ABSTRACT
Over the past decade, a key trend in the UK higher education (HE) sector has been the embrace of digital transformation by UK HE institutions to make their operations leaner and more efficient and to expand the scope and reach of their teaching and research via digital technology-enabled efficiencies. 1 However, while these undoubted affordances of digital transformation for universities, researchers, and teachers are often what is accentuated in official institutional materials and research on digital transformation more generally, less attention has been given to how digital transformation shapes the individual autonomy of academics through the introduction of new digital education governance modes of technology-enhanced management. 2
