Transitioning from PhD student to full-time academic: an autoethnographic study of two early career researchers

Autoethnography is an increasingly popular methodology that allows a personal and subjective approach to research. This autoethnographic study reflects on our transition from PhD student and teaching associate to full-time academic at two universities in Australia. Through personal narratives, we explore the challenges and successes of these shifts and their impact on our identities as researchers and educators. We begin with our background and reasons for pursuing academia. We delve into our experiences, emotions, and coping with uncertainties, anxieties, and excitement during the transition. Themes of self-care, motivation, agency, and support networks emerged, including involvement with an expansive PhD research community. We discuss the role of supervisors, colleagues, and family in guiding us during this transition. Furthermore, we explore adapting teaching and research practices for the current academic job market. This autoethnographic study offers a unique and valuable perspective on the PhD-to-academic transition, contributing to the existing literature on the topic.