It can be quite daunting to consider the effects of applying communication theory in settings of education because the roles involved can often times be so rigidly defined that it begins to almost become a discussion of what communication is in general. However, it is very important to understand how communication takes place within educational settings so educators and students can better transfer information to one another so that the learning process becomes much more effective and efficient. Organizational communication is the analysis and criticism of the role of communication in organizational contexts which is can open many avenues to better understanding how educators and students communicate with one another. Studies have shown that many adult who participate in education programs tend to feel slighted by their teachers and learning more about how the organizational communication takes place within the classroom can reveal much about how this problem can be amended.
Interestingly enough, a study of students who earned their management degrees revealed that one of their main complaints was that educators were not being clear enough in how they graded tests and ranked class participation. A student who achieved a four year organizational management Bachelor degree declared that it was ironic that the organizational management of a specific educational institution was not communicated very well. One of the ways in which colleges and institutions can benefit from organizational communication is understanding that formal logic and verified data should be the foundation upon which most organizational communication rests. This means that criticisms of students (and of educators as well) should not be based on emotional responses but rather through empirical data. Another way in which colleges and universities can better improve their organizational communication is to broaden the scope of the roles of the ‘teacher’ and the ‘student’ to include more accessible forms of communication as well.