The research illuminates current practice and the potential of higher education to educate the individual with regard to their awareness and understanding of their own learning through exploration of the tutor-student relationship. Within conventional tutor-student relations the tutor holds the authority. The research has explored that for students to increase responsibility for their learning, an 'adjustment of authority' needs to occur. Case study data has been explored in line with a critically reflective action research approach with tutor as researcher in order to gain insight to the student experience of the 'adjustment of authority'. Examination of the data has resulted in the emergence of principles to practice that recognise the 'relational' nature of authority and responsibility and which indicate the need for the development of an appropriate context in order that students are able to increase responsibility for their learning. The research has also resulted in the nature of the practitioner being challenged and reconstructed through the continual exploration of practice. The practitioner is able to learn about their practice, whilst remaining open to further learning and whilst mindful of their situatedness. Through critical reflexivity this research attempts to move beyond the limitations of practice and focus on the personal research journey which provides a dynamic structure for understanding the experiences offered within the research.