From freshers to graduates: Building a holistic, inclusive onboarding framework across study phases at KU Leuven
DOI:
https://doi.org/10.56433/whhwa717Keywords:
Student onboarding, Sense of belonging, Academic integration, Inclusive education, Co-creationAbstract
Over the past eight years, KU Leuven has developed a university-wide onboarding programme supporting starting students across all study phases – from bachelor’s to bridging and master’s levels. Rooted in the university’s strategic commitment to holistic, inclusive, and student-centred support, the programme aims to foster academic success, personal development, and a strong sense of belonging from day one.
The onboarding concept is built around five key ingredients: academic and social integration, value affirmation, practical and administrative guidance, and engagement with global challenges. These are underpinned by a set of design principles emphasizing a positive and inclusive experience for the students. The framework is intentionally flexible, allowing local adaptation on the faculty level across KU Leuven’s twelve campuses. To that end, a defining feature of the programme’s development has been its co-creative approach: central services, faculties, and student organisations have collaborated closely to establish a shared institutional vision and strong common baseline while enabling local flexibility.
The onboarding journey begins before students arrive, with webinars, peer mentoring and targeted communications. It continues with launch and orientation activities at the start of the academic year and extends into first-semester support. The programme combines inclusive activities for all students with targeted interventions for specific groups.
Evaluation data from student surveys and internal reviews indicate that the programme enhances early academic engagement, social connectedness, and students’ sense of belonging. Participants report stronger peer relationships, better awareness of support services, and a clearer understanding of their academic environment.
This article reflects on the phased development of KU Leuven’s onboarding programme, highlighting the importance of a shared vision, stakeholder co-creation, and continuous evaluation. It also explores the challenges of balancing standardisation with local adaptability in a multicampus context. The insights offered aim to support other institutions in designing integrated, inclusive, and evidence-informed onboarding strategies.
References
Allen, K.-A., Kern, M. L., Reardon, J., Crawford, J., Slaten, C. D., Heffernan, T., Ma, L., Grove, C., & Roberts, S. (2024). Chapter 27: Creating a sense of belonging in academia: challenges, facilitators, and implications for university leaders, staff and graduate students. In Research Handbook of Academic Mental Health (pp. 436-458). Edward Elgar Publishing. https://doi.org/10.4337/9781803925080.00035
Allen, K.-A., Slaten, C., Lan, M., Craig, H., May, F., & Counted, V. (2024). Belonging in higher education: A twenty-year systematic review. Journal of University Teaching and Learning Practice, 21(5), 1-55. https://search.informit.org/doi/abs/10.3316/informit.T2024091300015991445570083
Association of American Colleges & Universities (n.d.). High-impact practices. https://www.aacu.org/trending-topics/high-impact
Araújo, N., Carlin, D., Clarke, B., Morieson, L., Lukas, K., & Wilson, R. (2014). Belonging in the first year: A creative discipline cohort case study. The International Journal of the First Year in Higher Education, 5(2), 21-31. https://doi.org/10.5204/intjfyhe.v5i2.240
Bonet, G., & Walters, B. R. (2016). High impact practices: Student engagement and retention. The College Student, 15(2), 224–235. https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=1101&context=kb_pubs
Bovill, C., & Woolmer, C. (2019). How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum. Higher Education, 78(3), 407-422. https://doi.org/10.1007/s10734-018-0349-8
Bowden, J. L.-H., Tickle, L., & Naumann, K. (2021). The four pillars of tertiary student engagement and success: A holistic measurement approach. Studies in Higher Education, 46(6), 1207-1224. https://doi.org/10.1080/03075079.2019.1672647
Bronkema, R. H., & Bowman, N. A. (2019). Close campus friendships and college student success. Journal of College Student Retention: Research, Theory and Practice, 21(3), 270-285. https://doi.org/10.1177/1521025117704200
