In our modern, technology-driven 21st century, universities stand as cornerstones of advanced learning, groundbreaking research, and transformative innovation. These institutions are pivotal in shaping national progress, economic vitality, and overall prosperity. Across the globe, rapid transformations are reshaping biological, environmental, economic, and educational landscapes. This significant shift is intrinsically linked to the evolution of higher education and its profound impact on cutting-edge research. Leading universities are proactively adapting their cultures and curricula to meet emerging needs, producing graduates equipped with the knowledge and specialized skills demanded by today’s world. These institutions are dedicated to preparing professionals who can not only meet their country’s specific requirements but also excel on the international stage, competing effectively with global peers.
A notable trend in higher education worldwide is the growing prominence of advanced doctoral degrees, specifically the Doctor of Science (DSc or ScD), often referred to as a Dsc Doctor qualification. This higher doctorate provides a significant advantage for candidates seeking to excel in today’s fiercely competitive global environment. Typically pursued 6-8 years after earning a Ph.D., the DSc is a testament to extensive post-doctoral achievement. Individuals holding this prestigious academic title, coupled with advanced professional skills and a portfolio of innovative research, are exceptionally well-positioned to attain leadership roles and achieve top-tier positions worldwide. Universities in leading nations, including the United States, the United Kingdom, Australia, and New Zealand, are increasingly promoting DSc programs across diverse scientific and medical disciplines. This article delves into the dynamics of the higher doctorate, exploring its significance, necessity, and growing demand within academia as a crucial element for global competitiveness.
Worldwide, competition within higher education is an established phenomenon, yet it is continuously evolving with new and complex dimensions. This academic rivalry significantly impacts nations’ health, economic stability, public welfare, and sustainable progress.1 Higher education’s strong connection to the global knowledge economy amplifies its influence on globalization.1 The international competition in academia is largely driven by the concept of the “world-class university.”2,3 These institutions attract distinguished faculty and pioneering scientists who generate impactful research, thereby enhancing the university’s global standing and rankings.4 Expanding on this concept, we propose that “the most distinguished universities are those that cultivate evidence-based, research-focused, exemplary scholars and scientists who uphold the highest standards of research, ethics, and professional conduct.” The pursuit of a dsc doctor qualification is often seen as a pathway to contributing to these world-class institutions.
In recent decades, the world has witnessed an unprecedented acceleration in the development and adoption of new technologies. While these advancements are transforming societies globally, disparities persist, particularly in developing nations.5 This rapid technological evolution permeates every aspect of modern life, reshaping economies, societies, and cultures.5 The academic landscape, intertwined with technological progress, is also undergoing significant transformation, particularly within higher education and innovative research domains.6 We are on the cusp of another major evolution in our understanding of the university as a vital institution. Nations with high literacy rates, especially in higher education, are prioritizing academic excellence, scholarly pursuits, and continuous advancement to maintain a competitive edge in the global arena. The dsc doctor degree is becoming increasingly recognized as a benchmark of this academic excellence.
In this intensely competitive global landscape, universities are increasingly vital in providing specialized academic and research opportunities for graduates. This focus on specialization equips graduates to compete effectively and secure leading positions while contributing to sustainable development. In the 1960s, a standard university degree was often sufficient for securing a good position in national and international organizations. By the 1970s, postgraduate degrees began to gain prominence, gradually becoming the preferred qualification. The early 1980s saw the rise of the Doctor of Philosophy (Ph.D.) as a highly sought-after terminal academic degree. Ph.D. graduates often pursued postdoctoral research positions to further refine their research skills and knowledge, preparing them for advanced academic careers. However, formal degrees were not awarded for postdoctoral training.
Today’s science and technology-driven era is marked by significant changes across all sectors, including academic qualifications within diverse scientific fields. Academics and researchers are increasingly gravitating towards higher doctoral titles, most notably the Doctor of Science. The Doctor of Science (DSc or ScD), a post-doctoral degree, is awarded to individuals who have made substantial and impactful contributions to scientific research and knowledge. (Table-I) Many universities confer this degree based on a rigorous evaluation of extensive research published in respected scientific journals. (Table-II–III) The dsc doctor designation is earned after a Ph.D., typically recognizing years of dedicated experience in higher education and research, signifying exceptional achievement as both an academic and a researcher within a specialized domain. The primary advantage of obtaining a DSc degree is the elevated platform it provides for individuals to compete in our advanced, globally interconnected world, positioning them for leadership roles. It also offers opportunities for deeper specialization and broader impact within a chosen field. Furthermore, the benefits extend beyond individual career advancement, positively influencing institutions and national progress by contributing significantly to knowledge-based economies.
Table I.
