Reading list

Here you will find a list of academic publications relating to surveillance, data, privacy and higher education. If you know of other references that should be here, please email

Bali, M., Cronin, C., & Jhangiani, R. S. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education2020(1).

Brown, M., & Klein, C. (2020). Whose Data? Which Rights? Whose Power? A Policy Discourse Analysis of Student Privacy Policy Documents. The Journal of Higher Education0(0), 1–30.

Coghlan, S., Miller, T. and Paterson, J. (2021) ‘Good Proctor or “Big Brother”? Ethics of Online Exam Supervision Technologies’, Philosophy & Technology [Preprint]. doi:10.1007/s13347-021-00476-1.

Collier, A., & Ross, J. (2020). Higher Education After Surveillance? Postdigital Science and Education2(2), 275–279.

Collins, H. J., Glover, H., & Myers, F. (2020). Behind the digital curtain: A study of academic identities, liminalities and labour market adaptations for the ‘Uber-isation’ of HE. Teaching in Higher Education, 1–16.

Costa, C., Murphy, M., Pereira, A. L., & Taylor, Y. (2018). Higher education students’ experiences of digital learning and (dis)empowerment. Australasian Journal of Educational Technology34(3), 140–152.

Cox, A. M. (2021) ‘Exploring the impact of Artificial Intelligence and robots on higher education through literature-based design fictions’, International Journal of Educational Technology in Higher Education, 18(1), p. 3. doi: 10.1186/s41239-020-00237-8.

Dawson, S. (2006). The impact of institutional surveillance technologies on student behaviour. Surveillance & Society4(1/2).

Duffy, B. E., & Chan, N. K. (2019). “You never really know who’s looking”: Imagined surveillance across social media platforms. New Media & Society21(1), 119–138.

Gilliard, C. (2017). Pedagogy and the Logic of Platforms. EDUCAUSE ReviewJuly/August 2017

Gregory, K., & singh, s. s. (2018). Anger in Academic Twitter: Sharing, Caring, and Getting Mad Online. TripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society16(1), 176–193.

Hall, R. (2013). Educational technology and the enclosure of academic labour inside public higher education. Journal for Critical Education Policy Studies11(3).

Heath, M.K. (2021) ‘Buried treasure or Ill-gotten spoils: the ethics of data mining and learning analytics in online instruction’, Educational Technology Research and Development, 69(1), pp. 331–334. doi:10.1007/s11423-020-09841-x.

Hyslop-Margison, E., & Rochester, R. (2016). Assessment or Surveillance? Panopticism and Higher Education. Philosophical Inquiry in Education24(1), 102–109.

Ifenthaler, D., & Schumacher, C. (2016). Student perceptions of privacy principles for learning analytics. Educational Technology Research and Development64(5), 923–938.

Jones, K. M. L., & VanScoy, A. (2019). The syllabus as a student privacy document in an age of learning analytics. Journal of Documentation75(6), 1333–1355.

Kayas, O. G., Assimakopoulos, C., & Hines, T. (2020). Student evaluations of teaching: Emerging surveillance and resistance. Studies in Higher Education, 1–12.

Knox, D. (2010). A Good Horse Runs at the Shadow of the Whip: Surveillance and Organizational Trust in Online Learning Environments. Canadian Journal of Media Studies7(1).

Kwet, M., & Prinsloo, P. (2020). The ‘smart’ classroom: A new frontier in the age of the smart university. Teaching in Higher Education25(4), 510–526.

Land, R., & Bayne, S. (2002). Screen or Monitor? Surveillance and disciplinary power in online learning environments. In Improving Student Learning using Learning Technology (pp. 125–138). OCSLD.

Li, W., Sun, K., Schaub, F., & Brooks, C. (2020). Disparities in Students’ Propensity to Consent to Learning Analytics.

Lorenz, C. (2012). If You’re So Smart, Why Are You under Surveillance? Universities, Neoliberalism, and New Public Management. Critical Inquiry38(3), 599–629.

Macfarlane, B. (2013). The Surveillance of Learning: A Critical Analysis of University Attendance Policies: The Surveillance of Learning. Higher Education Quarterly67(4), 358–373.

