The 21st century is undeniably the age of science and technology. Universities, the cornerstone of higher education, research, and innovation, are pivotal in shaping a nation’s progress, prosperity, and economic dynamism. Globally, we are witnessing rapid transformations across biological, environmental, economic, and educational landscapes, largely driven by advancements in higher academia and impactful, innovative research. Leading universities are adapting by evolving their curricula and cultures to meet contemporary demands, producing graduates equipped with the knowledge and skills to excel professionally. These institutions are preparing graduates to not only address their countries’ specific needs but also to confidently compete on the international stage.
In response to this highly competitive and rapidly evolving global environment, universities worldwide are increasingly emphasizing higher doctorate degrees, particularly the Doctor Of Science (D.Sc or Sc.D). This prestigious degree provides a significant advantage for individuals aiming to achieve the highest levels of academic and professional success in this advanced era. Typically earned 6-8 years post-Ph.D., the D.Sc is a testament to a candidate’s profound academic expertise, advanced professional skills, and groundbreaking research contributions, positioning them to compete for and attain top-tier positions globally. Numerous universities across the United States, the United Kingdom, Australia, and New Zealand, among others, champion D.Sc programs across various scientific disciplines, including medical sciences. This article delves into the dynamics of this higher doctorate, exploring its significance, necessity, and growing demand within academia in an increasingly globalized world.
Competition in higher education is a long-standing phenomenon, but its current complexities profoundly impact national health, public well-being, economic stability, and sustainable development. Higher education is intrinsically linked to the global knowledge economy and significantly influences globalization.1 The concept of the “world-class university” fuels international academic competition,2,3 attracting distinguished faculty and scientists who drive innovative research and enhance university rankings globally.4 Expanding on this, we propose that “the most distinguished universities are those that cultivate evidence-based, research-focused, exemplary professionals—be they physicians, scholars, or scientists—who consistently uphold the highest standards of research, ethics, and professional conduct.”
Recent decades have seen an unprecedented acceleration in the development and adoption of new technologies worldwide. Despite persistent disparities, particularly in developing nations,5 this rapid technological advancement permeates every facet of modern life, reshaping economies, societies, and cultures.5 This wave of academic and technology-driven change is fundamentally transforming higher education and innovative research.6 We are on the cusp of another significant evolution in our understanding of the university as a vital institution. Nations with high literacy rates, especially in higher education, are striving for academic excellence, scholarly rigor, and continuous progress to maintain and enhance their global competitive standing.
In this global competition, universities play an increasingly crucial role in offering specialized academic and research opportunities that allow graduates to excel and assume leadership positions, contributing to sustainable development. While a general university degree might have sufficed for securing a good position in national and multinational organizations in the 1960s, by the 1970s, postgraduate degrees became increasingly necessary. The early 1980s marked the rise of the Doctor of Philosophy (Ph.D.) as a highly sought-after terminal academic qualification. Ph.D. graduates often pursued postdoctoral research positions, typically lasting 6-12 months, to further refine their research skills and prepare for advanced academic careers. However, postdoctoral training does not typically confer an official degree.
In today’s science and technology-driven era, significant shifts are occurring across all sectors, including academic qualifications within scientific disciplines. Academics and researchers are increasingly pursuing higher doctorate degrees, specifically the Doctor of Science. The Doctor of Science (D.Sc or Sc.D) is a prestigious postdoctoral degree awarded to individuals who have made substantial and impactful contributions to research and science. (Table-I) Many universities confer this degree based on the body of extensive research published in reputable scientific journals. (Table-II–III) Following a Ph.D., a D.Sc is typically awarded to candidates with extensive experience in higher education and research who have achieved distinction as academics and researchers in their specific fields. The primary advantage of obtaining a D.Sc is the elevated platform it provides for candidates to compete effectively in today’s advanced and competitive world, positioning them for leading roles globally. It also offers opportunities for deeper specialization and broader impact within a chosen field. The benefits of the D.Sc extend beyond individual achievement, contributing significantly to institutional and national advancements in knowledge-based economies.
Table I.
