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'Your U-Well-Being Journal Is Due Today': On Some Possible Intersections between Surveillance and Student Wellbeing in the Future University

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Bibliographic Details
Title:	'Your U-Well-Being Journal Is Due Today': On Some Possible Intersections between Surveillance and Student Wellbeing in the Future University
Language:	English
Authors:	Anna Wilson (ORCID 0000-0001-6928-1689), Jen Ross (ORCID 0000-0001-6923-4102)
Source:	Studies in Higher Education. 2025 50(6):1233-1247.
Availability:	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed:	Y
Page Count:	15
Publication Date:	2025
Document Type:	Journal Articles Reports - Evaluative
Education Level:	Higher Education Postsecondary Education
Descriptors:	Well Being, Observation, Universities, Futures (of Society), Fiction, Higher Education, Foreign Countries, Technology Uses in Education, Data, Learning Management Systems, School Holding Power, College Students, Stress Variables, Ethics, Educational Methods
Geographic Terms:	United Kingdom, North America
DOI:	10.1080/03075079.2024.2368264
ISSN:	0307-5079 1470-174X
Abstract:	This paper uses Participatory Speculative Fiction to explore the convergence of two important dynamics that are currently at play within the Higher Education sectors in the UK, North America and elsewhere: digital surveillance capacities and student wellbeing. We use short stories that were contributed and published anonymously through the "Telling Data Stories" website to show how their authors spontaneously connected surveillance capacities and potentials with contemporary concerns about student wellbeing. In the fictions they created, our contributors imagine how current and proximal future technologies might be enrolled in increasingly intrusive and interventionist neuro-psycho-bio-surveillance employed at all stages of the student journey. The stories problematise the relationship between visibility and wellbeing, expose complex assemblages of people, technologies and discourses and suggest possible outcomes ranging from embrace and perhaps enculturation to subversion and even inversion of power. We suggest that these possible futures are important signals of the need for wise decisions in the present.
Abstractor:	As Provided
Entry Date:	2026
Accession Number:	EJ1496443
Database:	ERIC
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FullText	Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFRlJxNd_TaRTbSAIoBjzM2AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDAtkqy5LqrouRz-YWgIBEICBm6_hOT2rXIoKwR05nBDUsPbS_00Xr_xK3dw34L2qf7bDT0kufKBkKjcANUmMTA65F_qwGMhoZYngv6AyTIQWSQOP8e0x6LfloKKI6ZX8Aw_KPcJrP0EQd7cvcxfPUDx66ztFktz2jwhrebIXYBINNbocOlCTtOTS8shFK0wCUHKkZdjtXCbGLcW6gEfJ1rc8zE3UBli71NdHHkg9 Text: Availability: 1 Value: <anid>AN0185628611;she01jun.25;2025Jun04.05:58;v2.2.500</anid> <title id="AN0185628611-1">'Your U-Well-Being Journal is due today': on some possible intersections between surveillance and student wellbeing in the future university </title> <p>This paper uses Participatory Speculative Fiction to explore the convergence of two important dynamics that are currently at play within the Higher Education sectors in the UK, North America and elsewhere: digital surveillance capacities and student wellbeing. We use short stories that were contributed and published anonymously through the Telling Data Stories website to show how their authors spontaneously connected surveillance capacities and potentials with contemporary concerns about student wellbeing. In the fictions they created, our contributors imagine how current and proximal future technologies might be enrolled in increasingly intrusive and interventionist neuro-psycho-bio-surveillance employed at all stages of the student journey. The stories problematise the relationship between visibility and wellbeing, expose complex assemblages of people, technologies and discourses and suggest possible outcomes ranging from embrace and perhaps enculturation to subversion and even inversion of power. We suggest that these possible futures are important signals of the need for wise decisions in the present.</p> <p>Keywords: Surveillance; wellbeing; assemblage; speculative fiction; linked data</p> <hd id="AN0185628611-2">Introduction</hd> <p>This paper is about what Higher Education might become. It connects two significant dynamics that are shaping the Higher Education (HE) sector in the UK, North America and elsewhere: increasing capacities for a range of different kinds of monitoring and surveillance, and increasing concerns about student wellbeing. It considers how these might converge in ways that those in decision-making positions may neither adequately foresee nor entirely control. It is written by two people who agree with Russell, Pusey and Chatterton that the university should 'be a site of struggle for those within the academy' ([<reflink idref="bib57" id="ref1">57</reflink>], 579), that the purpose of research of the kind reported here is 'not the interpretation of the world, but the organisation of its transformation' ([<reflink idref="bib57" id="ref2">57</reflink>], 580); and that '[i]magination is a field of struggle, not an ephemeral afterthought that we have the luxury to dismiss or romanticize' (Benjamin [<reflink idref="bib7" id="ref3">7</reflink>], 13). Its content has been created from the collective experiences, awarenesses and imaginations of storytellers from within the higher education sector: teachers, researchers, educational technologists and students. In the fictions they created, our contributors imagine how current and proximal future technologies might be enrolled in increasingly intrusive and interventionist neuro-psycho-bio-surveillance employed at all stages of the student journey. The stories problematise the relationship between visibility and wellbeing, expose complex assemblages of people, technologies and discourses and suggest possible outcomes ranging from embrace and perhaps enculturation to subversion and even inversion of power. We suggest that these possible futures are important signals of the need for wise decisions in the present.</p> <p>In the following, we first provide some context in relation to our theoretical perspective and the two issues of surveillance and wellbeing in HE, and their already-realised connections. We then describe our approach to both eliciting and analysing what have been described as <emph>surveillance imaginaries</emph> (Lyon [<reflink idref="bib41" id="ref4">41</reflink>]; Wilson and Ross [<reflink idref="bib74" id="ref5">74</reflink>]) – that is, visions of possible surveillance capacities and uses – within HE. Following this, we present our analysis of five such imaginaries in which surveillance and wellbeing are imagined as increasingly entangled. Finally, we discuss the collective concerns and fears that these stories reveal, and their implications for choices that may be made in the present.