Universities are under heightened pressure to become more efficient using less resources., the quality of teaching and the student experience must not be sacrificed in pursuit of efficiency. One strategy is to use automation, smart technology to augment the work of human teachers. Not to replace the teacher but to make them better at what they do. Give them smart tools to do their jobs more effectively. Learning Analytics is one such tool that has the potential to leverage teaching capability. This paper examines the learning analytics implementations at five diverse Australian universities (regional and metropolitan) with varying degrees of success reported. These implementations are evaluated using of DeLone and McLean’s (2003) information system success model. It will be seen that participants in this interpretivist case study regard learning analytics as having potential benefits but are not sure about how best to realise analytics systems with extensive usability research built-in and offering sophisticated functionality seem likely to emerge and take precedence over the trial and error approach. This study addresses an apparent gap in the research as limited studies exist targeting both learning analytics and information system success.