Work-in-progress: Exploring the transition-to-university experiences of South African engineering students

摘要

Using a narrative approach, this research will explore the factors that were influential to engineering students as they transitioned from high school to a well-resourced South African university, and how digital literacy competence influenced their transition. We define our use of the term digital literacy and draw on theories of first-generation students, intersectionality and transitions to university. This work-in-progress paper describes the theoretical framework that will be used to analyze data. A sample narrative analysis is given, based on the personal narrative of the second author, who is a final-year engineering student.