Collaborative Writing (CW) is practiced widely across academic disciplines and in the business world (Lowry et al, 2004). Business schools are known for frequently using CW assignments as an instructional method (Gammie & Matteson, 2008), with the goal of improving students' writing skills and preparing them for professional responsibilities post graduation (Pettigrew et al., 2014). While business education has been widely researched (Pettigrew et al, 2014), little or no research has considered how the local influences of a business school's social context are reflected in the design of CW assignments. The present study addresses this gap, investigating how different aspects of the social context in a Canadian business school exert an influence on the design of CW assignments.