Doctor of Philosophy (Ph.D.) vs. Doctor of Science (D.Sc / Sc.D) Degrees: A Comparative Overview
| Characteristic | Doctor of Philosophy (Ph.D.) | Doctor of Science (D.Sc / Sc.D) |
|---|---|---|
| Abbreviation | Ph.D. | D.Sc. or Sc.D. |
| Awarding Institution | University | University |
| Entry Qualification | Postgraduate degree with coursework, research, and thesis | Post-Ph.D. degree with significant research contributions and an outstanding academic and publication portfolio |
| Typical Duration | Approximately 4-5 years after a Master’s degree | Approximately 6-8 years post-Ph.D. |
| Basis of Award | Primarily research-based, may also be awarded honorarily | Recognition of excellence in academia and research, may also be awarded honorarily |
| Field Specificity | Applicable across all fields, including sciences, social sciences, and medical sciences | Specifically awarded within science disciplines |
| Assessment Method | Evaluation of coursework, research, and thesis | Assessment of academic and research credentials by external experts |
| Relative Academic Standing | Ph.D. is considered less advanced than D.Sc | D.Sc is a higher doctorate, academically superior to a Ph.D. |
| Prestige Level | A standard academic degree | An elite academic qualification and title |
| Highest University Recognition | Represents a high level of achievement within a university | Represents the highest distinguished award conferred by a university |
| Career Applications | Academia, research, corporate roles, organizations | Leadership positions in academia, research institutions, corporations, organizations |
| Career Trajectory | Typically starts with junior positions such as Lecturer or Assistant Professor | Often commences with senior roles, including Professor, Director, Head of Institute, Dean, Rector |
| Associated Perks, Prestige, and Privileges | Substantial | Supreme |
Table II.
Doctor of Science (D.Sc / Sc.D) Degrees in Medical Science: Examples from United Kingdom Universities
| University/ Institute | Global Rank (Approx.) | Eligibility Criteria | Examination Format | Discipline Focus | Review Process | Examiner Composition |
|---|---|---|---|---|---|---|
| Imperial College London | Top 10 | 5 years post-Ph.D. | Evaluation of published research | Basic and Clinical Sciences | Special Committee | 3 External Examiners |
| University of Birmingham | Top 100 | 6-7 years post-Ph.D./ Fellowship | Evaluation of published research | Basic and Clinical Sciences | Special Committee | 3 External Examiners |
| Ulster University | 600+ | 6 years post-Ph.D. | Honorary consideration, Published work | Clinical / Basic Sciences | Research Board / Dean | 2 External, 1 Internal Examiner |
| University of Bristol | Top 100 | 5 years post-Ph.D., 6 years post-fellowship | Honorary / Evaluation of published research | Basic and Clinical Sciences | Research /Director Review | 2 External, 1 Internal Examiner |
| University of Leeds | 150+ | 6 years post-Ph.D./ Fellowship | Evaluation of published research | Basic and Clinical Sciences | Research Division | Examining Panel |
| University of Oxford | Top 5 | 10 years post-qualification | Evaluation of published research | Medical Sciences | Research Panel | 2 External Examiners |
| University of Southampton | Top 100 | 6 years post-Ph.D. Fellowship | Evaluation of published research with optional VIVA | Basic and Clinical Sciences | Research Panel | 2 External Examiners |
| University of Warwick | Top 70 | 10 years post-Ph.D./M.S. | Evaluation of published research | Clinical/ Basic Sciences | Research Panel | 1 Internal, 1 External Examiner |
| University of Manchester | Top 60 | 7 years post-Ph.D., 10 years post-MS/Fellowship | Evaluation of published research with optional VIVA | Basic and Clinical Sciences | Research Panel | 3 External Examiners |
| University of Sheffield | Top 100 | 6 years post-Ph.D. | Evaluation of published research | Basic and Clinical Sciences | Research Panel | 2-3 All External Examiners |
| Queens University Belfast | Top 250 | 10 years post-Ph.D. | Evaluation of published research | Sciences | Research Panel | 2 External, 1 Internal Examiner |
| Durham University | Top 100 | 4 years post-Ph.D., 7 years post-MS/Fellowship | Evaluation of published research | Basic and Clinical Sciences | Research Panel | 2 External, 1 Internal Examiner |
| University of Exeter | 140+ | 7 years post-Ph.D. | Evaluation of published research with VIVA | Sciences | Research Panel | Examination Committee |
| University of Liverpool | 120+ | 7 years post-Ph.D./MSc | Evaluation of published research | Sciences / Medical | Research Panel | 2 External Evaluators |
| Monash University | Top 60 | 7 years post-Ph.D. | Evaluation of published research | Basic and Clinical Sciences | Research Panel | 3 External Examiners |
| Nottingham University | Top 110 | 7-8 years post-MS/MSc/Ph.D | Evaluation of published research | Basic and Clinical Sciences | Research Panel | 2-3 All External Examiners |
| National academy of sciences (UK) | N/A | 10 years post-Ph.D., 10 years as Fellow of the academy | Evaluation of published research | Basic / Biology Sciences | Research Panel | Same board |
| Harvard School of Public Health | Top 5 (Public Health) | 10 years post-Ph.D., 10 years as Fellow of the academy | Thesis-based | Basic and Clinical Sciences | Dean only | 2 External, 1 Internal Examiner |
Table III.
