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In an increasingly complex landscape of diversification and massification, universities are grappling with challenges of student attrition. This paper presents findings from a project investigating how students from low socio-economic backgrounds at a regional Australian university perceive challenges and supports associated with retention and success. Twenty-seven students received intensive one-to-one support from a Faculty-embedded "academic advisor", and reflected on this support, their overall student experience, and strategies to enhance student success. Students identified a range of challenges that they experienced across an academic year (personal circumstances, lack of preparedness for university study, timely access to support, course/programme difficulties) and what worked well for them (academic advisor, University support services, growing confidence in self as competent student, peer support). A range of strategies for enhancing student success were identified by students, namely consistency across teaching design and delivery, transparency of delivery modes, mandatory orientation, access to a dedicated academic advisor, and increased peer connectedness. The applicability and viability of the proposed strategies within current higher education settings are explored.

Higher education institutions, and the way education is delivered and supported, are being transformed by digital technologies. Internationally, institutions are increasingly incorporating online technologies into delivery frameworks and administration -- both through internal learning management systems (LMS) and external social networking sites (SNSs). This study aims to explore how higher education students in a regional Australian dual-sector institute use and manage SNSs for personal and study-related activities and their perceptions of how this impacts their educational experiences. This mixed-methods study involved a quantitative and qualitative survey of 355 vocational training and higher education students and in-depth focus groups with ten higher education students. Four key themes were identified through thematic analysis: SNSs as a tool for fostering peer connectedness with fellow students; deliberate and distinct variation between personal and educational use of SNSs; resistance to external SNSs within education settings; and, need for a balance between digital and face-to-face learning and connectedness. Implications for curriculum design and delivery, and development of support for students in diverse learning contexts, are considered.

• Existing material, spatial, and political context shapes smart city strategies. • Empirical cases of Australian cities describing three modes of making smart cities. • Analysis of variegated ways that smart urbanism is actually planned and implemented. The 'actually existing' smart city is not a monolith. It is not directed by a universal logic, nor does it develop in a standardised way. As recent research has argued, the spatial, material, and political contexts of cities have major influence over what smart urbanism looks like in practice. This paper adds analytical depth to, and broadens the geographical scope of, research on the variegated modes of making smart cities. Based on empirical research in multiple Australian cities we use three case studies to explore three different modes of smart urbanism, each one centred on the interests of a different key actor: corporate-centric, citizen-centric, and planner-centric. These different modes can, and do, co-exist in the same city. At times, they are competing logics that fight to pull the city in different directions. Yet, they can also work together to shape smart city initiatives. In describing these different modes, we pay particular attention to the ways that these projects and strategies must contend with the already existing spatial, cultural, and political contexts of each place. [ABSTRACT FROM AUTHOR]