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Higher education institutions (HEI) are beginning to invest heavily in learning analytics as a compliment to their existing suite of technologies used to enhance the pedagogical practices of instructors. A culture of learning analytics within HEI is emerging but there is not consensus on the value and effectiveness of the tools and practices that make up the culture. The emerging culture is exerting change forces on key stakeholders (namely the faculty member themselves) and these forces are not clearly understood. A lack of understanding of the change forces may result in unintended consequences for both the faculty member and the institution at large. Learning analytics is in its infancy and the adoption and integration by higher education faculty represents a new and emerging phenomenon that is worthy of study and understanding. With promises of reduced student dropout rates, improved student outcomes, better course pedagogy and backed by pressures of assessment and accountability, learning analytics is being trumpeted as the next best solution to our educational woes. However, despite these promises and despite the general belief that learning analytics may have true value, instructors have been slow, if not resistant, in learning analytics adoption. And while research on learning analytics design abounds, usage and adoption literature that focuses on the faculty member’s perspective is scant. More research is needed to understand factors that either threaten or enable a higher education faculty member’s willingness to adopt learning analytics. The following research proposal seeks to examine the influence of professional identity alignment, pedagogical alignment, learning analytics alignment and organizational alignment on a higher education faculty member’s willingness to adopt learning analytics.

analytics culture, data analytics, higher education institutions, learning analytics, professional identity, learning analytics adoption, TPACK