This small-scale research has drawn on the experience of six senior academics who have been involved in extensive doctoral supervision and examinations. The aim of the article is to discuss the nature of doctoral supervision and examination, and suggest views to enhance the expression of research outcomes as new knowledge or re-interpreting of existing ideas, theories and approaches. An interpretive view of knowledge involving critical inquiry into qualitative interview data guides the research methodology. Main points arising from semi-structured interviews form the basis of five theorised themes. Analysis of transcribed interview responses has identified trends, commonalities and differences, and has enabled the theorising of themes from Habermasian and Freireian perspectives of praxis, dialogue, critique and critical awareness. Implications for a critical, dialogical, philosophical thesis are posed, where systematic oral language strengthens written understanding.