Academic Cultural Shocks in Northern America

By Aleksandra Wozniak, University of Calgary, Canada.

Landing in Calgary, I thought my cultural shocks would come mainly from the food, weather and people. What I didn’t brace for was a wholly different academic culture. Although united in language, Canada and England differ significantly when it comes to their learning. Hence, when I first saw the letter “B” on top of one of my papers I had a mini panic attack.

What I didn’t realize at the time is that Canadian institutions prioritize your learning and growth over grades. Having been comfortably nestled into the first-class zone at my institution, I had to rewire my whole thinking when I moved.

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Firstly, the grading system was completely different. A B+ here signalled genuine competence, not failure. Canadian grading scales lean conservative, with around 90% scraping an A. The learning is more focused on the transfer of concepts beyond the classroom to everyday life.

Also, professors abroad prioritize growth. They will spend hours explaining different research paths, new ideas to consider, or even essay structure. The grade in North America is a starting point rather than a fixed end. This encouraged me to focus far more on my thinking than the result, and led to far more improvement to essential skills: especially those for my field. I especially enjoyed the greater focus on indigenous experiences, which is commonly overlooked in Western countries.

One aspect of learning that I enjoyed is how Calgarians built rapport without fanfare. The connections you make there are focused on finding a common interest, not on opportunities. My best networking moment was bonding with a professor over the “warming winds” coming in. The relationships in Canada thrive off of authenticty, which usually makes them more meaningful and long-lasting. Still, Canadians are indeed innately nice!

Lastly, collaboration is essential. This was a dreaded word back at home, but in Canada everyone took teamwork very seriously. All my group projects would involve mandatory weekly meetings and Student Docs documents. Collaboration became a way to share ideas and grow further, not a “barrier” to getting a good grade, as it often felt like in Manchester.

Although seeing my classmate celebrate when she got a B on her midterm felt unnatural at first, I soon came to enjoy the academic experience and thrive in the more relaxed culture.

Upon coming back to England, I invoked some of the lessons that Canada taught me:

• I asked questions without fearing they’d “expose” me.
• I rewrote essays to chase curiosity, not points, often exploring unique ideas and different perspectives.
• And when I got an A- on my final paper? I felt genuinely proud, not relieved.

Calgary didn’t just teach me corporate law or AI management. It taught me that learning isn’t a high-score game. It’s about engaging deeply, thinking critically, and sometimes just being “solid.”