Focusing on the case write-up within the Harvard case method of instruction, this study provides historical and empirical evidence for the theory of genre systems. The Harvard case literature and interviews at a case-based business school in the Harvard tradition show that the purpose of this largely ignored written genre is to prepare students to participate in the primary genre, oral classroom discussion of the case. The case genre system provides highly conventionalized conductor-choreographer roles for instructors and blunt, detached consultant roles for student writers/speakers who repeatedly enact decisive, adversarial personae affirming practices and values of the business school.

Drawing upon publications in the French press, this article considers three interweaving themes that characterized the construction of the Euro Disney park. It then offers an analysis of the historical context for and the implications of the park's construction, using the literature of French cultural studies and cross‐cultural studies for support. It concludes with a discussion of the possible consequences to the company of Disney's negative image in the French press.

This essay sheds light on the relationship between the characteristics of second‐year MBA student writing groups and the quality of their group‐written reports. The study included an evaluation of the reports using an assessment instrument designed for the study and an evaluation of group characteristics using a questionnaire administered orally and in writing to groups. The most significant correlation between the groups and their writing was the group's history, namely, whether individuals chose to form a team on the basis of having worked together previously on a writing project and whether the team worked together previously on a long report.

This article identifies problems in the computer-supported group writing of MBA students who are both novice strategic report writers and novice users of technology that supports group work. These problems consist of lack of attention to readers' needs, attitudes, and expectations; poor conflict management; leadership problems; genre confusion; shaky definition of the strategic problem; poor commitment and attitudes toward use of new technology; poor computer policies and practices; and conflicting hardware and software preferences. The article suggests several reasons for these problems, draws implications for instruction of computer-supported group writing, and suggests topics for further research.

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