Doctor of Science (D.Sc / Sc.D) Degrees in Medical Science: Examples from Asian Universities
| University/ Institute | Global Rank (Approx.) | Eligibility Criteria | Examination Format | Discipline Focus | Review Process | Examiner Composition |
|---|---|---|---|---|---|---|
| University of Karachi | N/A | 15 years post-PhD MD/MS | Evaluation of published research /Honorary | Science | Advanced Studies and Research Board (ASRB) | 3 External Evaluators |
| COMSAT University Islamabad | N/A | 15 years post-PhD MD/MS | Evaluation of published research/ Honorary | Sciences | Advanced Studies and Research Board (ASRB) | 3 External Evaluators |
| Sri Ramachandra Institute of Higher Education and Research, Chennai India | N/A | 15 years post-PhD MD/MS | Thesis-based | Basic and Clinical Medical Sciences | Higher Doctoral Committee | 2 External, 1 Internal Examiner |
| University of Madras, India | N/A | Post Ph.D., post years MS/MSc 15 years | Thesis-based | Sciences | Special Committee | 3 External Evaluators |
| Aliah University, India | N/A | 5 years post-Ph.D./MSc | Thesis-based | Sciences | Research Board | 5-6 External Evaluators |
| University of Nairobi, Kenya | 650-750 | 5 years post-Ph.D. | Evaluation of published research | Medical Sciences | Special Committee | Examination Committee |
| University of Peradeniya | 400+ | Post-Ph.D. with a substantial contribution | Evaluation of published research | Medical Sciences | Director Research | Examination committee |
| National academy of sciences (Asia) | N/A | 10 years post-Ph.D., Fellows of academy 10 years | Evaluation of published research | Basic / Biology Sciences | Board of Research | Same board |
Globally, universities award the D.Sc degree through two primary pathways: recognition of published research work and honorary conferral, as illustrated in Table-II and Table-III. The Doctor of Science degree significantly enhances career prospects, acknowledging an individual’s advanced research capabilities and opening doors to opportunities in leading global universities, research centers, and organizations. Holding a higher doctorate academic title facilitates access to top-tier positions in prominent national and international institutions. The career opportunities, associated prestige, and privileges for D.Sc degree holders are considerably greater than those for Ph.D. graduates (Table-I).
The new millennium has ushered in substantial shifts across biological, environmental, economic, and educational systems. These broad changes and their impacts are fundamentally linked to higher academic qualifications and innovative research. Universities are actively developing curricula and shaping graduate profiles to align with community needs and international demands. Furthermore, universities are preparing graduates to compete effectively not only nationally but also on a global scale. The rapid transformation of academic frameworks toward higher doctorate degrees (D.Sc/Sc.D) is a testament to this evolving landscape.
In many countries, the D.Sc, as a higher doctoral degree, is typically pursued several years (approximately 6-8 years) after obtaining a Ph.D. Graduates holding these advanced academic titles, coupled with a portfolio of published innovative research, are exceptionally well-positioned to compete for and secure top-ranked positions worldwide. Countries such as the United States, the United Kingdom, nations across Europe, Australia, New Zealand, Russia, India, and select universities in Pakistan are increasingly promoting higher doctorates across diverse scientific disciplines, as evidenced in Table-II and Table-III.
Throughout history, universities and research institutions have been the breeding grounds for scholars who compete internationally and contribute significantly to societal advancement. Higher education is the cornerstone of individual empowerment and sustainable national development. It is a recognized fact that advanced nations have prioritized progressive academic institutions that foster knowledge creation and dissemination. Leading universities have encouraged specialization within various disciplines. However, there is a growing recognition that the complexities of the 21st century demand a holistic and integrated approach to knowledge across disciplines. Today, the strength and sustainability of economies are increasingly dependent on advanced academia and innovative research. Research-driven higher education plays a vital role in enhancing quality of life, economic prosperity, and sustainable development for nations.7
Pakistan, with a population of 224 million8 and 229 universities,9 including 30 medical universities, 176 medical and dental schools (both public and private),10 125 engineering, 98 management sciences, and 30 agricultural institutes, stands at a critical juncture. It is imperative that Pakistan recognizes that the future and global ranking of its research universities hinge on providing advanced education and research qualifications that significantly contribute to the complex, globalized economies of the 21st century.
National and global competition operate on distinct levels; higher education offers both social prestige and enhanced earning potential. Global competition in higher education is an emergent outcome of competitive interactions among nation-states. A new institutionalist perspective suggests that international competition arises as universities evolve into organizational performers.1 Universities are now competing within a global higher education marketplace. To achieve a superior competitive position internationally, individuals must attain the highest academic qualifications. Similarly, both students and faculty must strive for unique academic titles to effectively compete at international levels.