Byl, E., Topping, K. J., Struyven, K. & Engels, N. (2022). Social Integration in First-Year Undergraduates: The Role of Peer Learning. Journal of college student development, 63(1), p. 85-100. https://doi.org/10.1353/csd.2022.0008
Chrobak, B. (2024). Narrowing (Achievement) Gaps in Higher Education with a Social-Belonging Intervention: A Systematic Review. Educational Psychology Review, 36(1), 33. https://doi.org/10.1007/s10648-024-09867-0
Collings, R., Swanson, V., & Watkins, R. (2014). The impact of peer mentoring on levels of student wellbeing, integration and retention: A controlled comparative evaluation of residential students in UK higher education. Higher Education, 68(6), 927-942. https://doi.org/10.1007/s10734-014-9752-y
Dietz, S., Prilleltensky, I., McMahon, A., Zopluoglu, C., & Lipsky, M. (2023). Assessing a culture of belonging in a higher education context: Development and initial validation of the culture of belonging barometer. Journal of Student Affairs Research and Practice, 61(2), 1–17. https://doi.org/10.1080/19496591.2023.2221210
Edwards, M. S., Martin, A. J., Ashkanasy, N. M., & Cox, L. E. (2024). Research Handbook of Academic Mental Health. Edward Elgar Publishing. https://doi.org/10.4337/9781803925080
Ferreira, J. A., Tukaiev, S., & Lopes, R. P. (2025). Enhancing policymaking in education: Towards collaborative and evidence-informed approaches. Policy Futures in Education, 0(0). https://doi.org/10.1177/14782103251381550
Finley, A., & McNair, T. (2013). Assessing underserved students’ engagement in high-impact practices [Report]. Association of American Colleges & Universities. http://files.eric.ed.gov/fulltext/ED582014.pdf
Gehreke, L., Schilling, H., & Kauffeld, S. (2024). Effectiveness of peer mentoring in the study entry phase: A systematic review. Review of Education, 12(1), e3462. https://doi.org/https://doi.org/10.1002/rev3.3462
Hacker, N. L. (2024). Chapter 20: Proactive, systemic approach for faculty/staff support of (graduate) student wellbeing. In Research Handbook of Academic Mental Health (pp. 325-346). Edward Elgar Publishing. https://doi.org/10.4337/9781803925080.00028
Havens, P. S., & Williams, M. S. (2019). University Peer-Assisted Learning Strategies in the Humanities. Journal of College Reading and Learning, 49(3), 160-169. https://doi.org/10.1080/10790195.2019.1635371
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Higher Education Academy. https://advance-he.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher
Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching and Learning Inquiry, 4(2), 8-20. https://doi.org/10.20343/teachlearninqu.4.2.3
Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface: understanding the mechanisms of student success. Higher Education Research & Development, 37(1), 58-71. https://doi.org/10.1080/07294360.2017.1344197
Kift, S. (2009). Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: Final report for ALTC senior fellowship program. Australian Learning and Teaching Council.
Kift, S., Nelson, K., & Clarke, J. (2010). Transition pedagogy: A third generation approach to FYE - A case study of policy and practice for the higher education sector. Student Success, 1(1), 1-20. https://doi.org/https://doi.org/10.5204/intjfyhe.v1i1.13
Kuh, G. D. (2008). High-Impact educational practices. Peer Review, 10(4), 30-31.
Kuh, G. D., O’Donnell, K., & Reed, S. (2013). Ensuring Quality and Taking High Impact Practices to Scale. Association of American Colleges & Universities. https://navigate.utah.edu/_resources/documents/quality-hips-scale-kuh-odonnell-2013.pdf
Lovitts, B. E., & Nelson, C. (2000). The Hidden Crisis in Graduate Education: Attrition from Ph.D. Programs. Academe, 86(6), 44-50. https://doi.org/10.2307/40251951
Meehan, C., & Howells, K. (2019). In search of the feeling of ‘belonging’ in higher education: Undergraduate student transitions into higher education. Journal of Further and Higher Education, 43(10), 1376-1390. https://doi.org/10.1080/0309877X.2018.1490702
Meeuwisse, M., Severiens, S. E., & Born, M. P. (2010). Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups. Research in Higher Education, 51(6), 528-545. https://doi.org/10.1007/s11162-010-9168-1
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A Systematic Literature Review of Students as Partners in Higher Education. International Journal for Students as Partners, 1(1), 15-37. https://doi.org/10.15173/ijsap.v1i1.3119
Nelson, C., & Lovitts, B. E. (2001). 10 ways to keep graduate students from quitting. The Chronicle of Higher Education, 47(42), B20.
