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The generational approach to conceptualising first-year student learning behaviour has made a useful contribution to understanding student engagement. It has an explicit focus on student behaviour and we suggest that a Capability Maturity Model interpretation may provide a complementary extension of that understanding as it builds on the generational approach by allowing an assessment of institutional capability to initiate, plan, manage, evaluate and review institutional student engagement practices. The development of a Student Engagement, Success and Retention Maturity Model is discussed along with its application in an Australian higher education institution. In this case study, the model identified first-, secondand third-generation approaches and, in addition, achieved a 'complementary extension' of the generational approach, building on it by identifying additional practices not normally considered within the generational concept and indicating the capability of the institution to provide and implement the practices.

<p><em>The continuing interest and commitment to improving the student experience in the tertiary sector was reflected in yet another successful Students, Transitions, Achievement, Retention and Success<strong> (</strong>STARS) Conference recently held in Perth, Western Australia (June 29-July 2, 2016).  As is customary, this issue of the journal publishes the top research papers selected via a peer review process and the top Emerging Initiatives selected by the Conference Committee.  As well, a Good Practice Report was selected for this issue.  The Invited Feature in this issue republishes an article from Professor Sally Kift, President of the Australian Learning and Teaching Fellows (and one of the Editors of Student Success). The statement draws on and is representative of the national reaction to the closure of the OLT, highlighting the substantial role it has played in developing and disseminating innovation and good practice in tertiary teaching and learning.</em></p>

In 2022 we are still dealing with the impact of COVID-19 across the tertiary education sector and the themes and topics of submissions the Journal has been receiving recently, is indicative of the challenges being faced by staff and students.  We recognise the disruption and increased workload demands on academic and professional staff in these times of unprecedented change and we acknowledge and thank all our reviewers for their ongoing dedication to supporting the Journal.  Student Success currently has a pool of more than 100 reviewers, some of which have been reviewing for the Journal for more than a decade.  All reviewers are experts in their disciplinary fields and importantly, have a profound understanding of the student experience in higher education. Student Success would not be the Journal it is without them.  Thank you!

In the article The Importance of Incorporating Lived Experience in Efforts to Reduce Australian Reincarceration Rates by Caroline Doyle, Karen Gardner and Karen Wells (The International Journal of Crime, Justice and Social Democracy. Advance online publication. https://doi.org/10.5204/ijcjsd.1666) published on February 17, 2021, some text in the literature review was unintentionally missing attribution. This corrected version of the article can be found at https://doi.org/10.5204/ijcjsd.1942