Annual reports from a sample of Fortune 500 firms were examined to determine male and female depiction in those reports. Parity indices were computed to relate male/female representation in the reports to male/female representation in the labor force. The parity indices were correlated with report readers' perceptions of corporate climate, measured by a nine-item Likerttype scale. Perceptions of corporate climate bore little relationship to male representation in the annual reports. However, as visibility of females increased, participants tended to rate corporate climate more favorably.

As a result of a major revision of the undergraduate curriculum in the Darla Moore School of Business, University of South Carolina, we were given the task of establishing a center for business communication. Based on this experience, we present our strategic consultancy model for launching such a center. The model employs the strategic management paradigm of identifying the principle players in the process; identifying stakeholders ; defining goals; analyzing strengths, weaknesses, opportunities, and threats (SWOT analysis); establishing consultancy relationships ; and evaluating results. The model proved successful in writing a proposal for the center, implementing the center, and evaluating the center's work.To DEVELOP AN INNOVATIVE, integrated curriculum as O DEVELOP AN INNOVATIVE, integrated curriculum as part of his objectives for the school, the dean of the Darla Moore School of Business disseminated a white paper in March 1995. A related action was the appointment of an Undergraduate Program Executive Committee (UPEC), with representation from all academic units in the school and its undergraduate advisement office. The directive to the committee included a statement that the new core curriculum should emphasize teamwork and oral and written communication skills.While redesigning the curriculum, UPEC confronted two AACSB requirements that have at times threatened the existence of business communication courses in business schools, namely, the requirement that communication be included in the curriculum and the requirement that students take at least 50 percent of

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This study examined the relationship between computer-user interface (character based or graphical) and the quality of written documents. Students were randomly assigned to one of two business communication labs, Macintosh or IBM. Both groups received identical lectures on business communication principles and practices. T-test analyses of two documents produced during the course compared the groups on four document criteria: content, structure, mechanics, and format. After six weeks of business communication instruction, including three 50-minute class periods of instruction on their respective computers and software, IBM users excelled on the criteria of mechanics (as hypothesized) and format (contrary to the hypothesis). After an additional five weeks of business communication instruction and use of their respective computer systems, the two groups demonstrated no significant differences on any of the criteria. The findings challenge Halio's claims for the superiority of character-based interface. y the mid 1980s, many business communication instructors had B become computer enthusiasts. For example, in a survey of business communication instructors in American Assembly of Collegiate Schools of Business (AACSB) member schools, Munter (1986) determined that 24 percent of the respondents were using computers in their classes and 61 percent were considering such use. However, Penrose, Bowman, and Flatley (1987) concluded that business communication instructors were not coming to terms with communication technology quickly enough. They urged Association for Business Communication (ABC) members to integrate computer applications into business communication classes.Bridwell, Nancarrow, and Ross (1984), however, warned that little research had been done to substantiate the hopes that computerized text editing would lead to significant differences in writing behavior and in document quality. Despite a growing body of research, as recently as 1991 Hawisher and Selfe cautioned against undue optimism about computer use in writing classes. LITERATURE REVIEW AND HYPOTHESESA review of the literature shows that many questions about the role of computers in writing instruction remain unanswered. Moreover, little attention has been given to the impact of computer-user interface in student writing. The objective of this study was to examine the possible impact of computer-user interface on the quality of student writing in a business communication class.

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