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This paper describes how a successful pilot project for a first-year support strategy designed to help at risk students develop self-management and problem-solving capabilities was expanded into a much larger project, at a regional university with a diverse student cohort. The whole-of-institution project included the implementation of the strategy across several schools and disciplines. The strategy involved students who had failed or barely passed an early assessment item filling out a reflective workbook and participating in an intensive academic planning discussion with their tutor. Its use was found to be highly effective in the areas of retention and academic performance in most of the units in which it was implemented. Much of its success hinged, however, on the commitment and enthusiasm of participating teaching staff.

Sociologist Nicole Asquith argues that, in Australia, when it 'comes to population ageing, sociology has been, in large part, silent in the face of neoliberal policies of positive ageing' (2009: 255). In the absence of such critical research, governments at all levels since the 1990s have pursued policies of ageing that tends to subordinate the social needs of older Australians to the nation's economic needs. This paper seeks to explain why the critical social gerontology movement has not taken root in Australia through an historical analysis of ageing research in Australia. Furthermore, it aims to demonstrate the rewards of critical analysis through new research into the discourses of positive ageing. It also shows how older Australians resist 'responsible' ageing and its regulation of them. This analysis is designed to inspire further critical engagement, which recognizes the diversity of older Australians, giving voice to their resistance, and better inform policy development.

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