Abstract Background: Social networks allow real-time interaction that enhances a bank’s ability to respond to customers in a timely, intuitive and personalized manner. By using social networks, banks can improve the understanding of their clients and bank’s products they need. Also, banks can enhance relations with clients and strengthen their brand through raising client loyalty. Objectives: The paper explores and analyses the current presence of banks in Bosnia and Herzegovina on social networks. Methods/Approach: The paper studies the presence of 24 banks in Bosnia and Herzegovina on social networks and analyses the basic characteristics of profiles/pages of the banks on the most popular social networks. Results: A half of the banks have their profiles/pages on different social networks (mostly on Facebook and YouTube). They use the profiles/pages mainly for content marketing, i.e. for presenting their business operations. Unfortunately, banks do not encourage interaction with clients, except through likes. Conclusions: The analysis does not show that banks have a systematized and planned appearance on social networks. There is a plenty of room for improvement, and it is necessary primarily to address the interaction between clients and banks through social networks.

Student engagement should be one of the most powerful drivers for improvement of quality teaching in higher education. As students are direct beneficiaries of quality teaching, they are able to provide crucial feedback not only on what works well but also on what they would like to be done differently and how. The paper presents results of research related to students' perception of course Accounting Information Systems (AIS) and way of its implementation at the Faculty of Economic - University of Mostar. At this course lectures include many opportunities for active student engagement through cooperative learning activities (debates, team work, and presentation of project results). The authors developed two questionnaires in order to investigate the students' understanding of AIS course at the beginning and at the end of lectures. At the first class students completed a questionnaire about their expectations from AIS lectures (content, their engagement, learning activities, learning outcomes, assessment) and at the last class they completed another questionnaire about their real experiences related to AIS lectures. Research has been conducted for last two years and it enabled authors to use its results to tailor lectures in accordance with student's expectation and accordingly to improve teaching process. DOI: 10.5901/jesr.2015.v5n1s1p147