phd vs doctoral degree

• October 11, 2023
• Education Advice

Ph.D. vs. Doctorate: What are the Differences?

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For those who have a deep-seated attitude, pursuing a doctoral degree can be a tough yet beneficial journey. Currently enrolled in a doctorate program means that a person has already scooched over college admissions, went through high stake tests and exams, and finished all those research papers and long hours spent in university libraries hitting the books. While studying for a doctorate entails asserting oneself to an extensive amount of quality time and money , its significance and purpose usually pave the way to a lucrative end.

After having finished the Master’s Degree , students begin to think about their next step in their academic career. Then, paradoxically, while navigating through academia, they find themselves baffled by the immense terms and terminologies used to label specific degrees. Because the terms “Doctorate” and “Ph.D.” are somehow interlocked and overlap, and because “PhD” is sometimes used inconsistently, it can lead to considerable confusion. Ph.D. vs. Doctorate? You might wonder what their difference is, and why they are important. E xplaining what each of these terms stands for, the difference between them, and why they are valuable, can help you steer yourself down the right path from the outset.

Doctorate Degree vs. Ph.D.

At first glance, it is pretty easy to confuse these two terms. But it is important for everyone to be able to make a distinction between the two. In this article, we will discuss the difference between Ph.D. and Doctorate in detail in order to get rid of any confusion you may have. In the academic world, the terms Doctorate and Ph.D. are currently used interchangeably. Both of them are the top cap of the ladder. However, a doctorate is mostly used as an umbrella term covering many fields ranging from professional degrees, humanities, and scientific disciplines.

A Ph.D. or Doctor of Philosophy, on the other hand, is a subcategory of a doctoral degree, it is much more distinct and clear-cut and is usually narrower in nature encompassing only humanities and scientific fields. In plain English, when someone says they are enrolling on a doctoral degree, it means they are doing a Ph.D. in a specific field. So, technically, in common parlance, there is no difference between the two terms.

But at the other end of the spectrum, one should be careful not to confuse a professional doctoral degree with a Ph.D. The former is more practical and is designed to prepare students to apply existing knowledge to find solutions to real-life problems and has a direct application to a particular profession.

A Ph.D. is theoretical by nature and is more academic and research-focused. it is often fixed on disseminating knowledge by conducting authentic research which means reviewing and identifying gaps in current literature and evaluating the relevance of existing and emerging theories within a particular field.

What Is a Ph.D. Degree and Why Should You Go for It?

Students who acquire a Ph.D. are justly proud — they wear it as a badge of identity in the academic elite. Traditionally, a Ph.D. was associated with teaching, which from Latin licentia docendi meant “license to teach”. However, the concept of Ph.D. has been on shifting sands nowadays and has become a more general term that isn’t necessarily confined to teaching only.

The Value of a PhD

Obtaining a Ph.D. helps you capitalize on the emerging academic opportunities making you more easily identifiable to employers or businesses seeking to fill professional, higher-level job positions. Many of these career options, conversely, are not available to those who do not belong to the Ph.D. club. While pursuing a Ph.D. requires devoting a tremendous effort and time and making significant personal sacrifices pushing the boundaries of knowledge, it’s all in service of the area of study you’re most passionate and zealous about. Ultimately, once you’ve attained your Ph.D., you will have achieved the pinnacle of education— something not too many people have or are able to accomplish.

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A Guide to Choosing and Applying to Ph.D. Programs

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What Is a Doctorate Degree?

A doctoral or doctorate degree is usually the most advanced degree one can earn in an academic discipline. Many pursue a doctorate degree to increase their professional credibility, be acknowledged as an expert in a specific field, and improve their resume.

A doctorate degree is a graduate-level credential that is usually earned after multiple years of graduate school. Earning a doctoral degree requires a significant level of research and work. In order to get this degree, one has to research a subject thoroughly, conduct new research and analysis, and provide a solution or interpretation into the field. But what types of doctoral degrees are available?

Types of Doctorate Degrees

There are two categories of doctorate degrees: an academic degree and a professional doctorate degree. An academic degree focuses on research, data analysis, and the evaluation of theory. A professional doctorate degree, on the other hand, is considered a terminal degree, which means that one has achieved the most advanced degree in the field. This degree is specifically designed for working professionals who want to grow in their careers.

Professional Doctorate Degrees

A professional doctorate is designed for working professionals who have experience in the field and want to increase their knowledge, improve their credibility, and advance their careers. This degree focuses on applying research to practical issues, coming up with interpretation and solutions, as well as designing effective professional practices within a particular field.

