Evaluating the scaling of a LA tool through the lens of the SHEILA framework: A comparison of two cases from tinkerers to institutional adoption

The SHEILA framework provides a policy and strategy framework informing the strategic implementation and use of learning analytics. However, as evidenced in several ‘ground-up’ implementations of tools, the institutional preparedness and the governance around use often comes secondary to the policy. In this paper we depart from familiar approaches and evaluate one such example of a tool's development (SRES – Student Relationship Engagement System). SRES' adoption and scaling across two institutions are evaluated using an auto-ethnographic approach scaffolded through the dimensions of the SHEILA framework, focusing on the individual perspectives of the institutional champions who have been central to this journey. This practical approach and the emerging insights may enable other institutions to identify areas of potential improvement and inform senior academic managers about the strategic requirements to scale the approach, accounting for aspects not considered in the initial ‘organic growth’ of the implementation.