Student transition optimisation: the potential of university orientation program as a model in student human capital building

Purpose This study aims to investigate the University Orientation Program (UOP) at Universitas Buana Perjuangan (UBP) Karawang as a strategic, evidence-based mechanism for developing student intellectual capital (IC). Using the Student Human Capital Building Model, it examines how orientation enhances human, structural and relational capital, thereby supporting students’ transition into university learning environments and strengthening long-term academic and professional capacity. Design/methodology/approach A sequential explanatory mixed-methods design was adopted. Quantitative survey data from 262 first-year students were analysed using SmartPLS, partial least squares structural equation modelling, to test relationships among learning motivation, discipline, learning mentality and student outcomes. Qualitative data from semi-structured interviews and focus groups involving students, faculty and administrators were used to contextualise and explain quantitative results, strengthening interpretive validity through triangulation. Findings UOP significantly strengthens human capital through improved cognitive preparedness, learning motivation and adaptive learning mindsets. Structural capital is reinforced through institutional systems, onboarding processes and academic support mechanisms, while relational capital develops through peer and faculty engagement, enhancing students’ sense of belonging and retention. Learning motivation emerged as the strongest mediator of academic achievement and positive behaviour, indicating that motivational capital is the primary pathway through which orientation influences student success. Discipline and learning mentality exerted indirect or limited effects. Qualitative findings further revealed increased institutional trust, student confidence and career awareness, alongside challenges related to program intensity and inclusivity for certain student groups. Originality/value This study extends Tinto's Student Integration Model and Astin's Theory of Involvement within an IC framework, conceptualising orientation programs as long-term institutional investments rather than short-term transitional activities. It provides novel empirical evidence from Indonesia, demonstrating how orientation programs generate enduring human, structural and relational capital, offering actionable insights for educators, administrators and policymakers seeking to improve student success, institutional effectiveness and graduate employability.