ORIENTATION / INDUCTION DAY AS A REMEDY FOR HUMAN CAPITAL INVESTMENT AT HIGHER EDUCATION

Orientation and induction programs play a pivotal role in shaping the experiences and perceptions of incoming freshmen students in higher education institutions. This study explores the significance of Orientation/Induction Day as a strategic investment in human capital development within the context of higher education, with a specific focus on the experiences of MII-76 and MO-76 group freshmen students at the Tashkent State University of Economics. The study leverages a comprehensive dataset comprising students’ demographic information, prior academic qualifications, and their perceptions of the effectiveness of the orientation program. By employing statistical techniques such as Pearson correlation, linear regression, and ordered logistic regression, we examine the factors that influence students’ perceptions of the program’s effectiveness. Our findings reveal a nuanced landscape of student experiences and highlight the multifaceted nature of orientation’s impact on human capital development. Age and education type emerged as significant factors, with older students and those in particular education types showing a more favorable outlook on the program. Possession of specific certificates, notably Foreign Language (FL) certificates, and the receipt of grants were associated with more positive perceptions. However, gender, entry scores, and age had limited impact on students’ assessments of the program. The study provides valuable insights for higher education institutions seeking to enhance their orientation programs as a strategic investment in human capital development. This study underscores the importance of Orientation/Induction Day as a means of not only welcoming students to the academic community but also as a strategic investment in the development of the human capital that will shape our future society.