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The massification of higher education has resulted in a highly diverse student body. Within this expansion, the increased number of Culturally and Linguistically Diverse (CALD) students has unquestionably enriched university campuses, but has also brought challenges for teaching and learning within higher education systems. There are limited accounts in the scholarly literature with regard to university educators' perspectives of their teaching and students. In particular, limited attention has been paid to the care-related and emotional dimensions of teaching diverse cohorts. Through a mixed-method study of university educators, this paper provides a thematic analysis of university educators' experiences of teaching CALD students, including their reflections on students' specific needs, the existing supports offered and suggestions as to what supports are needed. It considers the visibility of the care work and emotional labour educators undertake, and problematises how this work is created by institutional assumptions but rarely recognised as legitimate 'work'. [ABSTRACT FROM AUTHOR]

This paper discusses the methodological and logistical complexities that underpin multi‐method, multi‐sited, multi‐phased research with vulnerable communities. The project on which we draw was a 3‐year Australian government‐funded, longitudinal and cross‐sectional exploration of students from refugee backgrounds (SfRBs) as they moved into, through and out of higher education from three different contexts, educational pathways and localities in Australia. While all students entering and participating in higher education may experience challenges, for SfRBs these are compounded by their linguistic and cultural diversity, instability, possible trauma and disrupted schooling. In the project presented in this article, these complexities and their relationships with transitions to higher education were captured through diverse methods and methodologies at three research sites, including longitudinal research with repeat interviews and cross‐sectional, explorative methods. The opportunities provided by this methodological approach far outweighed the ethical and practical difficulties navigated by each of the research teams. The 'thick' data produced through prolonged and repeat engagements with a small cohort of participants at one site were made richer through explorations of differing social and geographical contexts across all three sites. Further, our collective interpretations of the data were made more robust through the reciprocity and reflexivity inherent in ethically researching with (not on) SfRBs and through multiple cross‐site research team interactions. [ABSTRACT FROM AUTHOR]

This paper contributes a rich picture of how students from refugee backgrounds navigate their way into and through undergraduate studies in a regional Australian university, paying particular attention to their access to and use of different forms of support. We draw on the conceptualisation of ‘hot’ and ‘cold’ knowledge, offered by Ball and Vincent (1998. “‘I Heard it on the Grapevine’: ‘Hot’ Knowledge and School Choice.”British Journal of Sociology of Education19 (3): 377–400), and the addition of ‘warm’ knowledge offered by Slack et al. (2014. “‘Hot’, ‘Cold’ and ‘Warm’ Information and Higher Education Decision Making.”British Journal of Sociology of Education35 (2): 204–223), to develop an understanding of how students from refugee backgrounds make choices about how they locate, select and access support for their studies. The findings of this paper suggest that students from refugee backgrounds do not view the ‘cold’ (unfamiliar-formal) institutional support on offer as ‘for them’; instead they expressed a preference for the ‘warm’ (familiar-formal) support offered via ‘trusted’ people who act as literacy/sociocultural brokers or ‘hot’ (familiar-informal) support of their grapevine of other students (past and present) or experienced community members. [ABSTRACT FROM PUBLISHER]