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This paper uses a Foucauldian approach in analysing policy documents pertaining to the digitalisation of higher education in Russia. The analysis revealed that Russian digitalisation discourse privileges certain kinds of knowledge required to serve the development of the modernised national economy. State supervisory power, realised through centralised monitoring and control, is embedded in the model of digitalised governance to ensure monitoring of the digital maturity of educational institutions. Within the digitalisation discourse, academics occupy a position requiring continuous professional legitimisation. Thus, digital transformation stimulates the emergence of the infrastructure of disciplined self-management in relation to staff professional development. The analysis emphasises ethical issues of Russia’s higher education digitalisation, revealing the power dynamics within Russia’s HE digitalisation discourse with selective referencing to policy documents. The use of a postcolonial lens highlights the continuation of the Soviet-style centralised power approach to Russia’s higher education digital transformation.
Olga Rotar (Mon,) studied this question.