Digitalization of Russian Education: Changing Actors and Spaces of Governance

Abstract

This chapter discusses the operation of digital education in relation to the changing governance of education in Russia. It examines how digitalization changes the character of traditional actors and enables new actors and actor assemblages to enter the scene of education governance and provision. It then looks at how datafication extends spaces of governance in both a topographical and a topological manner. Topographically, some practices of datafication follow established administrative structures enabling tighter vertical control over regions and education institutions by the federal authorities. But datafication also generates spaces that overcome topographical distance through relationality and connectedness. These manifest, first, in intensifying proximities to the global level of education governance bypassing the national authority, and, second, in the possibilities of intimate governance reaching into individual subjectivities.

An Introduction to the Special Issue on Digital and Collaborative Higher Education: The Case of the Erasmus+ OpenU Project

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Managing Inter-University Digital Collaboration from a Bottom-Up Approach: Lessons from Organizational, Pedagogical, and Technological Dimensions

“…Crucially, the use of digital tools may imply an ethical dimension, as HEI management 'is increasingly data-driven, underpinned by the need to both produce and use indicators, data analytics and other forms of objective evidence' ( [37], p. 177). In networked education, crucial decisions can be made after collecting, measuring, evaluating, and assessing HEIs' KPIs, for example, to improving the sustainability of a joint program.…”