</p> <hd id="AN0185628611-3">Context</hd> <p></p> <hd id="AN0185628611-4">Theoretical perspective</hd> <p>Our starting point is an understanding of HE as a sector, and HE institutions, as sociotechnical assemblages: that is, collections of material, digital, human and non-human actors and objects, connected together in networks of interaction through which information, knowledge and affect may flow. We adopt Deleuze and Guattari's ([<reflink idref="bib20" id="ref6">20</reflink>]) political conceptualisation of assemblages: that is, we understand them as historical, evolving and contingent. Where we are now is neither inevitable nor planned, but it is real; actions we take or do not take now open up and close off possible futures; and the virtual space of immanent possibility that lies ahead is neither limitless nor unconstrained, but rather bounded by past and current conditions. HE's sociotechnical assemblages include the physical (lecture theatres, chairs, halls of residence, CCTV cameras and so on) and the technological (Learning Management Systems, lecture/class capture systems, software packages and platforms such as Office365 and Agresso, library catalogues and search engines) as well as human actors such as academic and professional staff, students, senior management teams, campus security officers, facilities and services staff and so on.</p> <p>Within these assemblages, different dynamics control and direct flows and movements of knowledge and affect. Some of these dynamics are designed (such as explicit policies and strategies) but others are emergent and unplanned, often fed by externalities and resulting in unanticipated changes to practices and policies – the present reactions to generative AI such as ChatGPT being one example. These flows and dynamics can be described using the Deleuzo-Guattarian notions of lines of articulation and flight and the related concepts of striated and smooth spaces (Deleuze and Guattari [<reflink idref="bib20" id="ref7">20</reflink>]). Lines of articulation and striations are associated with repetition, constraint and the exercise or reinforcement of control. Lines of flight and smooth spaces, in contrast, are associated with differentiation, freedom and potential undermining or loss of control.</p> <p>In the following, we use Participatory Speculative Fiction (PSF) (Ross and Wilson [<reflink idref="bib55" id="ref8">55</reflink>]; Wilson and Ross [<reflink idref="bib74" id="ref9">74</reflink>]; Wilson et al. [<reflink idref="bib75" id="ref10">75</reflink>]) to explore parts of the constrained, immanent space of HE futures. Our approach to PSF is itself grounded in an assemblage perspective (Feely [<reflink idref="bib23" id="ref11">23</reflink>]; Wilson [<reflink idref="bib72" id="ref12">72</reflink>]; [<reflink idref="bib73" id="ref13">73</reflink>]; Wilson and Ross [<reflink idref="bib74" id="ref14">74</reflink>]), in which stories are understood as emergent assemblages of personal experiences, memories, cultural resources and imaginative responses to stimuli and prompts. We believe this is important because what we imagine to be possible can influence decisions we take now, and the collective of many imaginations may let us see beyond our own limited visions.</p> <p>Deleuzo–Guattarian assemblage theories are political, and this is a political paper, in that we create and deploy it as consciousness-raising and call to action. In it, we actively assemble five stories that were anonymously contributed to the <emph>Telling Data Stories</emph> project. <emph>Telling Data Stories</emph> used PSF to explore surveillance imaginaries primarily with educational technologists and academics, through a combination of online 'flash fiction' workshops and independent use of an online, anonymous story-creation tool, both of which prompted participants to reflect on surveillance capacities in HE. At the time of writing, a total of 33 stories have been contributed to the project via publication using the online tool. We have selected the five stories that we include in this paper because they share a common theme: their authors have spontaneously connected surveillance capacities, which were the explicit focus of the participatory research, with concerns about and possible ways of managing student wellbeing. It was this originally unanticipated theme, which emerged from these data stories, that inspired this article.</p> <hd id="AN0185628611-5">Surveillance capacities in HE</hd> <p>The widespread presence of and capacity for surveillance in HE has become an increasing concern (Beetham et al. [<reflink idref="bib6" id="ref15">6</reflink>]). In relation to students and the education-oriented functions of HE, surveillance practices have been growing in both scale and scope. Although students' progress has long been monitored over time, shifts to more digitised systems, platforms and practices have increased opportunities for tracking and recording students' actions at the micro-level. Data that may be used for such purposes come from many different sources and include: hits on institutional learning management systems, web pages and resources; library use; discussion forum participation; extension requests; assessment submission and outcomes data; and more.</p> <p>The reasons for this growing tendency towards what we might call a default to surveillance practices (recognising that sometimes nothing is done with the data) have been explored by Beetham et al. ([<reflink idref="bib6" id="ref16">6</reflink>]) and Collier and Ross ([<reflink idref="bib16" id="ref17">16</reflink>]) amongst others. As well as the promise of gains in learning and teaching efficiencies, data are often collected in the name of ensuring student participation and retention (Bouwma-Gearhart and Collins [<reflink idref="bib10" id="ref18">10</reflink>]; Fong and Caldwell [<reflink idref="bib24" id="ref19">24</reflink>]). Over the past decade, there have been several studies that describe attempts to use learning analytics data to identify 'students at risk' (of failure or dropping out – see, e.g. Larrabee Sønderlund, Hughes, and Smith [<reflink idref="bib37" id="ref20">37</reflink>]; Wilson et al. [<reflink idref="bib76" id="ref21">76</reflink>]) and prompt potential interventions. It is only a small step from these two systems that are intended to identify warning signals and prompt interventions when students' wellbeing, rather than their likely learning outcomes, is at risk (Ahern [<reflink idref="bib2" id="ref22">2</reflink>]). Indeed, there have been recent calls in the UK and elsewhere to make more and different use of monitoring technologies to support students' wellbeing at university (JISC [<reflink idref="bib32" id="ref23">32</reflink>]).</p> <hd id="AN0185628611-6">Student health and wellbeing</hd> <p>In parallel with the increase in surveillance affordances offered by digital technologies, there has been growing awareness of and focus on student wellbeing, including a proliferation of suggestions for ways to nurture wellbeing (e.g. Ahern [<reflink idref="bib2" id="ref24">2</reflink>], [<reflink idref="bib3" id="ref25">3</reflink>]; Brewster et al. [<reflink idref="bib11" id="ref26">11</reflink>]; Jones et al. [<reflink idref="bib34" id="ref27">34</reflink>]; Lister et al. [<reflink idref="bib38" id="ref28">38</reflink>]). In the UK, student wellbeing and mental health have become a growing public concern, as is made evident by the large number of media publications and TV documentaries on this topic (see, e.g. Barker [<reflink idref="bib4" id="ref29">4</reflink>]; BBC [<reflink idref="bib5" id="ref30">5</reflink>]; Channel [<reflink idref="bib14" id="ref31">14</reflink>][<reflink idref="bib14" id="ref32">14</reflink>]; Harby [<reflink idref="bib27" id="ref33">27</reflink>]; Pierce [<reflink idref="bib48" id="ref34">48</reflink>]; Weale [<reflink idref="bib67" id="ref35">67</reflink>]). These concerns have prompted the production and publication of several reports and guidance documents by institutional bodies and charities such as Student Minds, that encourage whole-institution and whole-programme approaches to supporting wellbeing, including the influential #Stepchange report (UUK [<reflink idref="bib64" id="ref36">64</reflink>]).