Abstract
The application of analytics to learners and their contexts, a field known as learning analytics, is increasingly gaining research attention. However, much of the published research to date has a relatively narrow focus of targets consisting of optimising pedagogical outcomes at the level of individual learning tasks or individual courses. Drawing on stakeholder theory, we identify a broader set of constituencies in higher education and argue that learning analytics has a much broader set of potential educational applications. We present emergent insights from an ongoing action research study conducted by an Analytics Task Force at a large public university in the north-east of the USA. We identify additional stakeholders who can benefit from the application of predictive models and we define the preliminary set of questions that can be addressed through predictive analytics for each stakeholder group. Our key contribution to the field of learning analytics is the expansion of learning analytics research landscape to include new stakeholders and new focal research questions.
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