Student success and retention continue to be of concern for higher education institutions.Wider participation combined with lower completion rates for non-traditional students highlight the need for new ways of understanding the student experience to ground policy and practice. This article provides this insight by drawing together a number of key constructs to refine a recent framework of student engagement. We argue that the transition metaphor, focusing on the first year, is limited because it depicts differences between students and institutions as both transient and temporal. Instead we use a cultural lens to introduce the educational interface as a metaphor for the individual psychosocial space within which institutional and student factors combine and student engagement in learning occurs. Incorporating the interface into the existing framework of student engagement makes three contributions to our understanding of the student experience. First, the educational interface is a tangible way of representing the complex interactions between students and institutions, and how those interactions influence engagement. Second, the refined framework highlights four specific psychosocial constructs: self-efficacy, emotions, belonging, and well-being, which we contend are critical mechanisms for mediating the interactions between student and institutional characteristics and student engagement and success. Finally, the refined framework helps explain why some students with demographic characteristics associated with lower completion rates, are retained and do go on to successfully complete their studies, while similar others do not. These three contributions: the interface, the key constructs within it being mediating mechanisms, and their explanatory utility, provide focus for the design and implementation of curricula and co-curricular initiatives aimed at enhancing student success and retention, and importantly to evaluate the impact of these interventions.

<p>Current research and practice related to the first year experience (FYE) of commencing higher education students are still mainly piecemeal rather than institution-wide with institutions struggling to achieve cross-institutional integration, coordination and coherence of FYE policy and practice. Drawing on a decade of FYE-related research including an ALTC Senior Fellowship and evidence at a large Australian metropolitan university, this paper explores how one institution has addressed that issue by tracing the evolution and maturation of strategies that ultimately conceptualize FYE as &ldquo;everybody's business.&rdquo; It is argued that, when first generation co-curricular and second generation curricular approaches are integrated and implemented through an intentionally designed curriculum by seamless partnerships of academic and professional staff in a whole-of-institution transformation, we have a third generation approach labelled here as transition pedagogy. It is suggested that transition pedagogy provides the optimal vehicle for dealing with the increasingly diverse commencing student cohorts by facilitating a sense of engagement, support and belonging. What is presented here is an example of transition pedagogy in action.</p>

There is currently much interest in understanding how loss of biodiversity might alter ecological processes vital to the functioning of ecosystems. Unfortunately, ecologists have reached little consensus regarding the importance of species diversity to ecosystem functioning because empirical studies have not demonstrated any consistent relationship between the number of species in a system and the rates of ecological processes. We present the results of a simple model that suggests there may be no single, generalizable relationship between species diversity and the productivity of an ecosystem because the relative contributions of species to productivity change with environmental context. The model determined productivity for landscapes varying in species diversity (the number of species in the colonist pool), spatial heterogeneity (the number of habitat types composing the landscape), and disturbance regimes (+/− a non‐selective mortality). Linear regressions were used to relate species diversity and productivity for each of the environmental contexts. Disturbance changed the form of the diversity/productivity relationship by reducing the slope (i.e. the change in productivity per species added to the colonist pool), but spatial heterogeneity increased or decreased this slope depending on the particular habitat types composing the landscape. The cause of the diversity/productivity relationship also changed with environmental context. The amount of variation in productivity explained by species diversity always increased with spatial heterogeneity, while the amount of variation explained by species composition (i.e. the particular species composing the colonist pool) tended to increase with disturbance. These results lead us to conclude that the form and cause of the relationship between species diversity and productivity may be highly dynamic‐changing over both time and space. Because the trends resulted from well‐known mechanisms by which environmental variation alters the absolute and relative abundances of taxa, we suspect this conclusion may be applicable to many different systems.

Much has been written about the challenges faced by first year students at university. This paper adds to that literature by exploring student interest, known to be associated with persistence and learning. Using data from a qualitative study following 19 students through their first year at a regional Australian university, the paper examines the antecedents and consequences of student interest. Findings show the students’ existing individual interests and goals interact with the teaching environment to trigger situational interest. Situational interest then enhances behavioural and cognitive engagement and leads to better learning and grades. Perceived relevance of the learning task is shown to be a particularly important determinant of student interest. Students’ emotions, self-efficacy, and their sense of belonging are also important factors in explaining the links between student interest, the teaching environment, and student engagement.

There is widespread recognition that higher education institutions (HEIs) must actively support commencing students to ensure equity in access to the opportunities afforded by higher education. This role is particularly critical for students who because of educational, cultural or financial disadvantage or because they are members of social groups currently under-represented in higher education, may require additional transitional support to ''level the playing field.'' The challenge faced by HEIs is to provide this ''support'' in a way that is integrated into regular teaching and learning practices and reaches all commencing students. The Student Success Program (SSP) is an intervention in operation at the Queensland University of Technology (QUT) designed to identify and support those students deemed to be at risk of disengaging from their learning and their institution. Two sets of evidence of the impact of the SSP are presented: First, its expansion (a) from a one-faculty pilot project (Nelson et al. in Stud Learn Eval Innov Dev 6:1-15, 2009) to all faculties and (b) into a variety of applications mirroring the student life cycle; and second, an evaluation of the impact of the SSP on students exposed to it. The outcomes suggest that: the SSP is an example of good practice that can be successfully applied to a variety of learning contexts and student enrolment situations; and the impact of the intervention on student persistence is sustained for at least 12 months and positively influences student retention. It is claimed that the good practice evidenced by the SSP is dependent on its integration into the broader First Year Experience Program at QUT as an example of transition pedagogy in action.