The 21st century is heavily influenced by advancements in science and technology, positioning universities as vital centers for higher education, research, and innovation. These institutions are crucial for national progress and economic development. Globally, there’s a noticeable shift in biological, environmental, economic, and educational systems, largely driven by higher education and its impact on innovative research. Leading universities are adapting their curricula to meet evolving demands, producing graduates equipped with the knowledge and skills necessary to excel both nationally and internationally.
In this evolving landscape, universities worldwide are increasingly emphasizing higher doctorate degrees, particularly the Doctor of Science (D.Sc or Sc.D), to provide a competitive advantage for candidates in today’s advanced world. The D.Sc degree, typically earned 6-8 years post-Ph.D., is designed for individuals with significant academic achievements, professional expertise, and groundbreaking research contributions. This advanced degree enables recipients to compete for top-tier positions globally across various science disciplines, including medical sciences. This article explores the dynamics, significance, and growing demand for the Doctor Of Science Degree in the global academic arena.
Competition in higher education has long been a factor, but its modern complexities significantly impact national health, prosperity, economies, and sustainable development. Higher education is intrinsically linked to the global knowledge economy and the forces of globalization.1 The pursuit of becoming a “world-class university” intensifies international academic competition.2,3 These top-tier universities attract renowned faculty and scientists who drive innovative research, thereby boosting global university rankings.4 Expanding on this concept, this article posits that the “best universities are those that cultivate evidence-based, research-focused, exemplary professionals—be they physicians, scholars, or scientists—who consistently uphold high standards of research, ethics, and professionalism.”
Recent decades have witnessed an accelerated adoption of new technologies worldwide, although disparities persist, especially in developing nations.5 This rapid technological advancement permeates all aspects of life, reshaping economies, societies, and cultures.5 This academic and technology-driven transformation extends deeply into higher education and innovative research.6 The contemporary world is on the cusp of another major re-evaluation of the university’s role as an institution. Nations with high literacy rates, particularly in higher education, prioritize academic excellence, scholarship, and continuous advancement to maintain global competitiveness.
Universities play an increasingly crucial role in global competition by offering specialized academic and research opportunities that enable graduates to achieve leading positions and contribute to sustainable development. In the 1960s, a standard university degree was often sufficient for securing employment in national and multinational organizations. By the 1970s, postgraduate degrees became increasingly preferred. The early 1980s saw the rise of the Doctor of Philosophy (Ph.D.) as a highly regarded terminal academic qualification. Ph.D. holders often pursued postdoctoral positions to further refine their research skills and knowledge, typically lasting 6-12 months, although no formal degree is awarded for this postdoctoral training.
The current science and technology era is marked by significant changes across all sectors, including academic qualifications in science. Academics and researchers are progressively seeking higher doctorate titles, specifically the Doctor of Science. This degree, abbreviated as D.Sc or Sc.D, is a prestigious postdoctoral qualification awarded to individuals who have made substantial contributions to scientific research. (Table-I) Many universities confer this degree based on extensive research published in respected scientific journals. (Table-II–III) A D.Sc is typically pursued after a Ph.D. by candidates with significant experience in higher education and research, who have achieved distinction as academics and researchers in their specific fields. The primary advantage of a D.Sc degree is the enhanced platform it provides for candidates to excel in the modern, competitive global landscape, securing leading positions and broader influence within their specialties. The benefits extend beyond personal achievement, positively impacting institutions and nations by fostering knowledge-based economies.
Table I. Comparison between Doctor of Philosophy (Ph.D.) and Doctor of Science (D.Sc / S.Dc) Degrees.
