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Only about a decade after initial projects emerged, learning analytics have already had a profound effect on how institutions view the combination and use of multiple data sets and their subsequent analysis on learners and instructors. The success or failure of these institutional projects lay in the confluence of the data that is available, the extent to which analysis is conducted on that data, and the ensuing action taken on the results. Some higher education institutions have begun using the power of analytics to affect positive outcomes in critical areas like learning, pedagogy, student retention, and institutional decision-making (Long and Siemens 2011). But what does analytics mean to an institution and how might an institution implement some form of analytics? Further, what can institutions expect from the successful implementation of analytics?