Learning About Ourselves from Ourselves: A Ten-Year Retrospective on a Collaborative Autoethnography Project

Abstract

This article presents a retrospective analysis of a decade-long Collaborative Autoethnography (CAE) project conducted by three researchers examining professional identity formation in academic advising. Through sustained weekly meetings and iterative analysis, the team produced three major publications while developing and refining their methodological approach. The study reveals key themes that emerged over the decade: the persistent ambiguity of professional identity in academic advising, the importance of flexibility and adaptation in maintaining long-term research partnerships, the evolution of methodological understanding from rigid coding practices to more fluid analytical approaches, and the development of deep interpersonal bonds that enhanced scholarly courage while maintaining research rigor. The research team’s experience highlights both the challenges and opportunities inherent in CAE, including ethical considerations around data ownership, technological barriers in data collection and analysis, and the delicate balance between personal and professional relationships. The article concludes that successful long-term CAE projects require careful attention to team dynamics, calibrated flexibility in work processes, and resilience in the face of various challenges. This retrospective offers valuable insights for researchers considering CAE as a methodological approach, particularly for examining professional development in emerging fields.