Professional doctoral degrees include:

Doctor of Business Administration (DBA)

The DBA degree is ideal for students who already have a general business background and are interested in delving deeper into the practical and theoretical aspects that underpin business education. More to the point, in DBA you will develop the ability to solve real-life problems, discover the relevant expertise to innovate and uphold complex business issues and so much more. Upon completion, DBA students will possess enhanced leadership and strategic skills as well as the tools to propel their careers in today’s marketplace. The Business Administration industry is keen on finding such graduates with business skills and this is indicated by the immense job positions currently available.

Doctor of Education (Ed.D.)

If you are interested in setting your eyes on creating lifelong learning among your students, making a positive influence in educational culture, contributing to the growing body of research in the education realm , or just enhancing your subject matter expertise, the Doctor of Education program ticks all the boxes. This degree maintains a rigorous approach in academic education that prepares graduates to showcase the skills and expertise to devise solutions in tackling the challenges in contemporary education practice and become transformational leaders in the industry.

Doctor of Computer Science (DCS)

The demand for computer scientists has reached its peak and it is among the most sought-after positions nowadays. With a degree in DCS, you will have the opportunity to design, apply innovative experiments, predict trends and, ultimately, develop a richer understanding and contribute to your area of expertise. After all, who doesn’t want an exciting and financially stable career?

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Doctor of Medicine (M.D.)

The Doctor of Medicine degree is designed to prepare you for various medical challenges in different settings nationally and internationally. This program will further develop your critical thinking and clinical reasoning skills required for safe, high-quality medical practices. It will also improve your leadership, communication, and teamwork skills for collaborative patient care.

Doctor of Optometry (O.D.)

This professional degree typically requires four years of study. It focuses on basic biological sciences such as anatomy and physiology, microbiology, neuroanatomy, and so on. This doctoral degree will prepare, educate, and train professionals to practice at the highest level of proficiency, professionalism, and integrity.

Doctor of Psychology (PsyD)

The Doctoral of Psychology degree concentrates on the clinical and applied aspects of psychology. This type of doctorate prepares students for professional practice and clinical placement. This degree will be highly beneficial when working directly with patients who need psychology services. In addition, this degree allows doctors of psychology to confidently function as researchers and clinicians.

How to Choose a Ph.D. Program?

Choosing a Ph.D. program can be pretty challenging; it is a big academic decision and investment that requires commitment and perseverance. But how can you pick the right Ph.D. program for you? Well, there are some tips to help you choose the best fit for your goals and preferences:

• Think about the reasons why you want a Ph.D., what you expect to gain from it, and whether it is compatible with your professional goals.
• Consider your research environment.
• Take your time to research, compare, and consider multiple opportunities carefully.
• Pick a subject that interests and motivates you but is also practical.
• 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 hard work that you can vouch for. Ultimately, deciding what type of doctoral degree you should hop on, depends on your career goals, what you are passionate about and how you are going to achieve it.

Frequently Asked Questions

What is the difference between a doctorate and a ph.d..

In academic contexts, the terms “Doctorate” and “Ph.D.” are often used interchangeably, but there is a distinction. A Doctorate is an umbrella term covering a wide range of fields, including professional degrees, humanities, and scientific disciplines. A Ph.D., or Doctor of Philosophy, is a specific type of doctoral degree, typically focused on research and academic pursuits in the humanities and scientific fields.

Why should I pursue a Ph.D.?

Pursuing a Ph.D. can be a valuable endeavor, as it opens up academic and research opportunities, enhances your expertise in a specific field, and makes you more attractive to employers seeking candidates for high-level positions. It’s a chance to push the boundaries of knowledge and become an expert in your chosen study area.

What are the benefits of a professional doctorate?

Professional doctorate degrees, such as Doctor of Business Administration (DBA) or Doctor of Education (Ed.D.), are designed for working professionals who want to apply research to practical issues in their field. These degrees can enhance your career prospects, leadership skills, and problem-solving abilities within your profession.

How do I choose the right Ph.D. program?

To choose the right Ph.D. program, consider your career goals, research environment, and personal interests. Take your time to research and compare programs, seek advice from professors and experts in your field, and ensure that the program aligns with your professional aspirations.

What are the main differences between academic and professional doctorate degrees?

Academic doctorate degrees focus on research, theory evaluation, and data analysis, often leading to careers in academia or research. Professional doctorate degrees are more practical, designed for working professionals, and concentrate on applying research to real-world problems within a specific field.

Can I earn a Ph.D. in any field?

Ph.D. programs are available in various fields, including humanities, social sciences, natural sciences, engineering, and more. However, the specific availability of Ph.D. programs may vary by field and university.