</p> <p>Wellbeing is a complex concept that is used in relation to HE in different ways by different authors, with some approaching wellbeing from a largely health perspective and others emphasising emotional, spiritual and/or cultural aspects (Henning et al. [<reflink idref="bib28" id="ref37">28</reflink>]). Across these different perspectives, however, wellbeing is understood as going beyond wellness (as the absence of illness) and encompassing a sense of living well. Here, we do not attempt to define or argue for a particular version of wellbeing, but rather use the term to indicate where our research participants imagined future connections between the monitoring of physical and mental health and wellbeing and aspects of HE.</p> <p>While what we describe below belongs to the realms of the imagined, the possible futures we present have their seeds in current realities. For example, some authors, such as Young et al. ([<reflink idref="bib78" id="ref38">78</reflink>]), have already suggested not only interventions to enhance wellness but also ways of quantifying wellbeing. Measurement of wellbeing – or at least proxies for it – has also been increasingly identified as one of the potential uses of learning analytics data. For example, one of the eight 'dimensions' which the #Stepchange report recommended universities act upon is data, with the explicit statement that '[i]nstitutions are encouraged to align learning analytics to the mental health agenda to identify change in students' behaviours and to address risks and target support' (UUK 2017).</p> <p>Ahern ([<reflink idref="bib2" id="ref39">2</reflink>], [<reflink idref="bib3" id="ref40">3</reflink>]) critiques some aspects of both the intentions and current implementations of this and other similar initiatives; however, her main concerns are about the inclusion of wellbeing professionals and implications for personal tutors. We suggest there are reasons to be concerned on a more fundamental level. Discourses of wellbeing have much in common with discourses of resilience in HE. As Zembylas ([<reflink idref="bib79" id="ref41">79</reflink>]) argues, 'the psychologisation of resilience in higher education may aid the self-surveillance of the student which normalises the ongoing oppression of already disadvantaged groups of students; the combination of neoliberal governmentality and psychologisation frames resilience in essentialised and individualised ways' (1966) and 'buying into the narratives of psychologised and neoliberal resilience makes us – educators, scholars, administrators in higher education institutions – complicit in the reproduction of social inequalities' (1975). The potential for ever-closer tracing of our digital and physical movements risks sliding into a society of control (Deleuze [<reflink idref="bib19" id="ref42">19</reflink>]), where power is used to gain more knowledge and knowledge is used to gain more power.</p> <hd id="AN0185628611-7">Approach</hd> <p>The stories presented below were generated in the <emph>Telling Data Stories</emph> project (Ross and Wilson [<reflink idref="bib55" id="ref43">55</reflink>]; Wilson and Ross [<reflink idref="bib74" id="ref44">74</reflink>]). In this project, we sought to develop uses of speculative fiction as a method to 'analyse current surveillance practices in the higher education sector ... to understand what post-surveillance futures might be desirable and how to work toward these' (Collier and Ross [<reflink idref="bib16" id="ref45">16</reflink>], 275). Our initial research questions focused on how people working and studying in the sector imagined surveillance capacities being put to use in HE. In particular, we wanted to create ways for actors such as educational technologists, staff and students to surface their hopes and fears for the future – their 'surveillance imaginaries' (Wilson and Ross [<reflink idref="bib74" id="ref46">74</reflink>], 306) – without fear of being wrong, or feelings or accusations of disloyalty, and possible recrimination, retribution or other negative consequences.</p> <p>To achieve this, we adopted Participatory Speculative Fiction (PSF). PSF is a process that is rooted in assemblage thinking. As a method, it shares some commonalities with other story-based approaches such as the Story Completion method (Clarke et al. [<reflink idref="bib15" id="ref47">15</reflink>]) and empathy-based storytelling (Wallin, Koro-Ljungberg, and Eskola [<reflink idref="bib65" id="ref48">65</reflink>]), particularly in using prompts to elicit stories. However, there are important differences. PSF has developed within a post-qualitative perspective (St. Pierre [<reflink idref="bib59" id="ref49">59</reflink>], [<reflink idref="bib60" id="ref50">60</reflink>]) and is thus founded on an ontology of immanence and imbued with an awareness of indeterminacy and the 'not yet' or 'yet to come' (St. Pierre [<reflink idref="bib59" id="ref51">59</reflink>], 4). It is underpinned by a conceptualisation of stories as assemblages of prompts, experience, memory and cultural resources that are open to and indeed in need of imaginative reconfiguration (Wilson and Ross [<reflink idref="bib74" id="ref52">74</reflink>]; Ross [<reflink idref="bib53" id="ref53">53</reflink>]). The intention in PSF is to generate imagined futures, which may lie at any distance ahead and may be more or less grounded in present realities. It is thus a highly open approach that invites participants to reconfigure familiar realities to create speculative futures.</p> <p>In this project, we implemented PSF via an anonymous online story-creation platform. We worked with a web designer to develop a Data Stories Creator: an online tool that enabled anonymous authoring of stories that probe surveillance imaginaries. The tool consists of three components: a page on which participants can select from and respond to a series of prompt questions; a page on which they can rearrange and create relationships between their responses using a visual mapping tool; and a page on which they can write freely and include multi-media elements such as images and videos. The prompt questions are designed to help would-be authors create stories that are based on but do not reiterate actual experiences. The prompt questions were chosen to reflect common themes and concerns identified following a review of relevant literature (Adams [<reflink idref="bib1" id="ref54">1</reflink>]; Costa et al. [<reflink idref="bib17" id="ref55">17</reflink>]; Hall [<reflink idref="bib26" id="ref56">26</reflink>]; Hyslop-Margison and Rochester [<reflink idref="bib31" id="ref57">31</reflink>]; Knox [<reflink idref="bib35" id="ref58">35</reflink>]; Lorenz [<reflink idref="bib39" id="ref59">39</reflink>]; Macfarlane [<reflink idref="bib42" id="ref60">42</reflink>]; Melgaço [<reflink idref="bib46" id="ref61">46</reflink>]; Picciano [<reflink idref="bib47" id="ref62">47</reflink>]; Prinsloo and Slade [<reflink idref="bib49" id="ref63">49</reflink>]; Ross and Macleod [<reflink idref="bib54" id="ref64">54</reflink>]; Rubel and Jones [<reflink idref="bib56" id="ref65">56</reflink>]; Watson et al. [<reflink idref="bib66" id="ref66">66</reflink>]; Wilson et al. [<reflink idref="bib77" id="ref67">77</reflink>],b). They can be found in Wilson and Ross ([<reflink idref="bib74" id="ref68">74</reflink>]) or by visiting the Data Story Creator at https://datastories.de.ed.ac.uk.