Comparing the Doctor of Philosophy (Ph.D.) and Doctor of Science (D.Sc / Sc.D) Degrees.
| Characteristic | Doctor of Philosophy (Ph.D.) | Doctor of Science (D.Sc / Sc.D) |
|---|---|---|
| Abbreviation | Ph.D. Doctor of Philosophy | DSc. Doctor of Science |
| Awarding Institution | University | University |
| Prerequisite Qualification | Postgraduate degree with coursework, research, and thesis | Post Ph.D. degree; significant research contributions; outstanding academic portfolio and published research |
| Typical Duration | Approximately 4-5 years post-master’s degree | Approximately 6-8 years post Ph.D. |
| Assessment Method | Research-based. May also be awarded honorarily | Recognition of academic and research excellence. May also be awarded honorarily |
| Field Specification | Any field, including sciences, social sciences, medical sciences | Specifically in Science disciplines |
| Examination Process | Evaluation of coursework, research, and thesis | Evaluation of academic and research credentials by external experts |
| Academic Standing | Ph.D. is less advanced than D.Sc | DSc is a higher doctorate, superior to a Ph.D. |
| Recognition Status | A standard academic degree | Elite qualification, prestigious academic title |
| Highest Academic Honor | Considered a high recognition by the university | Highest distinguished award conferred by the university |
| Career Applications | Academia, research, corporate sectors, organizations, etc. | Leadership positions in academia, research, corporate sectors, organizations, etc. |
| Career Trajectory | Typically begins with junior positions such as Lecturer/Assistant Professor | Career often commences with senior roles, mainly Professor, Director, Head of Institute, Dean, Rector, etc. |
| Benefits, Prestige, and Privileges | Significant | Supreme |
Table II.
Doctor of Science (DSc / Sc.D) Degrees in Medical Science Offered by UK Universities.
| University/ Institute | Rank | Eligibility | Exam Format | Basic Sciences / Clinical | Scrutiny Levels | Number of Examiners |
|---|---|---|---|---|---|---|
| Imperial College London | 8 | 5 years post-Ph.D. | Published research portfolio | Both | Special Committee | 3 External |
| University of Birmingham | 92 | 6-7 years post-Ph.D./ Fellowship | Published research portfolio | Both | Special Committee | 3 External |
| Ulster University | 601 | 6 years post-Ph.D. | Honorary/ Published work | Clinical/ Basic sciences | Research Board/ Dean | 2 External, 1 Internal |
| University of Bristol | 86 | 5 years post-Ph.D., 6 years post-fellowship | Honorary/ Published research | Both | Research/ Director | 2 External, 1 Internal |
| University of Leeds | 160 | 6 years post-Ph.D./ Fellowship | Published research portfolio | Both | Research division | Examining panel |
| University of Oxford DSc / DSc | 5 | 10 years post-qualification | Published research portfolio | Medical Sciences | Research panel | 2 External |
| University of Southampton | 90 | 6 years post-Ph.D./ Fellowship | Published research with/VIVA | Both | Research panel | 2 External |
| University of Warwick | 66 | 10 years post-Ph.D./M.S. | Published research portfolio | Clinical/ Basic sciences | Research panel | 1 Internal, 1 External |
| University of Manchester | 51 | 7 years post-Ph.D., 10 years post-MS/Fellowship | Published research/VIVA | Both | Research panel | 3 External |
| University of Sheffield | 93 | 6 years post-Ph.D. | Published research portfolio | Both | Research panel | 2-3 All external |
| Queen’s University Belfast | 21 | 10 years post-Ph.D. | Published research portfolio | Sciences | Research panel | 2 External, 1 Internal |
| Durham University | 87 | 4 years post-Ph.D., 7 years post-MS/Fellowship | Published research portfolio | Both | Research panel | 2 External, 1 Internal |
| University of Exeter | 149 | 7 years post-Ph.D. | Published research with VIVA | Sciences | Research panel | Examination Committee |
| University of Liverpool | 122 | 7 years post-Ph.D./MSc | Published research portfolio | Sciences/ Medical | Research panel | 2 External evaluators |
| Monash University | 55 | 7 years post-Ph.D. | Published research portfolio | Both | Research panel | 3 External |
| Nottingham University | 103 | 7-8 years post-MS/MSc/Ph.D | Published research portfolio | Both | Research panel | Total 2-3 All external |
| National Academy of Sciences | —- | 10 years post-Ph.D., 10 years Fellows of academy | Published research portfolio | Basic/ Biology Sciences | Research panel | Same board |
| Harvard School of Public Health | 3 | 10 years post-Ph.D., 10 years Fellows of academy | By thesis | Both | Dean only | 2 External, 1 Internal |
Table III.