Is a Ph.D. a challenging journey?

Yes, pursuing a Ph.D. can be a challenging journey that requires dedication, patience, and years of hard work. It involves conducting original research, writing a dissertation, and often teaching or assisting in courses. It’s a significant commitment, but it can be highly rewarding.

What are the potential career opportunities after earning a Ph.D.?

With a Ph.D., you can pursue careers in academia as a professor or researcher, work in research and development roles in various industries, or take on leadership positions in organizations. The specific career path will depend on your field of study and personal interests.

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Table of Contents

Research (academic), applied (professional), what is a ph.d., is a ph.d. higher than a professional doctorate, doctoral study vs. dissertation, who is it for, what do you learn in each, can a ph.d. be called a doctor, the bottom line, what’s the difference between a ph.d. and a doctorate, are ph.d. and doctorate terms interchangeable, what are examples of other doctorate degrees besides a ph.d., do ph.d. and doctorate programs have different structures or requirements, which is more academic-focused: ph.d. or other doctorate degrees, can ph.d. holders and other doctorate degree holders use the title “dr.”.

The terms Ph.D. and Doctorate are often used interchangeably when considering advanced degrees in academia. Both degrees involve rigorous academic study and research, but their focus, duration, and requirements differ. Hence, these significant differences between the two are worth understanding before deciding which path to pursue.

In this article, we will explore the difference between a Ph.D. and a doctorate, including their definitions, the types of programs they are offered in, and the career opportunities they lead to.

What Is a Doctorate?

A doctorate degree is the highest level of academic degree that can be awarded by a university. It typically requires a minimum of three to five years of advanced study and research beyond a bachelor’s or master’s degree .

Doctoral programs are designed to prepare individuals for advanced careers in academia, research, or other professional fields. There are two main types of doctorates: Research (Academic) and Applied (Professional). Let’s talk about each in more detail.

A research doctorate, also known as an academic doctorate, is a type of doctoral degree focused on original research and advancing knowledge in a specific academic field. These programs require students to take advanced coursework in their field and complete original research contributing to the body of knowledge in their study area.

The research component is typically the program’s centerpiece, and students are expected to produce a dissertation or thesis that represents a significant contribution to their field of study. A research doctorate is highly valued in academia, and graduates often pursue careers as professors, researchers, or scholars in their field.

While a significant time commitment and dedication are required, they provide individuals with the skills and knowledge necessary to make contributions to their field and advance their careers in academia. Examples of research doctorates include the Doctor of Philosophy (Ph.D.), Doctor of Science (D.Sc.), and Doctor of Education (Ed.D.) , among others.

An applied doctorate, or professional doctorate, is a type of doctoral degree that focuses on applying knowledge and skills in a specific profession or industry. These programs emphasize the practical application of research and theories to solve real-world problems in their field.

The curriculum includes coursework designed to enhance students’ professional skills, including leadership , management, or organizational behavior. An applied doctorate program’s capstone project or dissertation addresses a real-world problem or issue within the student’s profession or industry. The research is conducted in collaboration with professionals in the field.

While applied doctorate programs require a significant time commitment and dedication to a specific profession, they provide individuals with the knowledge and skills necessary to become experts in their field and make a great impact. Graduates of such programs are well-prepared to take on leadership roles in their profession. The degree can lead to higher salaries and career advancement.

Examples of applied doctorates include the Doctor of Education (Ed.D.), Doctor of Business Administration (DBA), and Doctor of Psychology (Psy.D.), among others.

Students who have completed advanced studies in a particular academic field and contributed original research to that field are awarded a Ph.D., also known as a Doctor of Philosophy. Ph.D. programs are geared toward developing independent scholars who can conduct original research and advance knowledge in their chosen fields.

The coursework of a Ph.D. program involves advanced studies in the student’s area of interest, coupled with a significant research component. Students must produce a dissertation or thesis that adds to the existing body of knowledge in their field of study.

Ph.D. programs generally require multiple years to complete and lead to opportunities for graduates to work as professors, scholars, or researchers within their field of specialization.

While Ph.D. degrees are commonly associated with academic careers, they can also offer advantages for graduates seeking positions in government or industry, as they demonstrate expertise in a specific area and an aptitude for original research.

Comparing a Ph.D. to a professional doctorate is difficult, as both degrees have distinct characteristics and are designed for different purposes.

A Ph.D. is primarily a research-focused degree focused on producing independent scholars who can conduct original research and contribute to the advancement of knowledge in a particular field.

On the other hand, a professional doctorate focuses on the application of knowledge and skills in a specific profession or industry. These programs typically emphasize the practical application of research and theories to solve real-world problems in their field.

