Learning Analytics (LA) in higher education is emerging as a powerful tool for optimising learning and teaching outcomes at a time when technology is revolutionising the delivery of education generally. In this paper we explore LA implementations in five diverse Australian universities. Our study draws on DeLone and McLean's (2003) model of information systems success to qualitatively evaluate the various implementations. We highlight both the successes and challenges encountered by each university. In taking this approach we aim to contribute to laying a foundation for optimal use of LA systems. This research reveals a degree of pervasive uncertainty as to how Learning Analytics is defined. While substantial research exists on LA systems and their usages, there are still limited empirical studies that examine the success of LA implementations, as many Higher Education Institutions (HEIs) are still in very early stages of their LA system implementations. The outcomes of the study include recommendations for universities to consider when implementing LA systems or improving existing implementations which is an addition to both the research areas of LA research and information systems success research.