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Higher doctorate (DSc / S.Dc) degrees awarded in medical science by various universities in the United Kingdom.
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 External One 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 years Ten 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 external One 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. 10 Fellows of academy ten years | Published research work | Basic / Biology Sci | Research panel | Same board |
Harvard School of Public Health | 3 | Ph.D. 10 years Fellows of academy ten years | By thesis | Both | Dean only | Two external One Internal |
Higher doctorate (DSc / S.Dc) degrees awarded in medical science by various universities in Asian Universities.
University of Karachi | 15 years post-PhD MD/MS | Published research work / Honorary | Science | Advanced Studies and Research Board (ASRB) | Three external Evaluators | |
COMSAT University Islamabad | 15 years post-PhD MD/MS | Published research work / Honorary | Sciences | Advanced Studies and Research Board (ASRB) | Three 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 | Two external One internal |
University of Madras, India | ---- | Post Ph.D. post years MS/MSc 15 years | Thesis | Sciences | Special Committee | 3external Evaluators |
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 |
Worldwide, like other higher academic titles, universities are awarding this title through two routes, research work and honorary. Table-II - III . The Doctor of Science degree offers various opportunities in terms of professional career. This title is pursued to recognize an applicant’s work and advanced research skills and provides opportunities for candidates to work with global universities, research centers, and organizations. The higher doctorate academic titles facilitate the topmost positions in the leading national and international institutes and organizations. The career opportunities, perks, prestige, and privileges of D.Sc degree holders are significantly better than Ph.Ds ( Table-I ).
In the new millennium worldwide, there is a significant shift in the pattern of biological, environmental, economic, and educational systems. This broader change and its impact is rotating around the higher academic titles and innovative research. The universities are developing the curricula and producing graduates according to the community’s needs and international demand. Moreover, the universities prepare their graduates not only to compete with their peers at national levels but also at international levels. The universities are transforming their academic framework towards higher doctorate degrees at a fast pace (DSc/S.Dc).
In many countries, the D.Sc, a higher doctoral degree, is earned a few years (about 6-8 years) after the Ph.D. Once their graduate has higher academic titles with published innovative research, they can easily compete for top-ranked positions at global levels. The United States of America, the United Kingdom, Europe, Australia, New Zealand, Russia, India, and few universities in Pakistan promote higher doctorate in various science disciplines. Table-II - III .
In human history, the universities, academic and research institutes have produced scholars who compete at international levels and deliver beneficial impacts to societies. Higher Education is the right path to the empowerment of people and the sustainable development of nations. It is a fact that advanced countries have focused primarily on the progressive academic institutions that would facilitate knowledge creation and dissemination. The advanced universities encouraged sub-specializations structured in the various disciplines. However, a growing awareness has appeared that the difficulties of the 21st century require a holistic experience of knowledge in its various aspects. Presently, the gauges of strong and sustainable economies depend on advanced academia and innovative research. Research-based higher academia plays a vital role in the nations’ excellence of life, economies, and sustainable development. 7
Pakistan is home to “224 million people 8 and 229 universities, 9 including 30 medical universities, 176 public and private sector medical and dental schools’ 10 125 engineering, 98 management sciences, and 30 agricultural institutes”. It is high time that Pakistan must understand that the survival and ranking of its research universities in the coming decades depend upon the provision of advanced education and research qualification with a significant contribution towards the complex, globalized economies of the 21st century.
National competition and global competition are two distinct domains; higher education provides social prestige and income-earning access. The global competition in higher education is an emergent property of competitive relations among nation-states. The new institutionalist approach claims that the international competition results from the universities turning into organizational performers 1 . The universities compete in the global higher education market. To achieve a higher competitive position at international levels, the candidate must attain the highest academic titles. Similarly, the students and faculty must achieve unique academic titles to compete at international levels.
