Merey Tursanbayeva and Anar Abildina, alumni of Nazarbayev University Graduate School of Education (NU GSE) and Co-Principal Investigators at CARCEIT 2023 Education Impact Project (EIP) on "The Impact of Orientation Programs on First-Year Students' Academic Performance," conducted a study investigating the influence of orientation programs on the academic performance and university experience of first-year students. The research explored how different orientation approaches impact student engagement, sense of belonging, and social integration on campus.
The study found that orientation programs serve as a platform for fostering diverse social engagement and facilitating social connections, both of which contribute significantly to students' overall sense of belonging on campus. The involvement of second-year students adds a peer-to-peer dimension to this sense of belonging. Moreover, the results indicate a potential link between orientation programs and academic success by creating a supportive and conducive environment for learning. These findings underscore the crucial role of orientation programs in enriching students' overall university experience by addressing their social, emotional, and potentially academic needs. Furthermore, the involvement of academic advisors, student services departments, faculty-student relationships, approachability, and the overall impression of the university all play pivotal roles in shaping students' experiences and success.
After completing the induction-week guideline manual in English, Russian, and Kazakh languages, the research team conducted orientation training at De Montfort University, Suleyman Demirel University, and Almaty Management University.
The study found that orientation programs serve as a platform for fostering diverse social engagement and facilitating social connections, both of which contribute significantly to students' overall sense of belonging on campus. The involvement of second-year students adds a peer-to-peer dimension to this sense of belonging. Moreover, the results indicate a potential link between orientation programs and academic success by creating a supportive and conducive environment for learning. These findings underscore the crucial role of orientation programs in enriching students' overall university experience by addressing their social, emotional, and potentially academic needs. Furthermore, the involvement of academic advisors, student services departments, faculty-student relationships, approachability, and the overall impression of the university all play pivotal roles in shaping students' experiences and success.
After completing the induction-week guideline manual in English, Russian, and Kazakh languages, the research team conducted orientation training at De Montfort University, Suleyman Demirel University, and Almaty Management University.