</p> <p>The tool is embedded in a project site that explains the aims and context, including providing links to research literature relevant to surveillance in HE. It explains that any contributions that authors choose to publish on the site will be anonymous, available to others to read, re-use and modify, and are part of the research project.</p> <p>The Data Stories Creator was launched in mid-September 2020. As well as promoting the tool on social media and via our networks, we ran three online workshops to encourage the creation and contribution of stories. The first workshop was part of the Association for Learning Technology 2021 conference, and thus was predominantly attended by learning technology professionals. The second and third were run at the authors' home institutions and were attended by a mix of academics, casual teaching staff, learning technologists and postgraduate students. The contributed stories are completely anonymous and unidentifiable, and although time of publication may suggest a link between a particular story and a facilitated workshop, we cannot attribute any of them to particular events or authors.</p> <hd id="AN0185628611-8">Analysing an assemblage of wellbeing surveillance futures</hd> <p>In this paper, we actively assemble five stories that explicitly address neurophysical, bodily and health-related monitoring and surveillance of students in a range of places and at various times. In so doing, we continue to develop the assemblage analysis approach introduced elsewhere (Feely [<reflink idref="bib23" id="ref69">23</reflink>]; Wilson [<reflink idref="bib72" id="ref70">72</reflink>]; [<reflink idref="bib73" id="ref71">73</reflink>]; Wilson and Ross [<reflink idref="bib74" id="ref72">74</reflink>]). A core characteristic of this approach is a recognition of our role as meaning-makers in our readings of the stories and the contingency of both the stories and our readings of them (Wilson and Ross [<reflink idref="bib74" id="ref73">74</reflink>]). We acknowledge that the stories might have been written in different ways, even by the same authors, if they had been written at different times. Despite this, they are meaningful expressions of beliefs, attitudes and concerns, revealing what the writers imagine may be possible in the moment of writing.</p> <p>Our analysis treats the stories as assemblages of actors, actions and contexts, within which dynamics of knowledge and affect flow. We identify and describe the affective power of different elements of the story assemblages to reveal concerns and fears about possible futures. Elsewhere, we have described how the collective of stories reveals both noticed and unnoticed power dynamics (Wilson and Ross [<reflink idref="bib74" id="ref74">74</reflink>]). Here, we focus on stories that include monitoring or measurement of neuro-bio-physical data.</p> <p>First, we present three stories that imagine individual students' experiences and perspectives. We then present a story that imagines the experiences of a member of academic (teaching) staff. Finally, we present a story imagined from the perspective of a unionised collective of students. Key elements of all five stories are presented, and we include the first and last in their entirety.</p> <hd id="AN0185628611-9">First-year student experience</hd> <p>This story was published anonymously on the <emph>Telling Data Stories</emph> site by its author on 9th April 2021. This was the day we held an online story-generation workshop through the University of Edinburgh, which was attended by a mix of educational technologists, academics and postgraduate students. We first include the story in its entirety and then highlight some key elements.</p> <hd1 id="AN0185628611-10">Starting Mirror ... </hd1> <p>Access my First Year Student Experience course please.</p> <hd1 id="AN0185628611-11">Your 'U-Well-Being Journal' is Due Today, Jody.</hd1> <p>Oh really! Thanks for the reminder! I'm ready to start.</p> <hd1 id="AN0185628611-12">How are you doing with your well-being activities, Jody?</hd1> <p>I ran about three miles to checkpoint 28 and back this afternoon! I am full of relief and excitement that I won't get a well-being citation for slacking on my daily exercise requirements to be part of university-1066! It was a bit more challenging this morning with all the protests going on by the checkpoint gate, but gave me energy to keep going and not end up like the veil-renegades you told us about in orientation.</p> <hd1 id="AN0185628611-13">What challenges are you facing with your well-being activities, Jody?</hd1> <p>Ok, I'll be real honest here, I've received three well-being citations in the last 6 months for lack of exercise, a positive test for covid-54, and missing the webinar on techno-meditation, but you told me as a first-year, I'm still learning, and I honestly think these tickets are helpful to keep me healthy and productive as a college student. I was a bit worried at first, because I can't really afford the citations. I was so close to losing my financial aid package for one of my courses, if it wasn't for my love of all those faux-veggies, I'd probably be re-applying to this university. I've always been pretty decent with my well-being food requirements, I mean, with the Amazon Go chip on my wrist, I feel like 'a magician' (something my mum said) – I just have to go to the campus store, wave over my food choices, and read on the wall what's good for my concentration in class, or what will keep me awake for those long (so long!) nights studying cyber-censorship principles.</p> <hd1 id="AN0185628611-14">How are you doing with your first year courses, Jody?</hd1> <p>Ok! So, for updates about my courses, I logged into my Alexa Mirror today and was able to see some new charts about my learning. So it says that engaging in more well-being activities is actually is making a difference in my coursework, especially if I'm on campus more, and just eating from places on campus (you can tell I love food!) – I'm still unsure how to read some of the charts, but I'll probably figure it out over the next few weeks like you said.</p> <hd1 id="AN0185628611-15">Anything else you want to share, Jody?</hd1> <p>I've been scheduled for another covid-54 test next week during one of my classes. I was apparently tracked near an infected student, so I'll let you know how that goes. I've been feeling fine aside from being a bit tired from my run earlier. Looking forward to receiving more wellness tips based on this entry!</p> <hd1 id="AN0185628611-16">Thank you. Please review and read aloud your honor promise to submit your entry.</hd1> <p>I submit on the basis that my journal entry is factual and is subject to reviewed for potential follow up questions and resources.</p> <hd1 id="AN0185628611-17">Entry submitted.</hd1> <p>Thank you! Turn off Mirror.