As academic commercialization progresses, universities must operate similarly to multinational corporations. Indeed, not all universities participate in the global competition, but only those with a worldwide capacity “world-class university”. 11 Similarly, not all students, researchers, and faculty members participate in the global competition, but only those who have the potential to earn the highest possible academic titles and research to become a “world-class researcher or faculty.” The best universities produce well-qualified, evidence-based, research-oriented graduates who are in high demand in the intellectual and skill-based market; they conduct leading-edge research published in the top scientific journals, and contribute to innovations through patents and licenses.” 2 , 3 , 11
Narrating about Pakistan, we have the shining example of Aga Khan University, which attracts numerous research grants worldwide, has earned a name, and established its credibility as a leading university. Though they enjoy numerous advantages, this does not mean that public sector medical universities may not strive for excellence. In fact, the problem with us in the field of higher education and higher medical education, in particular, is that Higher Education Commission which looks after higher postgraduate education, neither has a separate section or division of medical education nor anyone with the medical background; hence it is futile to expect any revolutionary steps from it in this field. We had pointed out even earlier 6 that we need to establish a separate division of higher medical education within HEC headed by a qualified medical educationist with proven academic accomplishments for better understanding and resolution of these issues with a vision to plan and implement policies aimed at facilitating reforms at our public sector medical universities. Ideally, it would be much better if the higher medical education is shifted from HEC to the Ministry of Health and Medical Education by changing its name as was done by one of our neighboring countries in 1985, and it paid rich dividends.
Yet another problem that we face in Pakistan is the selection of Vice-Chancellors to head these universities, which is most often based not on merit but some other considerations. Of course, there are exceptions when people have been selected on merit. The rot starts here. Those who feel their rights have been ignored then go to the courts to seek justice and suspend such orders. 12 Incompetent, inefficient, ill-trained, those who lack foresight and vision when appointed to these coveted posts themselves feel threatened. They do not encourage competent and highly qualified people among the faculty but feel secure while surrounded by “Dead Wood,” who will sing their praises all the time. Again, we have not yet understood the difference between the post of the Dean, Principal, and the Vice Chancellor. These posts have different rights and responsibilities. However, in Pakistan, many medical universities do not have the post of the Dean and or Principal. Those who inserted these clauses in the Act did not want to share the powers and wanted themselves to be fully powerful; little do they realize that they are not going to be in those posts forever, and graveyards are full of people who once thought themselves indispensable. The first and foremost important thing is to make necessary changes in the Act that help establish these universities, having Principal and clearly laying down the rights and responsibilities of each one.
The Principal, the Dean, looks after the medical student’s affairs and issues related to undergraduate medical education, whereas the Vice Chancellor plans to start a new postgraduate academic programme, research projects, arrange funding through different sources, and establish international linkages with institutions of excellence in the respective fields. With the team’s help, schemes to generate funding enables the university to reduce its dependence on government funding. If there is a will, there is always a way. Just look at Dow University of Health Sciences and Jinnah Sindh Medical University in Karachi. Both have established a state-of-the-art Research and Reference Laboratory. The DUHS, in particular, established a network of collection units all over the city and earns a lot of money which is an additional useful resource for these universities. Why cannot this be replicated and what forbids the Vice Chancellors of other public sector medical universities to opt for this model? Faculty infected with politics effectively retards the growth and development of our medical universities. The working environment is such that the public sector medical universities also fail to attract and retain talented faculty for reasons that are not difficult to understand.
It is extremely important that to gain a competitive advantage, universities must launch novel, specialized degree-awarding programs so that their graduate could find a place in a global market. They have to engage their graduates and faculty in innovative research, patents, profit-oriented academic activities. It is high time to appreciate the worth of higher education, innovative research, and its impact on socio-economic development and political stability. Pakistan should implement strict policies to establish and promote higher postgraduate degree programs, Ph.D., and DSc. The advanced higher academic titles facilitate the graduates to compete with the world and lead the state towards a knowledge-based economy. 6 Higher education is the only weapon of any nation to fight against poverty, terrorism and bring peace, prosperity, socio-economic development, and political stability in the country and the region.
The University of Health Sciences (UHS), Lahore, has started multiple novel postgraduate programs in basic and clinical medical sciences, medical education. More recently, it has started a Certificate Course in Medical Editing, which will eventually lead to Masters in Health Journalism. It will comprise four Modules of six months each. 13 Pakistan happens to be the second country in the EMRO Region to have started this innovative program to train the medical editors, which will help improve the standard of medical journals published from Pakistan.
