ABSTRACT
Wider world concerns beyond education can provide occasions for an Integrative institution to take another step. Climate change is a perfect example because it’s compellingly motivating, and because it’s neither well-understood nor the unique province of a single discipline: economics, biology, and chemistry are just a few of the fields that might help educate students to understand and respond to climate change. This chapter discusses the ways in which an institution can support its Integrative educational strategies by managing relationships with its wider world: by leveraging forces from the field, nurturing communities of transformation, exploiting accreditation as an opportunity, engaging with the wider community of producers and users of open educational resources, and managing how it recruits and prepares students for entry. Integrative institutions ought to use their efforts to gain a competitive advantage in recruiting. A good start is to depict students as agents of learning rather than as objects of teaching.
