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.