The growing practice of students as partners (SaP) has sparked numerous conversations in higher education about the roles students do and should play in shaping the future. SaP scholars contend that by engaging with students in meaningful partnership, underpinned by values such reciprocity, students can have deeper and more meaningful learning experiences. Similar in this goal, the field of learning analytics also strives to create deeper and more meaningful learning experiences for students, however, the current approach differs. Students and other stakeholders such as teachers are rarely part of the process in learning analytics, and this divide, and lack of communication, between designers and users, has led to several critical issues in the area. Therefore, this paper will discuss three ongoing issues within learning analytics and draw on SaP values and guiding principles, such as reciprocity, emphasis on the process, and shared responsibility to question the current way learning analytics perceives students. By arguing for a change in perspective and the adoption of SaP in learning analytics, we will further add on growing literature about the importance of universities to become transparent and collaborative communities.