Read Part 1: My Journey Begins – Reflections from an International Student
By Professors Kari Einarsen and Kari Ågotnes
The aim of this day-long event was to help students adjust to their academic environment, foster strong connections, and clarify expectations for their studies. In this post, we reflect on the structure, goals, and theoretical framework behind the onboarding program, which is designed to set students up for success from day one.
The Importance of Onboarding
Research shows that well-designed onboarding can significantly influence students' satisfaction, commitment, and academic performance while also reducing dropout rates. At BI, we developed a structured approach to integrate students both academically and socially, providing them with the necessary tools to thrive. Our onboarding program was shaped by Talya Bauer’s six building blocks of successful onboarding: compliance, clarification, culture, connection, confidence, and checkback.
Each of these building blocks played a crucial role in helping students transition smoothly into their master’s studies. For example, compliance ensured that students were familiar with essential rules and procedures, while clarification helped set clear academic and behavioral expectations. This included discussions on academic integrity, group assessments, and the importance of active participation throughout the year.
Building a Cooperative Learning Environment
A major focus of our onboarding was establishing a cooperative learning culture rooted in psychological safety, where students feel free to share ideas, take risks, and engage deeply with course material. We encouraged students to work in groups to create a class code of conduct, fostering a sense of ownership over their learning environment.
Connection was also emphasized through activities that helped students build relationships with both peers and faculty. Exercises such as “speed dating” allowed students to share personal stories and form meaningful bonds early on. This focus on connection helps reduce stress and contributes to a more supportive academic experience.
In addition to the social aspects, we introduced tools to boost students’ confidence, such as reflective exercises like writing a “letter to self,” where students outlined their goals and expectations for the program. Lastly, we introduced the concept of checkback, emphasizing the role of feedback in personal and academic growth. Students practiced giving and receiving feedback in small groups, preparing them to engage in constructive conversations that would benefit their development throughout the program.
Our onboarding day set a strong foundation for both academic and personal growth, helping students clarify their goals, build confidence, and foster a collaborative learning culture. But how did the students themselves experience this process? We invite you to hear directly from one of our international students, Julia, in her reflection on the onboarding day.
Part 1: My Journey Begins – Reflections from an International Student