The UHS, in its adolescent age, has produced many Ph.Ds in various disciplines of medical sciences. Furthermore, UHS leads in launching a higher doctorate degree program, D.Sc in medical sciences. These graduates will play a significant positive role in academics, research, innovation and benefit humanity and the country. Therefore, Pakistan must set the higher education reforms and research-oriented architecture that can emerge as a knowledge power. 6
We thank the “Deanship of Scientific Research, King Saud University, Riyadh, Saudi Arabia, for supporting the work through a research group project (RGP-1442-181)”.
Conflicts of interest: None.
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In today’s competitive higher education landscape, advanced degrees have become essential for those looking to enhance their leadership skills and advance to executive positions. As a result, job posting data shows that the number of institutions offering advanced higher education programs has increased by 24 percent in the last five years.
Whether you are starting a new career path or seeking to become a leader in the higher education industry, you may be considering furthering your education and are unsure whether a Doctor of Philosophy (PhD) or a Doctor of Education (EdD) in higher education leadership is right for you.
Understanding the differences between these two degrees is crucial in making an informed decision that aligns with your career goals.
A PhD in Higher Education is a research-focused degree designed for those who wish to contribute to academic scholarship through theoretical research. This degree is ideal for individuals who aspire to teach full time at a university, engage in scholarly research, or take on academic administration roles.
Therefore, the primary focus of a PhD program is to prepare graduates to generate new knowledge and theories in the field of education.
According to Lauren Bent, Associate Professor of the EdD in Higher Education Leadership program at Regis College , “A PhD is ideal for those who are interested in theoretical research and academic scholarship. Generally speaking, if a student aspires to teach in a Research 1 institution, a PhD is a better option for them.”
PhD candidates typically explore subjects such as educational theory, policy analysis, and higher education research. They are trained to conduct rigorous research, often aiming to publish their findings in academic journals and present at conferences.
An EdD in Higher Education, on the other hand, is a professional doctorate focused on the practical application of research to solve real-world problems in educational settings. The EdD is tailored for those looking to take on leadership roles within educational institutions.
“The EdD aims to develop scholar practitioners and leaders who use applied research to improve problems in schools, institutions of higher education, other educational organizations, and educational policy,“ Bent explains.
The EdD emphasizes the application of research to practice, preparing graduates to implement changes and improvements within their organizations.
Regis College, a member of the Carnegie Project on the Education Doctorate (CPED) , emphasizes that scholarly practitioners blend practical wisdom with professional skills and knowledge to address and solve problems in practice. They utilize practical research and applied theories as tools for change, understanding the importance of equity and social justice.
According to Lightcast data, EdD programs prepare students with specialized skills needed in various areas of higher education leadership such as:
1. curriculum and coursework.
The PhD and EdD programs differ significantly in their curriculum and coursework. PhD programs are heavily research-oriented, with courses centered around research methodologies, statistical analysis, and theoretical frameworks.
Typical classes might include:
In contrast, EdD programs focus on the practical application of research to address real-world challenges. Coursework is designed to develop leadership skills and practical knowledge. Classes may include:
“Within the program, there are courses where students are learning to design their own research studies, and they have lots of opportunities to develop a scholar practitioner mindset,” Bent adds. “The activities and assignments in our courses are intentionally designed to be relevant, pragmatic, and applicable to what our students are doing—and will do—in their professions.”
The length and structure of PhD and EdD programs can vary, but generally, PhD programs take longer to complete due to their extensive research requirements. On average, a PhD program can take anywhere from four to seven years to complete, including time spent on coursework, comprehensive exams, and the dissertation.
EdD programs are typically designed to be more flexible and manageable for working professionals. They can often be completed in three to five years, with a structure that accommodates part-time or online study options.
Both PhD and EdD programs require a dissertation, an extensive research project that is a key component of doctoral programs. Both programs require that dissertations focus on identifying a research question, conducting a literature review, designing and executing a study, and presenting the findings in a written document.
However, the nature of the dissertation can differ depending on the program.
PhD dissertations are typically theoretical, contributing new knowledge to the field. They often involve original research and aim to be published in academic journals.
EdD dissertations, on the other hand, are more practical and focus on solving real-world problems within educational institutions. These projects often involve applied research that can be directly implemented in practice.
The career outcomes for PhD and EdD graduates also differ. PhD graduates often pursue careers in research, higher education teaching, and academic administration. They are well-suited for roles that require deep theoretical knowledge and extensive research skills.
EdD graduates, in contrast, are prepared for leadership roles in educational administration, policy-making, and executive leadership. They are equipped to implement change and drive improvements within their organizations.
