Learning analytics has emerged from a confluence of factors including expanding volumes of student data generated from learning management systems and student information systems, advanced technologies for retrieving and analyzing that data, and a desire of higher education institutions to understand more about student behavior, teaching and learning, program efficacy, and institutional effectiveness. The proliferation of student data has also created corresponding concerns about student privacy and information ethics. Meanwhile, as computer-mediated communications technologies have continuously improved, organizations increasingly use geographically disperse virtual teams for work projects. Using a thorough literature review, one-on-one interviews, a 13-item survey instrument, and document review, this study explored how members of a virtual team working in a California community college setting designed and implemented a learning analytics project while navigating student privacy concerns and the effects of working virtually. Qualitative interview data were coded and found to thematically align with the study's conceptual framework. Descriptive statistics from the survey findings are also presented. Results and interpretations from the findings illustrated how learning analytics initiatives could be made more effective and sustainable, how the design of learning analytics can potentially lead to ethical issues, and the overall positive effects of working virtually. Possibilities for future research and practical recommendations for California community colleges and other higher education leaders are offered at the conclusion of the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]