## 2 Background
### Learning Analytics Adoption  
LA is \"the measurement, collection, analysis, and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environment in which it occurs\" [21]. Although LA enhances education, not many HEIs have adopted LA at scale yet [9; 10]. A systematic literature review by [PERSON] and others [11] shows that there is little evidence that LA is used at scale. They conclude that LA tools are deployed in only 6% of the analyzed research papers. Similar findings are reported by [PERSON] and [PERSON] [22], who interviewed LA experts and surveyed European HEIs. Only 2 out of 46 surveyed institutions adopted institution-wide LA. HEIs face multiple challenges when adopting LA, including technical factors, human factors, and organizational factors [23].  
Several models aim to overcome implementation challenges and to support LA uptake. For example, the Learning Analytics Framework [6], the Learning Analytics Readiness Instrument [3], the Learning Analytics Sophistication Model [7], the Rapid Outcome Mapping Approach [5], and the Supporting Higher Education to Intergrade Learning Analytics framework [8]. However, these models have their shortcomings [9; 12; 24]. They are often not grounded in management theory, they lack clear operational descriptions on developing essential dimensions, and their empirical validation is still low.  
To overcome the existing models' limitations, a capability model for LA was designed: the Learning Analytics Capability Model (LACM) [13]. This model builds on strategic management theory, that is, the resource-based view (RBV). The LACM takes a resource-based perspective because the lack of the right organizational resources is a major reason for HEIs not to adopt LA [25]. Although resource-based models exist in adjacent research fields like business analytics and big data analytics [26; 27], no such model is available for the LA domain. Moreover, the capability model provides many ways to operationalize capabilities in practice. The capability model is a suitable response to the challenges faced by HEI when implementing LA. For example, the model addresses all four main challenges summarized by [PERSON] and others [28]. The capability model prescribed the need to engage all stakeholders and foster a data-informed culture (challenge 1). It calls for a theory-driven and evidence-based approach to ensure pedagogical issues are properly addressed (challenge 2). Since the model is based on the RBV, resource demands are fundamental to it (challenge 3). Finally, privacy and ethics have a central place in the model as these comprise one of the five critical categories (challenge 4).  
LA aims to improve learning environment, learning processes, and learning outcomes [29]. It can be applied to achieve a wide variety of goals, e.g., supporting self-regulated learning, monitoring learning behavior, improving learning materials, measuring learning gains, and improving retention. As many goals require similar capabilities, the LACM seems goal-agnostic. So, the model is beneficial to all institutions, independent of their LA goals. This is reflected in the capability Data Usage, which includes many ways to use LA in practice.