<p>Persistent alignment, resource, and communication challenges constrain strategic implementation and wide-scale use of learning analytics (LA) in higher education context. Staff-facing LA solutions hold great potential benefits for higher education to offer targeted support for students but achieving them requires overcoming persistent staff involvement and LA adoption challenges. There are multiple frameworks that attempt to describe LA implementation, but the consideration of accountabilities of different stakeholders, especially non-managerial staff, is limited. Thus, in this study, we focus on the role and responsibilities of staff as active participants in LA implementation work. Through abductive analysis of individual and focus group interviews (<i>N</i> = <i>22</i>), we examine non-managerial staff’s perspectives on LA implementation work in a case higher education institution undergoing a staff-facing LA dashboard implementation. We address the key dimensions of institutional LA implementation. This study provides insights into staff expectations and experiences of LA implementation, elaborating the present challenges and development needs. Our results highlight the importance of involving staff as active agents in LA implementation, considering what actionable insights the implemented LA solution provides to its users, and defining stakeholder accountability in LA. The results support the creation of aligned practices for user-centered implementation of technologies for education. This includes considering stakeholder communication, visions, and responsibilities, and ultimately leading to transparent institutional practices.</p>