Doctor of Science (DSc / Sc.D) Degrees in Medical Science Offered by Asian Universities.
| University/ Institute | Rank | Eligibility | Exam Format | Basic Sciences / Clinical | Scrutiny Levels | Number of Examiners |
|---|---|---|---|---|---|---|
| University of Karachi | —- | 15 years post-PhD MD/MS | Published research/Honorary | Science | Advanced Studies and Research Board (ASRB) | 3 External Evaluators |
| COMSAT University Islamabad | —- | 15 years post-PhD MD/MS | Published research/ Honorary | Sciences | Advanced Studies and Research Board (ASRB) | 3 External Evaluators |
| Sri Ramachandra Institute of Higher Education and Research, Chennai India | —- | 15 years post-PhD MD/MS | Thesis | Basic and Clinical Medical Sciences | Higher Doctoral Committee | 2 External, 1 Internal |
| University of Madras, India | —- | Post Ph.D. post years MS/MSc 15 years | Thesis | Sciences | Special Committee | 3 External Evaluators |
| Aliah University, India | —– | 5 years post-Ph.D./MSc | Thesis | Sciences | Research Board | 5-6 external evaluators |
| University of Nairobi, Kenya | 650-750 | 5 years post-Ph.D. | Published research portfolio | Medical Sciences | Special Committee | Examination Committee |
| University of Peradeniya | 402 | Post-Ph.D. with substantial contribution | Published research portfolio | Medical Sciences | Director Research | Examination committee |
| National Academy of Sciences | —- | 10 years post-Ph.D., 10 years Fellows of academy | Published research portfolio | Basic/ Biology Sciences | Board of Research | Same board |
Globally, universities grant the dsc doctor title through two primary pathways: recognition of research contributions and honorary conferment, as detailed in Table-II and Table-III. The Doctor of Science degree unlocks diverse opportunities for professional advancement. It acknowledges a candidate’s significant body of work and advanced research capabilities, opening doors to collaborations with leading global universities, research institutions, and organizations. Holding a higher doctorate significantly enhances prospects for securing top-tier positions in prestigious national and international settings. The career trajectory, benefits, prestige, and privileges associated with a DSc degree notably surpass those of a Ph.D., as outlined in Table-I.
The dawn of the new millennium has ushered in substantial shifts across biological, environmental, economic, and educational paradigms. These broad changes and their consequential impacts are centered around higher academic achievements and pioneering research endeavors. Universities are proactively evolving their curricula and educational offerings to produce graduates who are not only attuned to community needs but also competitive in the international arena. Moreover, universities are committed to preparing graduates to excel beyond national borders, enabling them to compete effectively with peers worldwide. This has led to a rapid transformation in the academic frameworks of universities, increasingly emphasizing higher doctorate degrees like the DSc. For those aspiring to become a dsc doctor, this trend underscores the growing importance of this qualification.
In numerous countries, the DSc, a higher doctoral degree, is typically attained several years (approximately 6-8) after completing a Ph.D. Equipping graduates with advanced academic credentials and a robust portfolio of published, innovative research significantly enhances their competitiveness for top-ranking positions globally. Nations and regions including the United States, the United Kingdom, Europe, Australia, New Zealand, Russia, India, and select universities in Pakistan are actively promoting higher doctorates across various scientific disciplines, as illustrated in Table-II and Table-III.
Throughout history, universities and research institutions have been the cradle for scholars who compete internationally and contribute significantly to societal advancement. Higher education is fundamental to empowering individuals and fostering the sustainable development of nations. It is well-established that developed countries have prioritized the establishment and advancement of academic institutions that drive knowledge creation and dissemination. Leading universities have fostered sub-specializations within diverse disciplines. However, there is a growing recognition that the complexities of the 21st century demand a holistic and integrated approach to knowledge. Currently, the strength and sustainability of economies are increasingly dependent on advanced academic institutions and innovative research. Research-driven higher education plays a crucial role in enhancing quality of life, bolstering economies, and ensuring sustainable development across nations.7
Pakistan, with a population of 224 million8 and 229 universities[9](#ref9], including 30 medical universities, 176 medical and dental schools in both public and private sectors10, 125 engineering, 98 management science, and 30 agricultural institutes, is at a critical juncture. It is imperative for Pakistan to recognize that the future and global ranking of its research universities hinge on providing advanced education and research qualifications that contribute significantly to the intricate, globalized economies of the 21st century. The pursuit of a dsc doctor qualification by Pakistani researchers and academics will be vital for this national advancement.
National and global competition represent distinct spheres. Higher education offers social mobility and improved earning potential domestically. However, global competition in higher education emerges from competitive dynamics among nation-states. A new institutionalist perspective posits that international competition arises as universities evolve into organizational performers.1 Universities are now competing within a global higher education market. To achieve a superior competitive position internationally, individuals must attain the highest levels of academic qualification, such as the dsc doctor. Similarly, students and faculty must aim for exceptional academic achievements to compete on a global scale.
