The combination of increased environmental complexity and greater quantities of data presents higher education with new problems. Institutions have responded by adopting business analytics approaches from the commercial sector. These approaches, applied in higher education as academic analytics or learning analytics, are designed to improve organisational and educational effectiveness. However, despite extensive research in academic analytics there is an identified need for further work in making analytics “actionable”, a problem of ‘IT in use’. Recent research in business analytics has investigated this problem using a business process orientation combined with an examination of business capabilities for analytics use. Adopting this perspective we apply it to academic analytics in the context of quality assurance, describing an outline approach to the problem of actionable academic analytics.