As academic commercialization advances, universities are increasingly compelled to operate akin to multinational corporations. While not all universities engage in global competition, those aspiring to “world-class university” status must.11 Similarly, global competition is not for every student, researcher, or faculty member, but rather for those with the ambition to earn the highest academic distinctions and conduct groundbreaking research to become “world-class researchers or faculty.” The most prestigious universities cultivate highly qualified, evidence-based, research-oriented graduates who are highly sought after in the knowledge and skills-based economy. They conduct cutting-edge research that is published in top-tier scientific journals and contribute to innovation through patents and licenses.”2,3,11
Pakistan can look to the Aga Khan University as a prime example of success. This institution attracts substantial research grants globally, has established a strong reputation, and earned credibility as a leading university. While it benefits from certain advantages, public sector medical universities can also strive for excellence. A significant challenge within Pakistan’s higher education system, particularly medical education, is that the Higher Education Commission (HEC), responsible for postgraduate education, lacks a dedicated medical education division or personnel with medical expertise. Consequently, transformative progress in this field is limited. As previously noted,6 establishing a separate division for higher medical education within the HEC, led by a qualified medical educationist with proven academic achievements, is crucial for effectively addressing these issues and implementing policies aimed at reforming public sector medical universities. Ideally, transferring higher medical education from the HEC to a restructured Ministry of Health and Medical Education, as successfully implemented by a neighboring country in 1985, would be a more impactful solution.
Another persistent issue in Pakistan is the selection process for Vice-Chancellors of universities, which is often influenced by factors other than merit. While there are commendable exceptions, this practice undermines institutional integrity from the outset. Individuals who perceive unfair treatment often resort to legal action, further disrupting university administration.12 Incompetent or ill-prepared individuals appointed to these leadership positions often feel insecure and may not foster a supportive environment for highly qualified faculty, instead surrounding themselves with less capable individuals. Furthermore, there is a lack of clear understanding regarding the distinct roles and responsibilities of Deans, Principals, and Vice Chancellors. Many medical universities in Pakistan do not even have designated Dean or Principal positions. This ambiguity, often intentionally created to consolidate power, overlooks the fact that these leadership roles are temporary. Reforming the university Acts to clearly define the roles and responsibilities of Principal and other key positions is a fundamental step towards effective governance.
The Principal or Dean should oversee student affairs and undergraduate medical education, while the Vice Chancellor should focus on strategic initiatives such as launching new postgraduate programs, securing research funding, and establishing international collaborations. With a proactive approach, universities can diversify funding sources and reduce dependence on government allocations. The success of institutions like Dow University of Health Sciences (DUHS) and Jinnah Sindh Medical University in Karachi, both of which have established state-of-the-art Research and Reference Laboratories and generate significant revenue through city-wide collection networks (DUHS), demonstrates the potential for financial sustainability and resource diversification. Other public sector medical universities can and should adopt similar models. However, political interference within faculty and a challenging working environment impede the growth and development of Pakistan’s medical universities, making it difficult to attract and retain talented faculty.
To gain a competitive edge, universities must introduce innovative, specialized degree programs that prepare graduates for the global market. Engaging graduates and faculty in groundbreaking research, patent generation, and commercially viable academic activities is essential. Recognizing the value of higher education, innovative research, and their impact on socio-economic development and political stability is paramount. Pakistan must implement robust policies to establish and promote higher postgraduate programs, including Ph.D. and D.Sc degrees. These advanced academic qualifications empower graduates to compete globally and steer the nation toward a knowledge-based economy.6 Higher education remains the most potent tool for combating poverty and terrorism and fostering peace, prosperity, socio-economic advancement, and political stability within the country and the region.
The University of Health Sciences (UHS), Lahore, has taken a leading role by launching numerous novel postgraduate programs in basic and clinical medical sciences and medical education. Recently, UHS initiated a Certificate Course in Medical Editing, a pioneering step towards a Masters in Health Journalism, comprising four six-month modules.13 Pakistan is now the second country in the EMRO Region to offer this innovative program, designed to enhance the quality of medical journals published within the country.
UHS, in its relatively young history, has already produced numerous Ph.D. graduates in various medical science disciplines. Furthermore, UHS is leading the way by introducing a higher doctorate degree program, the D.Sc in medical sciences. These D.Sc graduates are expected to make significant positive contributions to academia, research, and innovation, benefiting both humanity and the nation. Therefore, Pakistan must prioritize higher education reforms and cultivate a research-oriented ecosystem that can establish it as a knowledge-driven power.6
Acknowledgments
We extend our gratitude to the “Deanship of Scientific Research, King Saud University, Riyadh, Saudi Arabia, for their support of this work through a research group project (RGP-1442-181)”.
Footnotes
Conflicts of interest: None declared.
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