“Our EdD prepares students to be leaders in schools, colleges and universities, and other organizations connected to educational policy,” Bent explains. “Our graduates have become college presidents, vice presidents of enrollment management and student affairs, deans, and founders and CEOs of non-profit organizations.”
If you are ready to take the next step in your career in higher education, here are a few factors you should consider before enrolling in a PhD or EdD degree program.
Personal and professional goals.
When deciding between a PhD and an EdD, consider your long-term career objectives and personal interests.
“People who aspire to higher leadership roles often find that a doctorate is required to advance their careers,” Bent says.
Reflect on how each program aligns with your aspirations and whether it provides the opportunities and experiences that will help you reach your goals. Understanding your personal and professional motivations will guide you to the program that best supports your future ambitions.
Consider the flexibility of the program, including the availability of part-time or online options, which can help you balance your education with professional and personal responsibilities.
“The modality of learning is important,” Bent adds. “Whether it's online, in-person, or hybrid, it needs to suit the students’ learning styles and lifestyles.”
Evaluating how the program's structure fits into your current lifestyle and commitments can help. Flexible options can make it easier to manage your studies alongside work and family, ensuring you can fully engage with and benefit from the program.
Choose a reputable institution that offers access to faculty expertise, research facilities, and professional networks.
“Students should consider the faculty who are teaching and advising them,” Bent concludes. “What are their backgrounds and areas of expertise?”
You can research an institution’s reputation through a general internet search. Those top results should give you the key accomplishments and differentiators for the programs you are considering.
Both the PhD and EdD in higher education offer unique advantages and can help you advance your career in different ways. Remember to reflect on your career goals and personal interests to determine which program best aligns with your aspirations.
If you’re looking for a degree that combines practical leadership skills with scholarly research, consider Regis College’s EdD in Higher Education Leadership program .
To learn more about the program, contact an admissions counselor to find out how an education at Regis can serve your professional goals.
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If you're short on time, here's a quick answer: While both are research-focused doctoral degrees, the main differences lie in prestige, structure, and research focus. The DSc is seen as a higher-level degree compared to the PhD. DSc programs are less structured, take longer to complete, and focus more on applying research to practice, while ...
Doctorate, or doctoral, is an umbrella term for many degrees — PhD among them — at the height of the academic ladder. Doctorate degrees fall under two categories, and here is where the confusion often lies. The first category, Research (also referred to as Academic) includes, among others: Doctor of Philosophy (PhD)**.
A good summary of the differences between Ph.D. and the "Doctor of Science" family of degrees (D.Sc./Sc.D./etc.) can be found in Wikipedia. In essence, different countries have different views due to their historical development, which generally fall into two clusters: Doctor of Science is equivalent to Ph.D. Doctor of Science is a sort of ...
The primary difference in coursework between Ph.D. and doctorate programs primarily involves the type of assignments the students complete. Ph.D. students mainly concentrate on a curriculum that emphasizes philosophical ideas, theories and research. The coursework of a doctorate focuses on practical applications, problem-solving and innovation.
Ask your professors and other scholars in the field for advice. All in all, the terms "Doctorate'' and "Ph.D." are in essence the same, which means all Ph.D. students are Doctoral students as well. On the other hand, earning a Ph.D. degree is no joke. If anything, Ph.D. students have the tenacity, patience, persistence, and years of ...
The main difference between a doctorate and a PhD is their area of focus. A doctorate prioritizes applied knowledge and professional skills, while a PhD emphasizes academic research. Let's compare some more differences between a professional doctoral degree vs. PhD.
The Ph.D. is the most common research doctorate. Although the title stands for "doctor of philosophy," students can earn Ph.D.s in a wide range of subjects, including science and technology. In contrast, applied research doctorates often relate to specific fields, such as education, music, or social work. The main difference between the two is ...
One of the key differences between a Ph.D. and a professional doctorate is the focus of the doctoral study. Ph.D. programs typically focus on producing independent scholars who can conduct original research and advance knowledge in their chosen field. In contrast, professional doctorate programs emphasize the practical application of research ...
Key Takeaways. Both a PhD and doctorate are the highest level graduate degrees one can earn. PhDs focus on theoretical research while doctorates put theory into practice. On average, PhDs require a more time to complete vs doctorate. Salaries for PhD or doctorate degree earners vary depending on the career entered. Start your scholarship search.
