Educational institutions are increasingly adopting data-driven approaches, yet there appears to be insufficient exploration into the development of so-called Institutional and Academic Analytics and how these terms intersect with Learning Analytics (LA). This study conducts a bibliometric analysis (last 10 years) as an initial step to explore this gap. Our results illuminate evolving but inconsistent interest in Institutional and Academic Analytics across time and across publication venues. The results also indicate a need for the LA community to clarify its connections with related applications of data analytics focused on students and their contexts while reflecting on and potentially expanding its areas of impact.