The paper draws on a series of Australian Research Council (ARC) projects aimed at understanding better the process of doctoral examination. The early phase focussed on the Australian doctorate, which functions without a Viva, while the later phase was concerned with comparing the earlier findings with analysis of the United Kingdom (UK) and New Zealand (NZ) systems that include a Viva. Results showed some strengths and weaknesses of both systems and so the paper explores the desirability of drawing on the strengths of both examination models to minimize the weaknesses against a backdrop of escalating pressures on universities.