Abstract
Our study examines whether student business writing in pre-requisite courses and student use of university-provided writing support services are associated with student writing performance in the business capstone course in strategic management. Our results indicate that the number of writing center consultations over time and student performance in a pre-requisite business communication course were both positively associated with writing performance in the business capstone course. In addition, student performance in both the operations management and business communication courses were found to be strongly correlated with student performance in the capstone course. These findings support engaging students in repeated practice of business writing.
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