This edition of Strategic Enrollment Management Quarterly (SEMQ) may well be termed the “integration” issue. Each of the four articles presented in this issue explores in some way the need for or existence of integrated systems, concepts or work environments that enhance student learning, enrollment performance, or professional growth.

One of our most sage colleagues, Stanley E. Henderson, offers a view of the integration of SEM with student engagement. This suggests the inherent nature of engagement as a learning-centric concept and one that may be lacking in some of the ways we attempt to involve students in learning outside the classroom. Stan posits that the engagement movement has taken root strongly within faculty ranks but that the vast amount of learning that takes place outside the classroom needs a similar strong focus to leverage our institutional resources in a coordinated effort to present education as a holistic concept and not something that occurs in separate (classroom versus co-curriculum) environments.

Randall Langston and David Loreto offer a view of integration through the melding of predictive analytics with customer relationship management (CRM) technology. Both approaches have been popular topics in recruitment work for several years. The authors describe how predictive analytics can “sharpen the target” of the CRM to create greater focus in communications. Campuses invest significant resources into the acquisition of a CRM technology, but far too few come close to fully leveraging its capabilities.

Emotional Intelligence (EQ) has been a hot topic in student success, and there have been several studies and much work done to explore how the development of EQ in students can lead to greater success in and after higher education. Mardell Maxwell offers a new view of this, integrating EQ concepts with organizational leadership to explore how EQ affects the abilities of the enrollment manager. This well-grounded article acquaints or reacquaints readers with concepts from both EQ and organizational theory and smartly connects their overlapping areas.

The fourth article explores integration as an organizational partnership between faculty and administrators around student well-being. Using partnership theories and practices from health care, Stanton, Black, Dhalwall, and Hutchinson detail how such a partnership at a Canadian university created more holistic approaches to student well-being across the academic and administrative touch points of the institution.

In the spirit of integration, this issue presents several ways in which institutions seek to leverage resources and create synergies around student success. Whether integrating technologies, concepts, or institutional units, higher education is being asked to do more with less, and this issue of SEMQ offers some innovative and insightful views on ways that enrollment managers can improve outcomes through the integration.