Graduates of professional doctorate programs are well-prepared to take on leadership roles in their profession, and the degree can lead to career advancement and higher salaries.

So, in terms of purpose and focus, Ph.D. and professional doctorate degrees are different. It’s not a matter of one being higher than the other, but rather, it depends on an individual’s career goals and aspirations. Both degrees are considered terminal degrees, meaning they represent the highest level of academic achievement in their respective fields.

The Difference Between a Ph.D. and a Doctorate

Understanding the differences between a Ph.D. and a professional doctorate can help you make an informed decision about which program is right for you and your career goals. And while both types of degrees require extensive study and research, there are significant differences between the two.

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 and theories to solve real-world problems in their field.

While both degrees require extensive research, Ph.D. programs often require a significant original contribution to the field in the form of a dissertation, while professional doctorate programs typically require a capstone project or applied research project that demonstrates the student’s ability to apply their knowledge to a real-world problem.

Ph.D. programs are geared toward individuals interested in pursuing an academic career, such as becoming a professor or researcher. These programs prepare students for a life of scholarship and original research.

On the contrary, professional doctorate programs are geared toward professionals already working in a specific profession or industry and wanting to advance their careers through further education. These programs provide students with the knowledge and skills needed to take on leadership roles in their profession or industry.

The content of the curriculum in Ph.D. and professional doctorate programs differs significantly. Ph.D. programs aim to give students extensive knowledge of their field of study and equip them with the skills to conduct original research.

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On the other hand, professional doctorate programs have a practical focus, with students taking courses that prepare them for leadership positions in their respective professions or industry, including management, ethics , and professional communication.

The title “Doctor” is used to refer to someone who has earned a doctoral degree, whether it is a Ph.D. or a professional doctorate. In academic and professional settings, it is common for individuals with a Ph.D. to be referred to as “Dr.” along with their name, just as someone with a professional doctorate would be.

However, it’s important to note that the title “Doctor” does not necessarily indicate that the person is a medical doctor or a physician. Additionally, it is worth noting that different countries and cultures have different conventions for how the title “Doctor” is used, so it’s always a good idea to check local customs and norms to ensure proper usage.

The decision to pursue a Ph.D. or a professional doctorate ultimately depends on your individual career goals and aspirations. Both degrees are highly respected and can lead to exciting and fulfilling careers.

Remember, the pursuit of advanced education is a challenging but rewarding journey that leads toward new opportunities, personal growth, and the chance to make a positive impact in your field.

Frequently Asked Questions (FAQs)

A Ph.D. is one type of doctorate degree but not all doctorate degrees are Ph.Ds. Ph.D. stands for Doctor of Philosophy and is typically research-focused , while a doctorate encompasses a broader range of degrees.

Not exactly. People often use “ Ph.D. ” colloquially to refer to any doctoral degree, but strictly speaking, a Ph.D. is a specific type of doctorate degree focused on original research.

Other doctorate degrees include Doctor of Education (Ed.D.), Doctor of Business Administration (DBA), Doctor of Psychology (Psy.D.), Doctor of Nursing Practice (DNP), and many more depending on the field of study.

Ph.D. programs emphasize research and typically require a dissertation based on original research. Other doctorate programs may have different requirements, such as applied projects, clinical practice, or professional portfolios , depending on the field .

Ph.D. programs are often considered more academically rigorous and research-oriented compared to professional or practice-based doctorate programs, which may focus more on applied knowledge and skills.

Yes, both Ph.D. holders and other doctorate degree holders are entitled to use the title “ Dr. ” as a prefix to their name. This title denotes their attainment of a doctoral degree in their respective field of study.

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Doctorate vs PhD: What’s the Difference?

Quick Highlights:

• All PhDs are doctoral degrees, while not all doctorates are PhDs.
• 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 bachelor’s and a master’s degree before pursuing a doctoral degree.

The difference between a doctorate and PhD is one of categorical grouping. Simply put, a doctorate is an umbrella term for an advanced degree beyond that of a master’s degree. In other words, all PhDs are doctorates, while not all doctorates are PhDs. Here’s a simple graphic to help you visualize the concept:

In other words, a PhD–which stands for Doctor of Philosophy–is a special kind of doctorate degree, while a doctorate degree refers to the higest degree available in various fields. So a PhD is a doctorate, but a doctorate is not necessarily a PhD.

The distinction between a PhD and a Doctorate can be quite meaningful depending on your academic and professional goals. So read on to learn about the various types of doctoral degrees, the difference between them, and why they’re important.

Related:  How to Prepare for your Graduate School Interview

What Is a Doctoral Degree?

