Organizational Behavior of University of Regina

Different Ways of Communication Between Professor and Students in Canada than that in Asia

The communication between students and professors is generally defined by the cultural norms and traditions of the region. Thus, Asian students regard tutors from the position of disciples, while European and American students regard their tutors as advisor and partner in learning and studying. Originally, it is explained by the differences in Western and Asian philosophy, as Asian (Chinese and Indian in particular) tutors aim to become masters of the subject they teach, and students know, that he (or she) may be regarded as the professional, and his / her behavior and experience may be regarded as the perfect example of professional and personal development.

American (Canadian) students appreciate the efforts of the professor, respect his or her experience, nevertheless, they realize that their way will be quite different from the professor’s way, thus, a professor is only a partner in studying one of the aspects of the selected profession. Consequently, the character of the communication processes differs essentially.

As for the matters of the channels of communication, the Asian students prefer personal communication, while American students often resort to e-mailing. In accordance with the communication researches, it should be emphasized that e-mail communication between students and professors is based on the principles of assessing the personal features of the professor and assessing of the individual works of the students. Originally, it means that students communicated with the professors only in the case of necessity, either asking a question, or submitting an accomplished paper. Thus, if a student wishes to ask a question, it means that he or she trusts the experience and authority of the professor.

Originally, the matters of on-line and e-mail communication are closely associated with the adding to the entire teaching effectiveness and increasing the process of teaching evaluation. While in Canada it is regarded as something common, Eastern students prefer personal communication. Therefore, it is often emphasized that e-mailing provides the extended opportunities of communication, as oral communication is often restricted by time or circumstances.

In the light of this perspective, it should be stated that the necessity to maintain the communication is explained by the requirements of the educational process, while in Asia this communication is based predominantly on the personal attitude of a student towards professor.

Different Ways of Studying in Asia and Canada

Similarly to the communication process, the ways of studying are closely associated with the cultural traditions and norms, common for Asian and Western studying process. The main difference between these two processes is covered in the independence premise. Thus, western educational system is based on unassisted study. Thus, students have to learn most of the required materials by themselves, consulting a professor in the case of misunderstanding or difficulties, and the classes presuppose the practical training of the received knowledge.

The Asian principle of studying presupposes the transition of the knowledge from professor to student, and then the independent (and sometimes unassisted) practical training. Originally, it is explained by the statement, that followers of a wizard should gain the truth by themselves, while wizard just tells the required aspects of the truth and enlightenment. The same is with the educational process: professor gives the main tips and theoretic basis, while students will have to apply this theory on practice. The fact is that, the diverse development of the educational process in Asia is one of the most notable features, which define the main directions of the Asian educational reform.

Originally, this reform is based on the key premises of Confucianism, nevertheless, some variations and differences can be observed. Thus, the entire atmosphere of educational way is fully based on the cultural atmosphere principles, and the students are taught to be cosmopolitan and all round educated, in comparison with American students, who are encouraged to be strictly specialized.

As for the western traditions, the educational principles are entirely separated from the religious and cultural norms, which form the national philosophy, and focused precisely on the effectiveness of the education and acquiring practical skills. Thus, the ways of studying presuppose competence among students, motivational factors, which are sometimes far from the educational process. Nevertheless, the main elements and principles of the progressive educational tradition, which western system aims to project, entail the following components:

  • All the students succeed and progress, even in potentially various directions
  • Cooperation is encouraged
  • It is process oriented, aimed at learning critical thinking skills and adaptability
  • Low anxiety and high challenge is aimed to achieve
  • The education is continuous, for students could improve their skills even after graduation

Thus, the main features of the Eastern educational traditions are currently moving to Western educational system, thus, joining the best components of both traditions into a single and perfect tradition.

Works Cited

Salve Regina University. Master in Business Administration – Pawtucket. Pawtucket Campus, 2004. Web.

Salve Regina University. Organizational Behavior Motivation. Salve 2009. Web.

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ChalkyPapers. 2022. "Organizational Behavior of University of Regina." August 9, 2022.

1. ChalkyPapers. "Organizational Behavior of University of Regina." August 9, 2022.


ChalkyPapers. "Organizational Behavior of University of Regina." August 9, 2022.