Abstract
This issue is our third Students, Transitions, Achievement, Retention and Success (STARS) Conference special issue held in July this year in Adelaide, Australia. 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. 
 We are delighted to feature in this special issue —Reflections on Student Persistence—prepared by Advisory Board member Professor Vincent Tinto, Distinguished University Professor Emeritus at Syracuse University, USA. Vincent is a long-time friend and supporter of STARS and its predecessor FYHE Conferences and Journal. In his article, Vincent explores the case for motivation to be considered as a significant aspect of the tertiary student psyche by drawing on theoretical frameworks, research and practical experiences related to the issue.
Highlights
The ethos of Student Success includes our commitment to focus on, share and promote good practice in student learning experiences in the tertiary sector
For the Editors of the Journal and the Conference Committee, this recognition was very pleasing and strongly reflects the good work of our authors which includes: robust research, scholarship, good practice, inspirational innovations and student-centred knowledge that will continue to be shared through the Conference and in this Journal
With reference to the HEA student success framework, each of these leaders spoke about key student experience initiatives in each of their South Australian universities and answered questions from the floor
Summary
The ethos of Student Success includes our commitment to focus on, share and promote good practice in student learning experiences in the tertiary sector. Convened by Conference Co-Chair Professor Rachael Field (Bond University), the panel adopted a Q&A format allowing delegates an opportunity to engage with and interrogate diverse perspectives on curricular and co-curricular approaches to promoting student and staff well-being in tertiary environments As is customary, this issue of the Journal publishes the top ranked research papers selected via the blind peer review process and a selection of the highest quality Emerging Initiatives selected by the Conference Program Committee. Vincent explores the case for motivation to be considered as a significant aspect of the tertiary student psyche by drawing on theoretical frameworks, research and practical experiences related to the issue His personal reflection is informed by his many years of outstanding contributions to higher education and the influence he has had as someone who has been a global advocate for enhancing the student experience. In Live, Learn, Grow: Supporting young people with a care experience through higher education, the authors describe their initiative, the Live, Learn, Grow (LLG) pilot and the criticality of community involvement
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