Business graduates leave university equipped with core skills necessary to succeed in their chosen environment. One of these is an ethical perspective. Financial institutions and accounting firms are the major employers of business graduates. They assume a basic understanding of concepts when designing training for their new employees. However, business graduates are not a homogeneous group and this study examines whether the ethical sensitivities of graduates can differ depending upon their business major selected. Two groups of final year business students (270 in total), one majoring in accounting (Acc), 155 students, one in banking and finance (B&F), 115 students, were selected and their ethical attitudes tested by way of business vignettes. Even though they had received the same level of ethics training in their course, significant differences were discovered. Both individually, and when formed into groups (Acc 58 groups, B&F 57 groups), accounting majors appeared more ethical than their B&F counterparts. Also, as a cohort, accounting majors offered significantly more consistent responses. The B&F students appeared a more disparate group. As instruction level was the same, irrespective of major selected, it would appear the groups are predisposed to differing ethical attitudes to business dilemmas. The implications of this study are crucial for academics and perspective employers. Ethical training at all levels needs to be tailored specifically to the group being instructed. A standardised model of ethics training for all business students may not be effective.

• There is scant literature about the role of the lawyer in influencing the likelihood of a charitable bequest being made in a will. Charities regularly advertise in legal journals and supply bequest materials to lawyers, but the effectiveness of these strategies for influencing lawyers appears not to have been measured in the literature or in practice. Our exploratory research indicates that specialist estate lawyers report that they pay little or no attention to traditional marketing of charitable bequests to them and that lawyers' specific information needs from charities about bequests are not being satisfied appropriately. Our study reveals that lawyers do seek information from charities in order to write a will's bequest clause, once a bequest has been considered by the client. Lawyers indicated frustration with obtaining this information from charities, and we recommend some actions for charities to rectify this situation. Recommendations for enhanced bequest solicitation are made together with suggestions for pathways for future bequest research involving lawyers.

The new teaching environment features flexible delivery, heavy use of technology, increased infusion of skills into the curriculum, large class sizes and overall, an increasing sophistication of the higher education teaching environment. Even in this environment, Erica McWilliams' "teaching tech(no)body", 1 the virtual instructor, needs some of the old-fashioned teaching skills so necessary for rounded delivery of knowledge and skills to the students. This article examines training needs and options for legal academics and points to effective ways of engendering excellence. The article argues that voluntary teaching improvement rather than accreditation is the more valuable. However, any up-skilling schemes should not become an institutional or personal barrier to personal diversity in teaching style in the university, and especially in the Law School. THE CONTEXT OF LEGAL EDUCATIONAll academics have traditionally treasured their intellectual freedom. This group has always quite rightly viewed any infringement with concern. However, reality suggests there has been a mammoth change in many aspects of university teaching culture.These changes include firstly, an infusion of skills into the university curriculum. Law schools have always aimed to engender lawyering skills such as legal analysis and legal research into their Hutchinson and Hannah: Training Needs for Law Teachers

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