The Effects of Electronic Monitoring in the University Workplace: Bangladeshi Academics' Perceptions of Work Performance Monitoring

Abstract

Technology applications play an important role in promoting progressive education in the higher education sector, where student-centered and holistic development approaches are essential. In this context, electronic monitoring can meet the needs of education authorities, institutions, and university administrators while also aiding academics and students. This study explores the consequences of electronic monitoring from the perspective of Bangladeshi academics working in private universities. It investigates the extent to which electronic monitoring is utilized to monitor job performance and academics' perceptions of using the application. Guided by the panopticon model, we designed a qualitative research approach and employed case study and interview methods to obtain data. Two private universities were involved in data collection. The results revealed that most academics saw the value of electronic monitoring as an alternative to traditional means of surveillance. Furthermore, academics' positive attitudes toward such practice were influenced by their level of awareness being electronically monitored using technological means with features that could provide them with control over work performance and the available support mechanisms. Some highlighted benefits are safety, productivity, cost-effectiveness, potentially unlawful or unethical conduct monitoring, and workplace accountability and obligation. Despite little concern about privacy issues regarding the widespread use of electronic monitoring, most academics opposed using CCTV cameras in classroom teaching. The study revealed that academics' thoughts on electronic monitoring, which are linked to specific government directives, can be heavily influenced by external forces, and how flexible the monitoring environment can play a role in minimizing resistance and improving policy adherence. This study has important practical implications for education authorities, academic administrators, and educators.

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