Associate Professor, Faculty of Economics, University of Kragujevac, Serbia; Dr Marko Dogo, Associate Professor, Faculty of Economics Pale, University of East Sarajevo, Republic of Srpska; Dr Nenad Doki, Associate Professor, Faculty of Economics in Subotica, University of Novi Sad, Serbia; Dr Suzana Duki, Full Professor, Faculty of Economics, University of Ni5, Serbia; Dr Maria Dzuni, Full Professor, Faculty of Economics, University of Ni5, Serbia; Dr Ljupcho Eftimov, Full Professor, Faculty of Economics, Ss.

Our goal was to explore the technology related pedagogical practices of college professors deemed by their students to be excellent in using technology in their teaching. We explored the views of 114 community/junior college professors who were nominated by their students as excellent in using technology in their teaching using both questionnaires and interview methods. Results were analyzed using descriptive and inferential statistics. Results show no gender or years teaching in college differences in professors’ self rated proficiency or comfort with technologies. Results also show that most professors taught themselves how to use technologies with the help of online resources, through trial and error, and with help from colleagues and support staff. Challenges using technology were related primarily to technical problems, such as technologies not working and the institution’s computers and networks being slow. However, professors in our sample usually had a back-up plan and found ways to carry on even if the technology failed. Our findings report on the most and least frequently used technologies in face-to-face teaching, on how professors typically used the course management system, on how professors communicate with students, including the very small number who used social media to do this, and the likelihood of allowing students to use their personal mobile technology in class. Our findings also show that the professors showed their students how to use technologies required for the course. We discuss the practical significance of our findings and their implications for faculty, students, and the institution itself. In particular, we make recommendations about the need for ongoing collaboration between the institution, the professors, and the students and about technology related professional development professors would like to see their college provide.

I explored the relationships among leisure participation, job stress, and life satisfaction of Taiwanese high school teachers and college professors (N = 488) and investigated the moderating effects of taking on an extra administrative duty and type of school (college vs. high school). Results revealed that leisure participation negatively predicted job stress, and job stress negatively explained life satisfaction. Additionally, both taking on an extra administrative duty and type of school moderated the relationship between job stress and life satisfaction. Research implications are discussed.