The successful implementation of an institution-wide learning analytics project requires the organisation to be ‘ready’ in various ways. Initiatives that are not properly prepared run the risk of alienating important stakeholders, destroying confidence in the potential for learning analytics and, not least, wasting significant resources. Yet it is common to find that institutions are quite unprepared for the changes required to their processes. Fritz notes that ‘the lack of a cohesive vision for academic analytics in higher education often means that individual campuses are building the plane while they fly it’. 1 Even small-scale learning analytics projects or pilots at departmental level require a number of areas to be considered and dealt with in advance.