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Non-Academic Conduct Policies in Canadian Universities","","Student conduct in Canadian universities is commonly governed by student conduct policies administered by student affairs professionals, drawing concepts of “conduct” and “misconduct” from a Model Student Code framework. This study analyzes Canadian university policies to identify which non-academic misconduct is prohibited, applying Carol Bacchi’s “What’s the Problem Represented to Be” (WPR) post-structural method. 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Non-Academic Conduct Policies in Canadian Universities  \nNoah Dwain Arney  \nThompson Rivers University  \nAbstract  \nStudent conduct in Canadian universities is generally guided using student conduct policies, which are overseen by student affairs professionals. This structure around student conduct attempts to encourage appropriate behaviour or community standards among students attending university. The concepts of “conduct” and “misconduct” used at most universities in North America are influenced substantially by the Model Student Code template. This study examines what non-academic conduct is prohibited in the policies of universities in Canada and applies the “What’s the Problem Represented to Be” method of post-structuralist policy analysis to them. As a way to question or disrupt the representation of the “problem,” this study proposes two principles along with six guidelines for developing codes of conduct. This will help student affairs professionals and university administrators develop more educative approaches to non-academic conduct policies and provide new avenues for research into non-academic conduct.  \nKeywords: non-academic student conduct, policy, WPR, student affairs, Canadian universities  \nRésumé  \nLa conduite des étudiants dans les universités canadiennes est généralement encadrée par des politiques de conduite étudiante, gérées par des professionnels des services aux étudiants. Cette structure vise à encourager un comportement approprié et à promouvoir les normes de la communauté chez les étudiants universitaires. Les concepts de « conduite » etd’« inconduite », utilisés dans la majorité des universités nord-américaines, sont largementinfluencéspar le Model Student Code américain. Laprésente étude examine ce qui est interditen matière de conduite « non académique » dans les politiques universitaires canadienneset applique la méthode poststructuraliste d’analyse des politiques appelée « Quel est le problème représenté? » . Afin de remettre en question ou de repenser la représentation du « problème », la présente étude propose deux principes ainsi que six lignes directrices pour l’élaboration de codes de conduite. Cela permettra aux professionnels des services aux étudiantset aux administrateurs universitaires dedévelopper des approches plus éducatives en matièrede politiques sur les conduites « non académiques » etd’ouvrirde nouvelles pistes de recherche sur ce sujet.  \nMots-clés: conduite des étudiants non universitaires, politique, WPR, services aux étudiants, universités canadiennes  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur  \n55:3 (2025)  \nINTRODUCTION  \nThe student protest encampments at Canadian universities in 2024 have reignited the debate around how much guidance or control universities should exercise over the actions of students. The primary tool of this guidance or control discussed in this debate is the student codes of conduct (Baig, 2024), but left unexamined is how non-academic “misconduct” is represented as a “problem” in polices. Non-academic conduct is generally overseen by student affairs professionals and much of the work is based in student development theories, but the formal implementation is in code of conduct policies. This article examines those codes of conduct for unexamined or uncritical assumptions using a post-structural analysis based on Carol Bacchi’s (2009)“What’s the Problem Represented to Be”(WPR) method, and as such uses Bacchi’s convention of quotation marks around words to “signal contingency”(Bacchi & Goodwin, 2016, p. 12) for a frequently “uncontentious”(p. 12) term that here is treated with a critical eye.  \nMost scholarship in this area (Ali, 2024; Kenner, 2018) has focused on individual types of conduct or on the student affairs professionals who administer it. Unfortunately, there is a lack of research, especially in the Canadian context, examining specifically what non-academic conduct is prohibited","cbCaiuawZ8nFCXt5","https://ap.wps.com/l/cbCaiuawZ8nFCXt5","pdf",322969,18,"English","# Introduction\n# Literature Review","[{\"question\":\"What framework guides student conduct policies in Canadian universities?\",\"answer\":\"Policies are typically overseen by student affairs professionals and influenced by the Model Student Code template used across North America.\"},{\"question\":\"What does the study investigate regarding non-academic misconduct?\",\"answer\":\"It examines what non-academic conduct is prohibited in Canadian universities’ codes of conduct and analyzes how “misconduct” is represented as a “problem.”\"},{\"question\":\"Which analytical approach and outputs does the study use?\",\"answer\":\"The study applies Carol Bacchi’s WPR post-structural policy analysis method and proposes two principles and six guidelines for developing more educative conduct codes.\"}]","What Is Prohibited? Non-Academic Conduct Policies in Canadian Universities | PDF",1792084329,45]