| Characteristics | Doctor of Philosophy (Ph.D.) | Doctor of Science (D.Sc / S.Dc) |
|---|---|---|
| Abbreviation | Ph.D. Doctor of Philosophy | DSc. Doctor f Science |
| Awarding body | University | University |
| Qualification Required | Postgraduate degree with course work, research, and thesis. | Post Ph.D. degree. Excellence in research, outstanding portfolio with academia, and published research |
| Duration required | Approximate 4-5 years after master degree | Approximately 6-8 years after post Ph.D. |
| Examination-basedOR Honorary | Research-basedThe award may also be honorary | Excellence in academia and research The award may also be honorary |
| Field specified | Any field including, science, social sciences, medical sciences | Specified in Science subjects |
| Examination pattern | Evaluation of coursework, research, and thesis | Evaluation of academic and research credentials through external evaluators |
| Ranking status | Ph.D. is less prominent than D.Sc | DSc is a higher doctorate superior to PhD |
| Outstanding status | A routine academic degree | Elite qualification, academic title |
| Highest award conferred | To some extent highest recognition by the university | Highest distinguished award by the university |
| Job applications | Academia, research, corporate, organizations, etc. | Leading position in academia, research, corporate, organizations, etc. |
| Carrere scope | Carrere starts with the junior position, including lecturer / Assistant Professor, etc. | Carrere starts with senior positions, mainly Professor, Director, Head of the Institute, Dean, Rector, etc. |
| Perks, prestige, and privileges | Suitable | Supreme |
Table II. Higher doctorate (DSc / S.Dc) degrees awarded in medical science by various universities in the United Kingdom.
| University/ Institute | Rank | Eligibility | Exam Format | Basic Sciences / Clinical | Scrutiny levels | No. of Examiners |
|---|---|---|---|---|---|---|
| Imperial College London | 8 | Post Ph.D. 5 years | Published research work | Both | Special Committee | 3 External |
| University of Birmingham | 92 | 6-7 years Post Ph.D./ fellowship | Published research work | Both | Special Committee | 3 External |
| Ulster University | 601 | Ph.D. 6 years | Honorary Published work | Clinical / Basic sciences | Research Board / Dean | 2 ExternalOne internal |
| University of Bristol | 86 | Post Ph.D. 5 years Six years post-fellowship | Honorary / Published research work | Both | Research /Director | 2 External One internal |
| University of Leeds | 160 | Post Ph.D./ Fellowship 6 years | Published research work | Both | Research division | Examining panel |
| University of Oxford DSc / DSc | 5 | Ten years post qualification | Published research work | Med Sci | Research panel | 2 External |
| University of Southampton | 90 | Six years post Ph.D. Fellowship | Published research work with /VIVA | Both | Research panel | Two external |
| University of Warwick | 66 | Post PhD/M.S/ 10 years | Published research work | Clinical/ Basic sciences | Research panel | One Internal One external |
| University of Manchester | 51 | Ph.D-07 yearsTen years after Ten years after MS/FellowshipMS/Fellowship | Published research work /VIVA | Both | Research panel | 3 External |
| University Sheffield | 93 | Ph.D. 6 years | Published research work | Both | Research panel | 2-3 All external |
| Queens University Belfast | 21 | Ph.D. 10 years | Published research work | Sciences | Research panel | Two external One internal |
| Durham University | 87 | Post Ph.D. 4 ys, MS/Fellows7 ys | Published research work | Both | Research panel | Two externalOne Internal |
| University of Exeter | 149 | Post Ph.D. 07 years | Published research work with VIVA | Sciences | Research panel | Examination Committee |
| University of Liverpool | 122 | Post Ph.D./MSc with 07 years | Published research work | Sciences / Medical | Research panel | Two external evaluators |
| Monash University | 55 | Post Ph.D. 7 years | Published research work | Both | Research panel | 3 External |
| Nottingham University | 103 | MS/MSc/Ph.D 7-8 years | Published research work | Both | Research panel | Total 2-3 ll external |
| National academy of sciences | —- | Post Ph.D. 10Fellows of academy ten years | Published research work | Basic / Biology Sci | Research panel | Same board |
| Harvard School of Public Health | 3 | Ph.D. 10 yearsFellows of academy ten years | By thesis | Both | Dean only | Two externalOne Internal |
Table III. Higher doctorate (DSc / S.Dc) degrees awarded in medical science by various universities in Asian Universities.