As academic commercialization intensifies, universities are increasingly operating akin to multinational corporations. While not all universities participate in global competition, those with “world-class university” aspirations are compelled to do so.11 Similarly, the global competition is not for every student, researcher, or faculty member, but primarily for those with the ambition and potential to achieve the highest academic distinctions and research impact, becoming “world-class researchers or faculty.” The most prestigious universities cultivate highly qualified, evidence-based, research-oriented graduates who are in high demand in knowledge-based and skill-driven markets. They conduct cutting-edge research, publish in top-tier scientific journals, and contribute to innovations through patents and licenses.”2,3,11 Aspiring academics aiming to become a dsc doctor are often driven by these competitive pressures and the desire to contribute to world-class research.
Pakistan’s Aga Khan University serves as a prominent example of success, attracting significant research grants internationally and establishing itself as a credible, leading institution. While it benefits from numerous advantages, public sector medical universities in Pakistan also have the potential to strive for excellence. A significant challenge within Pakistan’s higher education system, particularly in medical education, is the Higher Education Commission (HEC). The HEC, responsible for postgraduate education, lacks a dedicated medical education section or medical professionals in leadership roles. This absence hinders the implementation of revolutionary changes in the field. As previously noted6, establishing a separate division for higher medical education within the HEC, led by a qualified medical educationist with proven academic accomplishments, is crucial. This division could better understand and address the specific challenges and implement policies to reform public sector medical universities. Ideally, shifting higher medical education from the HEC to a renamed Ministry of Health and Medical Education, as successfully implemented by a neighboring country in 1985, could yield substantial benefits.
Another persistent issue in Pakistan is the process for selecting Vice-Chancellors for universities. Appointments are frequently not based on merit but on other considerations. While there are meritorious exceptions, this often sets a negative precedent. Individuals who feel unfairly overlooked often resort to legal action, further disrupting university administration.12 Incompetent and ill-equipped leaders in these critical positions can feel insecure and may not encourage competent, highly qualified faculty, instead surrounding themselves with less capable individuals. Furthermore, the distinct roles of Dean, Principal, and Vice-Chancellor are often misunderstood and not clearly differentiated in practice within many Pakistani medical universities. Reforming the Acts governing these universities to clearly define the roles and responsibilities of Principal and Dean is essential for effective governance.
The Principal and Dean should primarily oversee medical student affairs and undergraduate medical education, while the Vice-Chancellor should focus on strategic initiatives such as launching new postgraduate programs, fostering research projects, securing funding, and establishing international collaborations. With a capable team, universities can diversify funding sources and reduce reliance on government funding. The success of Dow University of Health Sciences and Jinnah Sindh Medical University in Karachi, both of which have established state-of-the-art Research and Reference Laboratories and generate substantial revenue through extensive collection networks, demonstrates the potential for financial sustainability and resource generation. Political interference and faculty politicization significantly impede the progress of Pakistan’s medical universities. The challenging work environment in public sector medical universities also hinders their ability 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. They must actively engage faculty and graduates in pioneering research, patent development, and profit-generating academic activities. Recognizing the value of higher education and innovative research in driving socio-economic development and political stability is paramount. Pakistan needs to implement robust policies to promote higher postgraduate programs, including Ph.D. and DSc degrees. Advanced academic qualifications, particularly becoming a dsc doctor, empower graduates to compete globally and steer the nation towards a knowledge-based economy.6 Higher education remains the most potent tool for combating poverty and terrorism and fostering peace, prosperity, socio-economic development, and political stability within the country and across the region.
The University of Health Sciences (UHS), Lahore, has pioneered numerous novel postgraduate programs in basic and clinical medical sciences and medical education. Recently, UHS launched a Certificate Course in Medical Editing, a program designed to evolve into a Masters in Health Journalism, comprising four six-month modules.13 Pakistan is only the second country in the EMRO Region to introduce this innovative program aimed at training medical editors, which will enhance the quality of medical journals published within Pakistan.
UHS, despite its relatively young age, has already produced numerous Ph.Ds across various medical science disciplines. Furthermore, UHS is leading the way by launching a higher doctorate program, the DSc in medical sciences. Graduates holding this prestigious dsc doctor qualification are poised to make significant contributions to academia, research, and innovation, benefiting both humanity and the nation. Therefore, Pakistan must prioritize higher education reforms and establish a research-oriented framework that can position it as a global knowledge leader.6
Acknowledgments
The authors express their gratitude to the “Deanship of Scientific Research, King Saud University, Riyadh, Saudi Arabia, for their support of this work through research group project (RGP-1442-181)”.
Footnotes
Conflicts of interest: None.