</p> <hd1 id="AN0185628611-18">Mirror Shutting Down ... </hd1> <p>The story starts with what the reader assumes is either on-screen text or voiced message during software start-up. The (capitalised) name of the software, 'Mirror', acts in several ways: it may indicate a simple reflection of reality and a chance to look at oneself, but mirrors in stories are rarely neutral, and readers may connect this Mirror to other cultural resources such as the stories of Echo and Narcissus, Perseus and Medusa, Snow White, Lewis Carroll's <emph>Through the Looking Glass</emph> or the contemporary speculative fictions of Charlie Brooker's <emph>Black Mirror</emph>. It may also be a reference to the widespread advocacy of personal reflection as a step towards resilience and wellbeing (see, e.g. Donohoe [<reflink idref="bib22" id="ref75">22</reflink>]; Strumm [<reflink idref="bib61" id="ref76">61</reflink>]) and recent explorations of how technologies can be used to facilitate reflection for wellbeing (Konrad et al. [<reflink idref="bib36" id="ref77">36</reflink>]; McDuff et al. [<reflink idref="bib45" id="ref78">45</reflink>]; Rochon, Jackson, and Knight [<reflink idref="bib51" id="ref79">51</reflink>]).</p> <p>The following brief lines establish the existence of a First Year Student Experience <emph>course</emph> with a Well-Being Journal, suggesting a future in which wellbeing has become a formalised and significant component of the HE assemblage.</p> <p>The author packs a lot into the short paragraph in which Jody, our student protagonist, responds to Mirror's first question. The reader learns of checkpoints (suggesting both monitoring and restricted access), wellbeing citations and exercise requirements, and (excluded?) protestors.</p> <p>Jody's next response conveys enthusiastic embrace of the wellbeing system, including the technologies that monitor her and guide her decision-making. The reader also learns that the citations mentioned above are linked to potential penalties in the form of the removal of financial support. Both this response and the subsequent one include references to the presence of private sector, commercial interests in the wellbeing data assemblage, including Amazon and Alexa. Jody tells Mirror that she is grateful for the ways in which her own data are shared with her, even if she is not yet fully capable of understanding these data – and the reader can pick up a sub-text that perhaps some of the guidance she receives is as much for corporate benefit as for Jody's. Presumably it is commercially preferable from the university's perspective for Jody to spend her money at the campus food outlets rather than anywhere else.</p> <p>The final component of Jody's journal entry refers to covid-54, presumably a new novel coronavirus pandemic that emerges in the imagined future. Jody's expectation and desire for more wellness tips reconfirms the impression that she has embraced both the wellbeing surveillance and guidance she experiences.</p> <p>Finally, the author shows us that Jody can shut the system down, and so presumably also actively chose to turn it on in the first place. There are, however, good reasons to question whether Jody's participation in this surveillance-driven wellness programme is as enthusiastic as it seems. Jody's reflections to Mirror could be read as honest; but they could also be read as paralleling the performativity that often results when reflection is mandated, shared and high-stakes (Devas [<reflink idref="bib21" id="ref80">21</reflink>]; Macfarlane [<reflink idref="bib43" id="ref81">43</reflink>]; Macfarlane and Gourlay [<reflink idref="bib44" id="ref82">44</reflink>]; Ross [<reflink idref="bib52" id="ref83">52</reflink>]).</p> <p>This short story thus connects several different actors into an assemblage in which some flows of knowledge and affect are clearly less impeded than others. The assemblage includes: self-monitoring and university surveillance technologies – Mirror and the U-Well-Being Journal; third-party surveillance technologies – the Amazon Go chip and Alexa Mirror; wellbeing interventions – the First Year Student Experience course and wellness tips, along with punishments such as citations and financial penalties; commercial interests – campus stores and food outlets; and humans – Jody, her Mum and the 'veil-renegades'. Within this assemblage, we see dynamics of subtle and not-so-subtle persuasion, and genuine or performed embrace and enculturation. The result is a stable, self-reinforcing assemblage in which students actively participate in their own monitoring and behaviour adaptation.</p> <hd id="AN0185628611-19">DNA-fuelled universities</hd> <p>The second story we consider here, 'DNA-fuelled universities', was published by its author on the Telling Data Stories site on 29th November 2020. This was a Sunday and was not close to any of the online story-generation workshops. Like 'First Year Student Experience', this story concentrates on a single student, Kari, and her experiences of a highly-personalised HE system in the future USA. The author imagines a future in which applications to university are made by submitting to a centralised system some preference information along with a 'test tube of saliva'.</p> <p>The system then allocates either a single place on a specified course in a specified institution, or (less frequently) a choice between two options. Kari was 'lucky' to have been given a choice but once at the institution she opts for, everything is personalised for her, from her room-mate and 'first-year orientation house' to bookshop coupons and meals. The author makes it clear that Kari does not know what is driving the personalisation decisions – she knows and has agreed to the use of her purchasing and social data, but she does not know how her genetic data have been or are being used. Things are working out well for Kari but she knows that isn't the case for everyone, as some of her friends feel 'tormented' rather than supported by the choices that have been made for them. The apparent contingency and inequality at the individual level that characterises access to education in this possible future might easily have evolved from contemporary 'digital redlining' (Gilliard [<reflink idref="bib25" id="ref84">25</reflink>]) that already acts to exclude certain groups from certain services.</p> <p>In this story, the author has assembled a somewhat different range of actors to those included in 'First Year Student Experience'. While there is some overlap in the presence of a student, a university, campus stores, food and commercial enterprises (private DNA-analytical services linked to ancestry and genealogy searches), this story considers how the state might also be part of these assemblages, in ways that are not that far away from current practices (Brunner [<reflink idref="bib12" id="ref85">12</reflink>]; Crumley-Effinger [<reflink idref="bib18" id="ref86">18</reflink>]; Gilliard [<reflink idref="bib25" id="ref87">25</reflink>]; Welsh, Ross, and Vinson [<reflink idref="bib68" id="ref88">68</reflink>]). It also emphasises the enrolment of the bodily-material in sociotechnical assemblages in the form of a test tube full of spit. Within this imagined assemblage, data flows in untraced and invisible ways. The predominant forms of affect are gratitude and obliviousness. The result is a machinic assemblage that works for some but in which others are trapped and tormented, and where awareness of this disparity might create a small space for doubt.