ABSTRACT
This chapter defines maladministration as dishonest administration, or administration where educators or educational administrators carry out their work with 'scissors in the head' when trying to safeguard their educational clients' legitimate rights to identity development. It argues that there are some specific risks stemming from digitalisation to the administration of education and that, in the context of digitalisation, educational administration is in danger of becoming 'systemically sick'. The chapter provides evidence from qualitative studies on conflicts teachers experience between bureaucratic demands on the one side, and educational necessities of the individual in the context of digitalised educational administration on the other. If suggestions from learning analytics were merely independent, inconsequential technological recommendations, they could be happily ignored by teachers and learners. Whether teachers will be able to integrate their professional views and professional expertise into their teaching then depends on the extent to which the implementation of such systems is mandatory and pervasive.
