The current higher education landscape is replete with demands for improving accountability, increasing efficiency, and controlling costs. At the same time, information technologies make it easier to collect and analyze information to measure outcomes or to assist in decision making. Consequently, there is a higher demand for better information and also a never-before-available supply of data. This corresponding increase in both supply and demand creates the perfect storm for higher education to move into a new era of analytics. With the increasing demand for more and better analytics, the IT community needs to work with other campus stakeholders to ensure that appropriate data governance, classification, roles and responsibilities, and other policies and procedures are in place. Although legal and policy dimensions do present considerable challenges, they should not be simply dismissed as obstacles with no solutions. The author suggests that it is helpful to frame the policy context of analytics to include the policy drivers that are generating demand and the campus policy choices that should be guiding campus practice. (Contains 6 notes.)