</p> <hd id="AN0185628611-20">William Stone P267</hd> <p>The third story we consider here also explores a possible future from the perspective of an individual student, but now at a time just before a high-stakes assessment. It was published on 21st December 2020, following a semester that had seen a significant increase in the use of remote proctoring platforms (Scassa [<reflink idref="bib58" id="ref89">58</reflink>]). Like 'First Year Student Experience', it is the story of a single episode in which the eponymous protagonist, William Stone, practices for 'Class Day', which he thinks is actually 'Classification Day', the following day. The author describes how Will has learned to exercise minute control over his physical body, including posture, keystrokes, facial muscles, and even body temperature. He does this because he knows he will be closely physically monitored in the next day's test, in which,</p> <p>[i]t wasn't just that you had to produce the right answers, though that was hard enough, it as that you had to try and convince the system that you were the right sort of candidate in every other way.</p> <p>This story-assemblage includes imagined software and behavioural metrics with names such as IEARN, CorpShare, SEL, mCog, grIT and sYk – with these, it appears that the author wants to evoke both commercial interests and the kind of 'neurohype' that dominates self-descriptions of some contemporary neurotechnology 'innovations', particularly those involving non-invasive brain-scanning (Caulfield, Rachul, and Zarzeczny [<reflink idref="bib13" id="ref90">13</reflink>]; Wexler [<reflink idref="bib69" id="ref91">69</reflink>]). There is also a strong focus on the materiality of the human body: the assemblage includes muscles, sweat, body temperature, shoulders, and posture, in ways that are not too distant from recent experiences of remote proctoring (Swauger [<reflink idref="bib62" id="ref92">62</reflink>]).</p> <p>These contrasting technical and meaty elements are connected up into an assemblage through which emotion flows from helplessness to anger to deviousness, and in which 'anger, regret and exhaustion' are blocked and banished. Will's self-manipulation indicates the most rigidly striated of spaces, through which he must navigate with remarkable precision. Although his actions are a subversion of the technological power being exerted over him, they are not a line of flight, and no strategy of imperceptibility (Deleuze and Guattari [<reflink idref="bib20" id="ref93">20</reflink>]) is open to him. This imagined assemblage is one in which even the most resentful actor reinforces its operation.</p> <hd id="AN0185628611-21">Emotional intelligence and resilience training</hd> <p>The fourth story we include here was published on 21st September 2020. It takes the perspective of a lecturer, rather than a student. In this imagined future, concerns about student health and wellbeing have been crystallised into sets of wellbeing metrics that are published along with other university ranking data, such as teaching and research quality metrics. The story is set in a university that has not done as well as it expected in the wellbeing rankings. The rankings are based on 'extension requests and request for extenuating circumstances ... [which] are being used as proxies for measures of ill health and stress' and so the university is seeking ways to monitor and reduce these numbers by centralising all such requests.</p> <p>The lecturer-protagonist in this story teaches on a programme with a high proportion of mature and part-time students with caring responsibilities and other external pressures. His Programme Director confirms that they have been identified as a problem area by the Senior Management Team and have been put under investigation. The story describes three possible outcomes:</p> <p></p> <ulist> <item> 'the teaching staff are deemed to be insufficiently supportive and so are sent for compulsory emotional intelligence training and told they have one year to turn the numbers around or they'll lose their jobs'</item> <p></p> <item> the lecturer argues persuasively that the students are really more likely to encounter difficulties and ask for extensions, 'and the university decides it doesn't want a programme that draws students like that on its books'</item> <p></p> <item> students may be required to take and pass compulsory resilience training during their induction period as a condition of progression.</item> </ulist> <p>This story, told from a staff rather than student perspective, assembles quite a different set of actors from the previous three. The assemblage is constructed from rankings, health and wellbeing metrics, centralised systems, algorithmic decision-making systems and LMS data – all of these already available in the present to a greater or lesser degree, and all already of dubious meaning, objectivity and neutrality (Brunner [<reflink idref="bib12" id="ref94">12</reflink>]; Gilliard [<reflink idref="bib25" id="ref95">25</reflink>]; Holmgren Caicedo, Mårtensson, and Roslender [<reflink idref="bib30" id="ref96">30</reflink>]; Johnes [<reflink idref="bib33" id="ref97">33</reflink>]; Pusser and Marginson [<reflink idref="bib50" id="ref98">50</reflink>]; Wilson et al. [<reflink idref="bib77" id="ref99">77</reflink>]; Wilson et al. [<reflink idref="bib76" id="ref100">76</reflink>]; Young et al. [<reflink idref="bib78" id="ref101">78</reflink>]). The dynamics of 'the investigation' and possible outcomes shape what the assemblage does; and the lecturer and his students, with their externalities that matter to them but not the university, are trapped within the striated space these create. While data and power seem to flow freely, understanding, empathy and responsiveness seem to be almost completely blocked. The result is a sociotechnical assemblage that will amputate those parts of itself that are deemed to be detrimental to its overall health, whether these are staff or students.</p> <hd id="AN0185628611-22">Urgent: re the promised model 3 scramblers</hd> <p>The fifth and final story we consider here was published on 20th October 2020. It is written in the form of a letter sent from the student union to the university's Senior Management Team. As with our first story, we include it in its entirety.</p> <p>Dear University Senior Leadership (a public letter)</p> <p>We have tried to express our concerns as students, individually. We have opened tickets with WeCare and been assured that matters are being escalated. Time we should have been spending on our studies has, instead, been spent trying to address your failings in the matter of the wellness supports we were promised. As per your email to all undergraduates on 12 September, every student was to receive one of the new model Scramblers before the start of term, in line with the agreement made with the student union in August. As you have acknowledged, without these students are subject to unacceptable levels of neuroscanning in public spaces in the city and as they travel to and from campus. Without the freedom to opt out of campus attendance, we rely on the Scramblers to ensure that this valuable time of learning about, contextualising and perhaps even challenging the status quo during our studies does not negatively impact our future employability. Despite your assurances, too many students are being fobbed off with Model 2s or, worse, being advised to hire Model 3s, putting their reputational wellness at further risk. We have not been taking this lying down. As we write, the extensive work we have been doing to compile evidence of your failure to act is almost complete, and there are many accounts of specific harms that will reflect extremely poorly on you and your commitment to our wellness. We do not want to release this dossier publicly, as we know the consequences for your funding next year will be severe, but you have left us no alternative. We look forward to hearing from you.