Quick Highlights: Professional doctorates and PhDs differ in focus, duration, and potential career earnings. Both are doctoral degrees, but a PhD is specifically academic and focused on original research. Professional doctorates (like an Ed.D, M.D., DBA) are applied and tailored to specific professions. In most cases, you'll need to complete ...
A doctor of philosophy degree is designed to prepare people for research careers at a university or in industry, and teach students how to discover new knowledge within their academic discipline ...
In France, the Doctor of Sciences degree (doctorat ès sciences also called doctorat d'État) was a higher doctorate in the fields of experimental and natural sciences, superseded in 1984 by the habilitation. In Denmark, Dr Scient. is a higher doctorate. In Bulgaria, "Doctor" (PhD) is the highest education level and first science degree.
A Ph.D., or Doctor of Philosophy, is a high-level degree earned after a period of three or more years of graduate-level study, culminating in the creation, submission, presentation and defense of a research dissertation. The Ph.D. can be awarded in a wide variety of fields, including the sciences, engineering and humanities.
5. The meaning of these degrees vary by country. In some countries (especially in Europe), PhD is the "basic" degree. It's the one you get out of graduate school. D. Litt (aka. Doctor of Letters) and D.Sc (Doctor of Science) are the highest conferred degrees. You need sustained achievement at the top before these are awarded.
A PhD is a Doctor of Philosophy. In answer to the question, "Is a PhD a doctor," the answer is yes. Both a PhD and a professional doctorate like an EdD earn you the title of "doctor.". But there are differences between the types of doctoral degrees. Learn more about a PhD vs. a professional doctorate below.
When it's a DPhil, DBA, EdD or other type of doctorate degree. The traditional PhD (or 'Doctor of Philosophy') is the best-known advanced research qualification, but several other types of doctoral degree exist. Some of these are academic qualifications in specific subject areas. Others are professional doctorates with a slightly different format.
The two most common types of graduate degrees are master's and doctoral degrees: A master's is a 1-2 year degree that can prepare you for a multitude of careers. A PhD, or doctoral degree, takes 3-7 years to complete (depending on the country) and prepares you for a career in academic research. A master's is also the necessary first ...
Definition of a PhD - A Doctor of Philosophy (commonly abbreviated to PhD, Ph.D or a DPhil) is a university research degree awarded from across a broad range of academic disciplines; in most countries, it is a terminal degree, i.e. the highest academic degree possible. PhDs differ from undergraduate and master's degrees in that PhDs are ...
For an extensive breakdown of the differences between a PhD., a doctorate, and a professional doctorate, read on! Key Takeaways: A PhD. is a type of doctorate; Doctorate degrees encompass a range of doctoral degrees, including the PhD. A PhD. is primarily research-oriented, while professional doctorate degrees are geared towards professionals ...
The higher doctorate, "Doctor of Science," also known as "D.Sc or Sc.D," is a postdoctoral degree program that is awarded to an individual who has significantly contributed to the field of research and science. (Table-I) Many universities award this degree based on the extensive research work published in reputable science journals.
The difference between the Ph.D. and the applied doctorate is the focus. A Ph.D. is considered a research-based degree, whereby you must master a subject completely, and then extend the body of knowledge about the subject. An applied doctorate requires that you also master a subject completely, and then apply what you know, in theory, and in ...
A Ph.D is a Doctor of Philosophy. A Doctor of Computer Science is likewise a doctorate, but it is not a Doctor of Philosophy. Likewise, one could get a Ph.D in law, which is a doctorate but not quite the same as a Juris Doctor which is what most lawyers have. There's nothing suspect or illegitimate about it though. -
Four Differences Between a PhD and an EdD in Higher Education Leadership 1. Curriculum and Coursework. The PhD and EdD programs differ significantly in their curriculum and coursework. PhD programs are heavily research-oriented, with courses centered around research methodologies, statistical analysis, and theoretical frameworks.
If you are interested in our PhD in Sociology program, please visit the program webpage. PhD in Nursing vs. DNP: Put simply, the PhD in Nursing is a research doctoral degree, and the DNP is a practice doctoral degree. The PhD in Nursing program prepares nurse leaders for careers in scientific research.