0 8 ). ▁ ▁In cre ased ▁competition , ▁acc red itation , ▁assess ment ▁and ▁reg ulation ▁are ▁the ▁major ▁factors ▁encourag ing ▁the ▁ad option ▁of ▁analyt ics ▁in ▁higher ▁education . ▁Although ▁institutions ▁of ▁higher ▁learning ▁gather ▁much ▁vital ▁data ▁that ▁can ▁significantly ▁aid ▁in ▁solving ▁problems ▁like ▁attr ition ▁and ▁ret ention , ▁the ▁collected ▁data ▁is ▁not ▁being ▁anal ys ed ▁ade qu ately ▁and ▁hence ▁translated ▁into ▁useful ▁data ▁( G old stein , ▁ 2 0 0 5 .) ▁Sub sequently , ▁higher ▁education ▁leadership ▁are ▁forced ▁to ▁make ▁critical ▁and ▁vital ▁dec isions ▁based ▁on ▁in ade qu ate ▁information ▁that ▁could ▁be ▁achieved ▁by ▁properly ▁util ising ▁and ▁anal ys ing ▁the ▁available ▁data ▁( N or ris , ▁Leonard , ▁& ▁strateg ic ▁In iti atives ▁Inc ., ▁ 2 0 0 8 ). ▁This ▁gives ▁rise ▁to ▁strateg ic ▁problems . ▁This ▁set back ▁also ▁dep ict s ▁itself ▁at ▁the ▁tact ical ▁level . ▁Learning ▁and ▁teaching ▁at ▁institutions ▁of ▁higher ▁education ▁if ▁often ▁a ▁diverse ▁and ▁complex ▁experience . ▁Each ▁and ▁every ▁teacher , ▁student ▁or ▁course ▁is ▁quite ▁different . ▁However , ▁L MS ▁is ▁task ed ▁with ▁taking ▁care ▁of ▁them ▁all . ▁L MS ▁is ▁at ▁the ▁centre ▁of ▁academic ▁analyt ics . ▁It ▁records ▁each ▁and ▁every ▁student ▁and ▁staff ' s ▁information ▁and ▁results ▁in ▁a ▁click ▁within ▁the ▁system . ▁When ▁this ▁cru cial ▁information ▁is ▁added , ▁compared ▁and ▁contrast ed ▁with ▁different