</p> <p>– the student union.</p> <p>This short story assembles an imagined future including the senior leadership, individual students and networked, collectivised students in the form of the union. It also includes the 'WeCare' system, presumably a platform used by the university, along with 'wellness supports', harms, 'reputational wellness' and employability. The author adds to this pervasive neuroscanning in public places, scramblers (old and new), money and attendance requirements. This story thus enrols many of the concerns contained within the previous stories, and so develops out of the existing, contemporary concerns articulated by many different researchers in relation to surveillance (e.g. Beetham et al. [<reflink idref="bib6" id="ref102">6</reflink>]) and wellbeing (e.g. Zembylas [<reflink idref="bib79" id="ref103">79</reflink>]). Within this assemblage, the story-letter reveals a flow of promises and threats, as power shifts between the university and the students. At the point in time that the story represents, the result is an assemblage in which power has shifted into the hands of the students, who are able to demand the protection offered by the 'model 3 scramblers' <emph>because</emph> of the expectation that universities should attend to and prioritise the wellbeing of their students. The ranking system made explicit in the previous story seems to be brought into play here, too, as the student union knows that institutional funding allocations are connected to demonstrable commitment to student wellbeing. The story seems to depict an assemblage that is on the verge of either (radical) reconfiguration or disintegration.</p> <hd id="AN0185628611-23">Discussion</hd> <p>These five stories, although independently created and published, connect up to form a larger networked story-assemblage of possible futures. They reveal fears (and to a lesser extent, hopes) relating to how the surveillance capacities and technologies that are currently proliferating within HE (Beetham et al. [<reflink idref="bib6" id="ref104">6</reflink>]) and wider society might be put to work in the name of supporting students' wellbeing or obtaining proxies for their physical and mental health status.</p> <p>All five stories describe intrusive and ubiquitous monitoring; and all imply the exchange and linking of multiple data sets. They imagine futures in which monitoring of food choices and physical exercise, as well as purchasing and social data, is common practice in HE institutions. They also all touch on the blurring of boundaries between the HE sector and profit-motivated commercial activities (Williamson [<reflink idref="bib70" id="ref105">70</reflink>]; [<reflink idref="bib71" id="ref106">71</reflink>]). One common thread is the presence of third party, and frequently private sector, entities: these feature as providers of software and the physical machinery of surveillance, as purveyors of algorithms that turn neuro-bio-physical monitoring data into metrics, and as traders in personal data. These imagined entanglements are not all that fanciful, as biosensor-based monitoring products already available (Hernández-Mustieles et al. [<reflink idref="bib29" id="ref107">29</reflink>]). University financial interests also play a role in most of the stories (with the exception of 'William Stone P267'), either in the form of non-academic, profit-generating services such as campus food outlets, or in the form of performance-based funding. Again, these imaginaries are only slightly removed from the realities of contemporary HE (Beetham et al. [<reflink idref="bib6" id="ref108">6</reflink>]).</p> <p>Despite these similarities, the stories imagine a range of different responses. The first two describe situations in which students embrace and perhaps willingly participate in their own surveillance, in return for apparent or perceived gains, and with little or no explicit doubt about, let alone challenge to, the 'rightness' of the system. The third story describes how Will is filled with resentment but has to completely capitulate to try to win <emph>within</emph> the system. The fourth story suggests that universities might enact what amount to exclusionary practices in order to maintain funding. The fifth story imagines students who are able to exploit the significance of metrics tied to funding in order to gain relative advantage. These different responses are consistent with patterns of response to surveillance recognised within the broader field of surveillance studies (Lyon [<reflink idref="bib40" id="ref109">40</reflink>]).</p> <p>Perhaps most importantly, these stories also suggest ways in which the function and purpose HE may be distorted by the confluence of surveillance capacities and health and wellbeing concerns. They imagine futures in which one's educational opportunities are determined by one's DNA; one's employment opportunities are determined by one's perspiration; or one's employment futures are put at risk by thinking critically in public. Echoing Biesta's ([<reflink idref="bib8" id="ref110">8</reflink>]; [<reflink idref="bib9" id="ref111">9</reflink>]) concerns regarding the influence of measurability on what is valued in education and how education is evaluated, these stories imagine futures in which measurements have multiplied and spread to what we would normally (at present) think of as non-educational domains. They also suggest how this might in turn drive more interventionist and controlling approaches, through forms of personalisation and monitoring that reduce choices and personal freedoms.</p> <p>In these futures, HE is no longer devoted to the development of knowledge and skills, and instead has a wider remit relating to the development of the 'whole person' into a particular ideal type. While in some respects this could be seen as a return to the (Heidelberg) ideal of nurturing critical and creative thinkers, the stories here imagine futures in which HE's remit has extended beyond the cognitive and into both the moral and the bodily. Such a shift in remit is not particularly fanciful, and indeed has much in common with e.g. the Scottish Government's current exploration of the possibility of credentialising non-academic development and skills in its school system, or the efforts of various universities to document and measure students' development of generic skills/graduate attributes.</p> <p>On the surface, the final story seems to offer a ray of hope or a line of flight, as the letter from the union indicates that, in this particular future, students' time in HE is supposed to be a 'valuable time of learning about, contextualising and perhaps even challenging the status quo'. It is this exercise of analysis and critique that the students are seeking to protect through the use of the promised, but as yet undelivered, model 3 scramblers. However, the perceived need for privacy to allow such critique to be engaged in off-the-record is a direct result of the students' parallel desire not to compromise their reputations and hence their future employability. Criticality and challenge are apparently not desirable outside of the protected HE space, and despite the promise of collective action in this story, some forms of action that might fundamentally shift or disrupt surveillance and monitoring are not yet (or anymore) thinkable in the future presented. The agents in the story might be activist, but they are not <emph>abolitionist</emph> (Swauger and Kalir [<reflink idref="bib63" id="ref112">63</reflink>]) – like Jody, Kari and William, they are inhabitants of a space so highly striated that the apparent line of flight in fact reinforces other lines of articulation.