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.

SHEILA框架提供了一个策略和战略框架，以告知学习分析的战略实施和使用。但是，正如工具的几种“基础”实现所证明的那样，制度上的准备和使用方面的治理通常仅次于政策。在本文中，我们脱离了熟悉的方法，并评估了这样一种工具开发的示例（SRES –学生关系参与系统）。SRES在两个机构中的采用和扩展都采用一种自动人种学方法进行评估，该方法贯穿SHEILA框架的各个维度，重点关注在这一过程中至关重要的机构支持者的个人观点。