| University/ Institute | Rank | Eligibility | Exam Format | Basic Sciences / Clinical | Scrutiny levels | No. of Examiners |
|---|---|---|---|---|---|---|
| University of Karachi | 15 years post-PhD MD/MS | Published research work /Honorary | Science | Advanced Studies and Research Board (ASRB) | Three externalEvaluators | |
| COMSAT University Islamabad | 15 years post-PhD MD/MS | Published research work/ Honorary | Sciences | Advanced Studies and Research Board (ASRB) | Three External Evaluators | |
| Sri RamachandraInstitute of Higher Education and Research, Chennai India | —- | 15 years post-PhD MD/MS | Thesis | Basic and Clinical Medical Sciences | Higher Doctoral Committee | Two externalOne internal |
| University of Madras, India | —- | Post Ph.D. post years MS/MSc 15 years | Thesis | Sciences | Special Committee | 3externalEvaluators |
| Aliah University, India | —– | Post Ph.D./MSc with 05 years | Thesis | Sciences | Research Board | 5-6 external evaluators |
| University of Nairobi, Kenya | 650-750 | Post Ph.D. with 05 years | Published research work | Medical Sciences | Special Committee | Examination Committee |
| University of Peradeniya | 402 | Post Ph.D. with a substantial contribution | Published research work | Medical Sciences | Director Research | Examination committee |
| National academy of sciences | —- | Post Ph.D. 10 years, Fellows of academy 10 years | Published research work | Basic / Biology Sci | Board of Research | Same board |
Similar to other advanced academic titles, universities globally award the D.Sc degree through two primary pathways: recognition of research contributions and honorary conferment. Table-II–III The Doctor of Science degree significantly enhances career prospects by recognizing advanced research skills and providing opportunities to collaborate with leading global universities, research centers, and organizations. This higher doctorate facilitates access to top-tier positions in prominent national and international institutions. As highlighted in Table I (Table-I), the career opportunities, benefits, prestige, and privileges associated with a D.Sc degree surpass those of a Ph.D.
The new millennium has ushered in a significant transformation across biological, environmental, economic, and educational systems. This broad change and its influence are centered around higher academic qualifications and innovative research. Universities are adapting by refining curricula and producing graduates who meet both community needs and international demands. Moreover, universities are preparing graduates to compete effectively not only nationally but also on the global stage. This has led to a rapid shift in academic frameworks towards higher doctorate degrees like the D.Sc.
In many countries, the D.Sc, a higher doctoral degree, is typically attained several years (approximately 6-8) after a Ph.D. Possessing a higher academic title such as a D.Sc, coupled with a portfolio of published innovative research, significantly improves a graduate’s competitiveness for top-ranked positions worldwide. Universities in the United States, the United Kingdom, Europe, Australia, New Zealand, Russia, India, and some in Pakistan are increasingly promoting higher doctorates across various scientific disciplines. Table-II–III.
Throughout history, universities and research institutions have been the cradle of scholars who compete internationally and contribute significantly to societies. Higher education is fundamental to empowering individuals and ensuring sustainable national development. Developed nations have long prioritized advanced academic institutions as engines for knowledge creation and dissemination. These leading universities have fostered sub-specializations within diverse disciplines. However, there’s a growing recognition that the complexities of the 21st century demand a comprehensive understanding of knowledge across various dimensions. Today, robust and sustainable economies are increasingly reliant on advanced academic research and innovation. Research-driven higher education plays a pivotal role in enhancing quality of life, economic prosperity, and sustainable development.7
Pakistan, with a population of 224 million8 and 229 universities9, including 30 medical universities, 176 medical and dental schools10, 125 engineering, 98 management science, and 30 agricultural institutes, stands at a critical juncture. It is imperative for Pakistan to recognize that the future and global ranking of its research universities depend on fostering advanced education and research qualifications that can contribute meaningfully to the complex, globalized economies of the 21st century.
While national and global competition operate on different scales, higher education enhances social standing and earning potential. Global competition in higher education arises from competitive dynamics among nations. A new institutionalist perspective suggests that international competition is a result of universities evolving into organizational performers.1 Universities are now competing in a global higher education market. To achieve a superior competitive position internationally, individuals must pursue the highest academic qualifications. Similarly, students and faculty must aim for distinguished academic titles to compete effectively on a global level.
