Promoting congruence between the inquiry paradigm and the associated practices of higher degree research

In this study I examine a number of educational practices in higher education from the insider perspective of a research student. By using my own stories of undertaking two research higher degrees, both with post-positivist research paradigms, I analyse the interrelationships between a student and their supervisors and examiners, and explore ways in which those relationships can be influenced by the student's nominated research paradigm.\ud \ud The research paradigm underpins the way in which a student undertakes their research and documents that research. Literature suggests that the research paradigm has potential to influence the supervision and examination of that research. In this study I have explored that potential with a particular focus on a research paradigm consisting of a constructivist ontology and a practice epistemology.\ud \ud While the use of my own story is not presented as being generalisable, the analysis generates a number of issues related to my own student practices and my expectations about supervision and examination of a higher degree. I believe these issues are relevant to other higher degree students and their supervisors and examiners