Nelson, K., Clarke, J., & Kift, S. (2009). A Holistic Approach to the Support and Engagement of First Year Students [Paper]. 4th Annual European First Year Experience Conference. https://research.usq.edu.au/item/q74wq/a-holistic-approach-to-the-support-and-engagement-of-first-year-students-a-retention-strategy
Nelson, K. J., Quinn, C., Marrington, A., & Clarke, J. A. (2012). Good practice for enhancing the engagement and success of commencing students. Higher Education, 63(1), 83-96
Noyens, D., Donche, V., Coertjens, L., van Daal, T., & Van Petegem, P. (2019). The directional links between students' academic motivation and social integration during the first year of higher education. European Journal of Psychology of Education, 34(1), 67-86. https://doi.org/10.1007/s10212-017-0365-6
Omland, M., Hontvedt, M., Siddiq, F., Amundrud, A., Hermansen, H., Mathisen, M. A. S., Rudningen, G., & Reiersen, F. (2025). Co-creation in higher education: a conceptual systematic review. Higher Education. https://doi.org/10.1007/s10734-024-01364-1
Pascale, A. B. (2018). “Co-Existing Lives”: Understanding and Facilitating Graduate Student Sense of Belonging. Journal of Student Affairs Research and Practice, 55(4), 399-411. https://doi.org/10.1080/19496591.2018.1474758
Roberts, D. (2012). Modelling withdrawal and persistence for initial teacher training: Revising Tinto’s longitudinal model of departure. British Educational Research Journal, 38(6), 953–975. https://doi.org/10.1080/01411926.2011.603035
Rodgers, E. D., Yoder, M., Alford, B., & Berry, I. (2023). Pivoting Prelude: A High Impact Graduate Student Onboarding and Retention Initiative. SCHOLE: A Journal of Leisure Studies and Recreation Education, 38(2), 104-105. https://doi.org/10.1080/1937156X.2021.1962225
Schaeper, H. (2020). The first year in higher education: The role of individual factors and the learning environment for academic integration. Higher Education, 79, 95–110. https://doi.org/10.1007/s10734-019-00398-0
Seay, S. E., Lifton, D. E., Wuensch, K. L., Bradshaw, L. K., & McDowelle, J. O. (2008). First-Generation Graduate Students and Attrition Risks. The Journal of Continuing Higher Education, 56(3), 11-25. https://doi.org/10.1080/07377366.2008.10400158
Schilling, H., Wittner, B., & Kauffeld, S. (2022). Current Interventions for the Digital Onboarding of First-Year Students in Higher Education Institutions: A Scoping Review. Education Sciences, 12(8). https://doi.org/10.3390/educsci12080551
Sheehy, B. (2016 December). Graduate Student Success: A Model That Works. Academic Advising Today, 39(4). https://nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Graduate-Student-Success-A-Model-that-Works.aspx
Thomas, L. (2012). Building student engagement and belonging in Higher Education at a time of change. Final report from the What Works? Student Retention & Success programme. https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/what_works_final_report_1568036657.pdf
Tinto, V. (2017). Through the eyes of students. Journal of College Student Retention: Research, Theory & Practice, 19, 254–269. https://doi.org/10.1177/1521025115621917
van der Velden, G. J., Meeuwsen, J. A. L., Fox, C. M., Stolte, C., & Dilaver, G. (2023). Peer-mentorship and first-year inclusion: Building belonging in higher education. BMC Medical Education, 23(1), 833. https://doi.org/10.1186/s12909-023-04805-0
van Herpen, S. G. A., Meeuwisse, M., Hofman, W. H. A., & Severiens, S. E. (2020). A head start in higher education: The effect of a transition intervention on interaction, sense of belonging, and academic performance. Studies in Higher Education, 45(4), 862-877. https://doi.org/10.1080/03075079.2019.1572088
Vanlommel, K., & van den Boom-Muilenburg, S.N. (2024). How can we understand and stimulate evidence-informed educational change? A scoping review from a systems perspective. Journal of Educational Change, 25, 605–634. https://doi.org/10.1007/s10833-024-09506-z
Walton, G. M. (2014). The New Science of Wise Psychological Interventions. Current Directions in Psychological Science : a Journal of the American Psychological Society, 23(1), 73–82. https://doi.org/10.1177/0963721413512856
Willems, J., Coertjens, L., & Donche, V. (2021). Entering Higher Professional Education: Unveiling First-Year Students’ Key Academic Experiences and Their Occurrence Over Time [Original Research]. Frontiers in Psychology, 12, 577388. https://doi.org/10.3389/fpsyg.2021.577388
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Jan Bollansee, Veerle Foulon
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