As academic commercialization progresses, universities are increasingly functioning like multinational corporations. While not all universities engage in global competition, those aspiring to be “world-class universities” must participate.11 Similarly, not all students, researchers, and faculty are globally competitive, but only those who strive for the highest academic achievements and research outputs 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, publish in top scientific journals, and drive innovation through patents and licenses.”2,3,11
In the context of Pakistan, Aga Khan University serves as a notable example. It attracts significant research funding internationally and has established a strong reputation and credibility as a leading university. While Aga Khan University benefits from numerous advantages, public sector medical universities in Pakistan should also aspire to achieve similar excellence. A significant challenge within Pakistan’s higher education system, particularly medical education, is the Higher Education Commission (HEC). The HEC, responsible for postgraduate education, lacks a dedicated medical education division or professionals with medical backgrounds. This absence hinders the implementation of transformative initiatives in medical education. It has been previously argued6 that establishing a separate medical education division within the HEC, led by a qualified medical educationist with proven academic accomplishments, is essential for effectively addressing and resolving issues, and for strategically planning and implementing reforms in public sector medical universities. Ideally, transferring 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 critical issue in Pakistan is the selection process for Vice-Chancellors, which often lacks meritocracy and is influenced by extraneous factors. While there are meritorious appointments, these are exceptions. This flawed selection process can initiate a cycle of incompetence. Individuals who feel overlooked may seek legal recourse, further disrupting the system.12 Incompetent leaders in these crucial positions often feel insecure and fail to encourage competent and highly qualified faculty, instead surrounding themselves with less capable individuals. Furthermore, the distinct roles of Dean, Principal, and Vice Chancellor are often misunderstood and blurred in Pakistani medical universities, where the positions of Dean or Principal are frequently absent. This concentration of power undermines effective governance. Rectifying this requires amending the Acts governing these universities to clearly define the roles and responsibilities of each position, particularly establishing the roles of Principal and Dean.
The Principal or Dean should oversee student affairs and undergraduate medical education, while the Vice Chancellor should focus on strategic initiatives such as launching postgraduate programs, research projects, securing funding, and establishing international collaborations. With effective teamwork and strategic funding initiatives, universities can reduce their reliance on government funding. The success of Dow University of Health Sciences (DUHS) and Jinnah Sindh Medical University (JSMU) in Karachi, both of which have established state-of-the-art Research and Reference Laboratories and income-generating collection networks, demonstrates the potential of such models. Other public sector medical universities could replicate these successful strategies. However, political interference within faculty significantly impedes the progress of medical universities. The challenging working environment in public sector medical universities also makes 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. They must actively engage faculty and graduates in cutting-edge research, patent development, and commercially viable academic activities. Recognizing the value of higher education and innovative research in socio-economic development and political stability is paramount. Pakistan needs to implement robust policies to foster and promote higher postgraduate programs, including Ph.D. and D.Sc degrees. Advanced academic qualifications empower graduates to compete globally and steer the nation towards a knowledge-based economy.6 Higher education is a vital tool for combating poverty and terrorism and fostering peace, socio-economic advancement, and political stability within the country and the region.
The University of Health Sciences (UHS), Lahore, has taken a proactive approach by launching numerous novel postgraduate programs in basic and clinical medical sciences and medical education. Recently, UHS introduced a Certificate Course in Medical Editing, with plans to develop it into a Masters in Health Journalism, comprising four six-month modules.13 Pakistan is only the second country in the EMRO region to initiate this innovative program to train medical editors, which is expected to improve the quality of medical journals published in Pakistan.
UHS, despite its relative youth, has already produced numerous Ph.Ds in various medical science disciplines. Furthermore, UHS is pioneering the introduction of a higher doctorate program, the D.Sc in medical sciences. These D.Sc graduates are poised to make significant positive 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 knowledge-driven nation.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 research group project (RGP-1442-181)”.
Footnotes
Conflicts of interest: None.
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