SUMMARYObservations of stream behaviour during rainfall indicate that previous notions of a simple expanding and contracting network need review and refinement. In a small rural catchment near Armidale, N.S.W. changes in flowing stream length during rainfall have been depicted on flow length graphs which indicate a varied network response to similar rainfall amounts. Channel flow phenomena include discontinuous flow, the generation of flow points within the channel and movement of water downslope from saturated depression sources. Localized physical controls have a significant effect on stream growth which is a sensitive indicator of the catchment response t o rainfall. During rapid changes in stream length total flowing length and discharge are highly correlated. A model of the pattern of network expansion and contraction involves several phases of flow contraction.

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PurposeThe purpose of this paper is to reveal the success factors for retention of first year special entry Aboriginal students at an Australian metropolitan university. A retention model is proposed for minority students.Design/methodology/approachA grounded theory approach was taken to a longitudinal study of the first year experience of 12 indigenous tertiary students, the majority being second generation undergraduates. A qualitative methodology features in‐depth interviews conducted three times over one year to ascertain impacts of schooling, teaching and learning, life experience, career aspirations, relationships and racial identity on academic success.FindingsPositive or negative prior life experience had little impact on first year academic performance. Indigenous students as an equity group were found to have similar learning and life issues to non‐indigenous students such as studying to improve job prospects and needing part‐time employment to survive. They did not see themselves as different, and had no close relationship to indigenous knowledge or culture. Yet factors influencing academic success were related to indigeneity. Such as close friendships and dependence on each other, mentoring care of staff, and rewards of giving back through mentoring local indigenous school students. Private schools provided a dominant pipeline to university. Participants had a very early career focus but little career support. Students adopted both indigenous and non‐indigenous world perspectives and displayed robust resilience in the face of challenging family and educational experiences. In‐depth interviews across the year well demonstrated student evolutions. Further longitudinal study of student progress will extend this first Australian study.Originality/valueThis is the first in‐depth analysis and benchmark model for development of success factors for retaining special entry indigenous Australian students in higher education. It provides a one‐year baseline for a unique longitudinal assessment of student success. The paper newly explores the role of career and indigeneity as well as life and academic support systems in student retention. Findings apply to minority retention programs.

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