This dissertation explores the intersections of neoliberalism, learning analytics, and middle management within academic libraries. Utilizing a qualitative collective case study methodology, it examines how nine women-identified academic librarian middle managers at U.S. public research institutions interpreted and responded to the integration of library metrics with learning analytics. The study addresses the interplay between professional values, gender identity, and faculty status, revealing five core assertions drawn from the experience of participants: the pervasive sense of “middle-ness” in organizational hierarchies, psychosocial tensions of dual roles as administrators and practitioners, systemic setup for failure within the system, personal sacrifices required to maintain professional standards, and the high costs of resisting neoliberal directives. By positioning learning analytics as a manifestation of neoliberal ideology, this research provides critical insights into the impact of market-driven policies on academic librarianship, emphasizing the need for ethical considerations and a balanced approach to integrating learning analytics while preserving traditional library values. The findings have significant implications for library policy, practice, and future research, highlighting the importance of ethical leadership amidst evolving market dynamics.