Valuing orientation efficacy: Rethinking undergraduate business student’s first impressions

Abstract

Purpose

The purpose of this study was to improve the orientation experience of commencing first-year undergraduate business students to better prepare them for the reality of their academic studies through the development and implementation of a Commencing Student-Needs-Centred Orientation Framework.

Design/methodology/approach

The methodology of this study used survey analysis and focus groups to explore low orientation efficacy scores from the cohort and resulted in a reconceptualisation and restructure of the existing orientation programme. The new programme was completed and implemented, and student’s perceptions remeasured. Evaluation was performed using sources of data across three semesters.

Findings

Intervention success is demonstrated across three semesters by sustained and continuously improving orientation efficacy scores. Overall, student orientation efficacy improved by 19.6 per cent in the first implementation (B, n = 44), and an improvement of 22.8 per cent was seen in the third semester (C, n = 177), when compared to the first semester (A, n = 164).

Research limitations/implications

The primary limitation of this study is that the exploratory framework was applied and evaluated only within a single discipline of business, and in one Australian university with a predominantly first-generation student population.

Practical implications

The paper is a guide for the design of an orientation day programme informed by an evidence-based framework identifying the transition needs of commencing students entering higher education, which is tested for its efficacy in preparing students for their academic role, and for success.

Originality/value

Orientation is an important, yet under-researched aspect of engagement and retention in today’s universities.

Citation

McPhail, R., French, B. and Wilson, K. (2015), "Valuing orientation efficacy: Rethinking undergraduate business student’s first impressions", Journal of International Education in Business, Vol. 8 No. 2, pp. 109-124. https://doi.org/10.1108/JIEB-04-2015-0012