</p> <hd id="AN0185628611-24">Conclusion</hd> <p>The five stories presented above are visions of possible – and proximal – futures. They may be seen as a confluence of heightened concerns with student health and wellbeing relating to the conditions of learning during the Covid-19 pandemic period; a longer term student mental health (awareness) crisis and accompanying rise of wellbeing programmes in HE; and concerns about a growing surveillance culture in HE and society more broadly. They suggest futures that challenge our notions of the purpose (and therefore nature) of HE. None of them is particularly positive, although at least the final story contains the germ of the possibility that the system contains the cause of its own breakdown.</p> <p>While none of these futures is inevitable, we believe that their collective effect is to warn us of what might happen if we allow decisions about personalisation, and wellbeing programmes and interventions, to be based on what is technically and algorithmically possible rather than what is educationally desirable.</p> <p>These are just five stories of possible futures, created by their authors in response to particular contexts and stimuli in operation at the time they were written. Because the Data Stories Creator was developed as an English-language medium tool, it is biased towards the Anglophone world. The anonymity of the authors also means that we cannot tell whether they originate from across a range of roles within HE, or whether they were written by specific groups such as educational technologists or academic staff. Other authors writing at different times and in different situations and cultures may imagine different ways that surveillance and wellbeing may intersect or diverge as current technologies develop and new technologies are introduced. We encourage anyone reading this paper to contribute to the generation of possible futures, and so to debates about what is desirable, for whom and for what purposes. The Data Stories Creator is still live.</p> <hd id="AN0185628611-25">Acknowledgements</hd> <p>We gratefully acknowledge support from the Edinburgh Futures Institute.</p> <hd id="AN0185628611-26">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0185628611-27"> <title> References </title> <blist> <bibl id="bib1" idref="ref54" type="bt">1</bibl> <bibtext> Adams, Catherine. 2010. " Learning Management Systems as Sites of Surveillance, Control, and Corporatization: A Review of the Critical Literature." In Society for Information Technology &amp; Teacher Education International Conference, edited by David Gibson and Bernie Dodge, 252 – 7. Association for the Advancement of Computing in Education (AACE). https://<ulink href="http://www.learntechlib.org/p/33345/">www.learntechlib.org/p/33345/</ulink>.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref22" type="bt">2</bibl> <bibtext> Ahern, Samantha J. 2018. 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Header	DbId: eric DbLabel: ERIC An: EJ1496443 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0
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Items	– Name: Title Label: Title Group: Ti Data: 'Your U-Well-Being Journal Is Due Today': On Some Possible Intersections between Surveillance and Student Wellbeing in the Future University – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Anna+Wilson%22">Anna Wilson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6928-1689">0000-0001-6928-1689</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jen+Ross%22">Jen Ross</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6923-4102">0000-0001-6923-4102</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Studies+in+Higher+Education%22"><i>Studies in Higher Education</i></searchLink>. 2025 50(6):1233-1247. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 15 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Evaluative – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Futures+%28of+Society%29%22">Futures (of Society)</searchLink><br /><searchLink fieldCode="DE" term="%22Fiction%22">Fiction</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Data%22">Data</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Management+Systems%22">Learning Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Methods%22">Educational Methods</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink><br /><searchLink fieldCode="DE" term="%22North+America%22">North America</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/03075079.2024.2368264 – Name: ISSN Label: ISSN Group: ISSN Data: 0307-5079<br />1470-174X – Name: Abstract Label: Abstract Group: Ab Data: This paper uses Participatory Speculative Fiction to explore the convergence of two important dynamics that are currently at play within the Higher Education sectors in the UK, North America and elsewhere: digital surveillance capacities and student wellbeing. We use short stories that were contributed and published anonymously through the "Telling Data Stories" website to show how their authors spontaneously connected surveillance capacities and potentials with contemporary concerns about student wellbeing. In the fictions they created, our contributors imagine how current and proximal future technologies might be enrolled in increasingly intrusive and interventionist neuro-psycho-bio-surveillance employed at all stages of the student journey. The stories problematise the relationship between visibility and wellbeing, expose complex assemblages of people, technologies and discourses and suggest possible outcomes ranging from embrace and perhaps enculturation to subversion and even inversion of power. We suggest that these possible futures are important signals of the need for wise decisions in the present. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1496443
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RecordInfo	BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03075079.2024.2368264 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 1233 Subjects: – SubjectFull: Well Being Type: general – SubjectFull: Observation Type: general – SubjectFull: Universities Type: general – SubjectFull: Futures (of Society) Type: general – SubjectFull: Fiction Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Technology Uses in Education Type: general – SubjectFull: Data Type: general – SubjectFull: Learning Management Systems Type: general – SubjectFull: School Holding Power Type: general – SubjectFull: College Students Type: general – SubjectFull: Stress Variables Type: general – SubjectFull: Ethics Type: general – SubjectFull: Educational Methods Type: general – SubjectFull: United Kingdom Type: general – SubjectFull: North America Type: general Titles: – TitleFull: 'Your U-Well-Being Journal Is Due Today': On Some Possible Intersections between Surveillance and Student Wellbeing in the Future University Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Anna Wilson – PersonEntity: Name: NameFull: Jen Ross IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0307-5079 – Type: issn-electronic Value: 1470-174X Numbering: – Type: volume Value: 50 – Type: issue Value: 6 Titles: – TitleFull: Studies in Higher Education Type: main
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