Better knowing oneself and career options: an autoethnographic study of participation in an online career development course

Purpose Given the challenges many PhD students face entering the job market, an online, optional, self-paced Career Readiness Course, underpinned by the cognitive information processing (CIP) model, was developed to help postgraduate students better understand themselves and potential career pathways. This study aims to explore the first author’s experiences with this course, examining its impact on her awareness of personal skill sets and knowledge of career options. Design/methodology/approach Using an autoethnographic approach, the authors gathered reflections of engaging in this course, as well as pre- and post-course survey data to analyse any impact on career decision-making and self-efficacy. Pre- and post-course survey data were compared, and thematic analysis of qualitative data were guided by CIP. Findings Career decision-making self-efficacy was enhanced for the first author through the course. Moreover, the course enhanced her self-knowledge, especially personal values and strengths. It increased career insight by showing diverse pathways both within and outside academia. It helped clarify career direction through structured guidance and emphasised the importance of being proactive in career planning to navigate the academic and professional landscape. Practical implications Providing structured and reflective career development courses can benefit doctoral students. Consideration should be given to embedding such courses in programmes, whilst maintaining a flexible approach. Touchpoints and peer discussion forums may enhance engagement and accountability. Originality/value This study offers a first-person PhD student perspective on a career development course to improve self-awareness, decision-making and goal-setting skills. It validates the use of the CIP model and highlights the value of lived experiences in understanding career cognition.