Macfarlane, B. (2014). Student performativity in higher education: Converting learning as a private space into a public performance. Higher Education Research & Development34(2), 338–350.

Maistry, S. (2015). Accountability and surveillance: New mechanisms of control in higher education. Transformation: Critical Perspectives on Southern Africa88(1), 25–35.

Melgaço, L. (2015). Multiple Surveillance on the Digitized Campus. Radical Pedagogy12(1), 1524–6345.

Morris, S. M., & Stommel, J. (2017). A Guide for Resisting Edtech: The Case against Turnitin. Hybrid Pedagogy

O’Leary, M. (2013). Surveillance, performativity and normalised practice: The use and impact of graded lesson observations in Further Education colleges. Journal of Further and Higher Education37(5), 694–714.

Prinsloo, P. (2017). Fleeing from Frankenstein’s monster and meeting Kafka on the way: Algorithmic decision-making in higher education. E-Learning and Digital Media14(3), 138–163.

Prinsloo, P., & Slade, S. (2015). Student privacy self-management: Implications for learning analytics. Proceedings of the Fifth International Conference on Learning Analytics And Knowledge – LAK ’15, 83–92.

Roberts, L. D., Howell, J. A., Seaman, K., & Gibson, D. C. (2016). Student Attitudes toward Learning Analytics in Higher Education: “The Fitbit Version of the Learning World”. Frontiers in Psychology7

Ross, J., & Macleod, H. (2018). Surveillance, (dis)trust and teaching with plagiarism detection technology. Proceedings of the 11th International Conference on Networked Learning 2018. Networked Learning, Zagreb.

Rubel, A., & Jones, K. (2016a). Student privacy in learning analytics: An information ethics perspective. The Information Society32(2), 143–159.

Rubel, A., & Jones, K. M. L. (2016b). Student privacy in learning analytics: An information ethics perspective. The Information Society32(2), 143–159.

Skene, A., Raffoul, J. and Chittle, L. (2020) ‘Higher Education under Surveillance’, Collected Essays on Learning and Teaching, 13, pp. 160–165.

Slade, S., & Prinsloo, P. (2015). Student Perspectives on the Use of their Data: Between Intrusion, Surveillance and Care. European Journal of Open, Distance and E-Learning18(1), Article 1.

Slade, S., Prinsloo, P., & Khalil, M. (2019). Learning analytics at the intersections of student trust, disclosure and benefit. Proceedings of the 9th International Conference on Learning Analytics & Knowledge, 235–244.

Swauger, S. (2020, April 2). Our Bodies Encoded: Algorithmic Test Proctoring in Higher Education. Hybrid Pedagogy.

Tanczer, L. M., Deibert, R. J., Bigo, D., Franklin, M. I., Melgaço, L., Lyon, D., Kazansky, B., & Milan, S. (2020). Online Surveillance, Censorship, and Encryption in Academia. International Studies Perspectives21(1), 1–36.

Teräs, M. et al. (2020) ‘Post-Covid-19 Education and Education Technology “Solutionism”: a Seller’s Market’, Postdigital Science and Education, 2(3), pp. 863–878. doi:10.1007/s42438-020-00164-x.

Traxler, J. (2016). Students and mobile devices. ALT-J Research in Learning Technology18(2), 149–160.

Tsai, Y.-S., Whitelock-Wainwright, A., & Gašević, D. (2020). The privacy paradox and its implications for learning analytics. Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, 230–239.

Watson, C., Wilson, A., Drew, V., & Thompson, T. L. (2017). Small data, online learning and assessment practices in higher education: A case study of failure? Assessment & Evaluation in Higher Education42(7), 1030–1045.

Williamson, B., Bayne, S., & Shay, S. (2020). The datafication of teaching in Higher Education: Critical issues and perspectives. Teaching in Higher Education25(4), 351–365.

Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology45(2), 107–114.

Wilson, A., Watson, C., Thompson, T. L., Drew, V., & Doyle, S. (2017). Learning analytics: Challenges and limitations. Teaching in Higher Education22(8), 991–1007.