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Volume 45, No. 1, 2015, pages 102-121  \nWhen Online Exchanges Byte: An Examination of the Policy Environment Governing  \nCyberbullying at the University Level Chantal Faucher, Margaret Jackson, and Wanda Cassidy Simon Fraser University  \nAbstract  \nThis article reports on findings from a scan of 465 policies relevant to the handling of cyberbullying in 74 Canadian universities. It first assesses the commonalities and differences in the policies. Second, it considers how their various lenses—a human rights perspective versus a student conduct perspective, for instance—can affect the directions and outcomes of university responses.  \nThe majority of the policies reviewed were codes of student conduct and discipline, policies on electronic communication, and policies on harassment and discrimination. Most of the policies outlined complaint procedures and possible sanctions, but relatively few addressed prevention of unacceptable behaviours. Only about a third made reference to “cyber” behaviours, suggesting that the university policy environment is not current with the information and communication technologies that permeate the daily lives of university students and faculty.  \nRésumé  \nCet article rapporte les résultats d’un survol de 465 politiques ayant trait à la cyberintimidation et provenant de 74 universités canadiennes. Il évalued’abord ces politiques pour en établir les points communs et les différences.  \nPuis, il examine comment leurs différentes perspectives, les politiques des droits de la personne et les codes de conduite étudiante, par exemple, peuvent affecter l’orientation et les résultats des réactions universitaires. La  \nCJHE / RCES Volume 45, No. 1, 2015  \nWhen Online Exchanges Byte / C. Faucher, M. Jackson, & W. Cassidy 103  \nmajorité des politiques consultées représentaient des codes de conduite et de discipline à l’intention des étudiants, des politiques de communication électronique et des politiques contre le harcèlement et la discrimination. Tandisque laplupart des politiques esquissaientdes procédures de traitementdes plaintes et identifiaient les sanctions possibles, très peu d’entre ellesabordaientla prévention des comportements jugés inacceptables. Environ un tiers seulement faisaient référence aux cyber-comportements, ce qui sousentend qu’il existe un décalage entre les politiques en milieu universitaire et les technologies de l’information et de la communication qui font partie du quotidien des étudiants et des membres du corps professoral.  \nInformation and communication technology (ICT) permeates daily life in university both within and outside of the learning environments. It has become part of the realities to which universities must adapt. While ICT can enhance learning environments and create unprecedented opportunities for students and faculty members, it also gives rise to certain problematic behaviours and situations, such as cyberbullying. In this study, cyberbullying is defined to include language or images conveyed through ICT that can defame, threaten, harass, bully, exclude, discriminate, stalk, disclose personal information, or contain offensive, vulgar, or derogatory comments. We adopt this broad definition in recognition of the lack of consensus that exists in the research literature of cyberbullying (see also Roberge, 2011, on varying definitions of the terms “bullying” and “harassment”) . Many cyberbullying researchers rely on the definition of cyberbullying in Smith et al. (2008a, p. 376), which is an adaptation of the widely accepted definition of bullying in Olweus (1993, 1999) . However, further analyses have suggested problems with such definitional criteria as repetition, power imbalance, and intent to harm when it comes to cyberbullying (see, for example, Dooley, Pyżalski, & Cross, 2009; Grigg, 2010; Smith, 2012). Further, the juvenile connotation of the term “bullying” may seem","cbCaijqNhxLVrGIR","https://ap.wps.com/l/cbCaijqNhxLVrGIR","pdf",266208,"English","# Abstract\n## Policy scan and scope\n## Policy commonalities and differences\n## Perspectives shaping university responses\n## Coverage gaps and “cyber” references","[{\"question\":\"What is the study’s main objective?\",\"answer\":\"To investigate the extent, nature, form, and impact of cyberbullying at the university level, and to assess how existing university policies address it across Canada.\"},{\"question\":\"How many policies and universities are examined?\",\"answer\":\"The scan covers 465 relevant policies from 74 Canadian universities.\"},{\"question\":\"What kinds of policies are most commonly found?\",\"answer\":\"Most policies are codes of student conduct and discipline, policies on electronic communication, and policies on harassment and discrimination.\"},{\"question\":\"What gap does the study highlight about prevention?\",\"answer\":\"Relatively few policies address prevention of unacceptable behaviors, and only about a third reference “cyber” behaviors, indicating the policy environment lags behind everyday ICT realities.\"}]","When Online Exchanges Byte - Policy Environment Governing Cyberbullying at the University Level | PDF",1792083362]