A doctoral degree is a general term for a terminal degree that usually is awarded when someone pursues their studies beyond the level of a bachelor’s and a master’s degree. Doctoral degrees can be awarded in any number of fields, from education and English literature to chemistry and calculus.

Doctoral degrees typically come in two forms:

• a professional (also known as applied doctorate)
• an academic doctorate

Related: What is a Terminal Degree?

What is an Applied Doctorate Degree?

Professional or applied doctorate degrees qualify someone to work in a specific profession. This includes things like:

Doctor of Medicine (M.D.)

Doctor of Business Administration (DBA)

Doctor of Education (Ed.D.)

Degree holders with a professional doctorate degree are qualified to work at the highest level within their field. 

These professional degrees require academic research. It will culminate in a dissertation which must be defended in front of a group. A dissertation, like a thesis, is a lengthy and involved paper that incorporates research and applies a theory to make advances within the field.  

Some of the most common fields for a professional doctoral program are:

• Physical therapy
• Osteopathic medicine
• Occupational therapy
• Educational leadership
• Medicine 

We’ll discuss a few of the most common professional doctorate degree programs below.

Related: What Is The Difference Between College and University?

An Ed.D. is a professional doctorate for educators with teaching and administration responsibilities as well as those working in nonprofits and governmental agencies. These programs offer advanced leadership training which can help students advance their career. Students learn effective strategies to solve real-world problems they’ll encounter out in the field.

Ed.D. programs do not follow a standard curriculum. Each program is unique, and many can be tailored to meet the needs of each individual student. Some are offered online while others follow a more traditional format.

Doctor of Business Administration

The DBA is a professional degree for business professionals. These programs build upon the skills taught in an MBA program. Students are often accomplished executives who want to be better, more innovative business leaders.

DBA students conduct practical research that directly applies to the business world. Students will develop new insights and solutions to business challenges.

Doctor of Psychology (PsyD)

Psychology is an area where students can choose to complete either a Ph.D. or a PsyD degree. A PsyD degree emphasizes the clinical and applied aspects of psychology. This degree is growing in popularity for several different reasons:

• Completion time is often less than a traditional PhD
• Specialization options
• Opportunity to complete a dual degree (MSW or MPH are popular)

The PsyD focuses on practice over research so students begin working on fieldwork sooner in the program. This hands-on experience is valuable as students begin to build their professional portfolio.

Related: Best Online Doctorates in Psychology

An M.D. is the degree of choice for students planning a career in medicine. These highly competitive and rigorous programs include the classroom and intensive training students need to join the medical field.

M.D. programs usually require students to complete four years of medical school followed by a residency. The residency can take between two and five years depending on the area of medicine.

While an M.D. degree requires a significant commitment of time and money, the investment plays off with a high salary and job security.

Doctor of Optometry (O.D.)

An O.D. an expert in primary eye care. They diagnose and manage diseases and disorders of the eye. An O.D. degree can take between eight and nine years of education beyond high school. Students take classes in areas like:

• gross anatomy
• neuroscience
• biochemistry

An optometrist can determine if an individual needs corrective lenses or contacts to improve their vision. They can check for signs of glaucoma or other degenerative eye conditions. In some states, an optometrist can prescribe certain medications.

Regardless of the individual field that you pursue, you can know that a doctoral degree will make you a highly qualified candidate for upper level positions in your field. 

What Is a Doctor of Philosophy (Ph.D.) Degree?

Academic doctorates, on the other hand, are degrees that qualify someone to study, research, or teach at the highest level in his or her field. At some schools, like Franklin University, professional doctorates are referred to as an application oriented-degree while Ph.D.s, or academic doctorates, are referred to as research degrees. 

A Ph.D. is actually a specific type of doctoral degree. This means that rather than being completely separate from one another, Ph.D.s are really just a specific subtype of the umbrella term “doctorate degree.” 

A Ph.D. is an academic degree focused on original research and the application of new ideas to existing knowledge. This research based degree emphases research skills that allow student to contribute to the advancement of their field. Lots of people falsely believe that a Ph.D. is limited to fields in the social sciences. This is likely due to the word “philosophy” in the title. Rather than meaning philosophy in the modern sense, though, the word philosophy in a Ph.D. refers to its Latin origins, meaning “love of wisdom”. 

The reality is that Ph.D.s are research degrees available in many fields. Some of the most common degree fields for a Ph.D. include:

• Applied mathematics
• Accounting and finance
• Biomedical engineering
• Chemical engineering 
• Clinical psychology
• Computer science
• Counseling psychology
• Data analysis

No matter what kind of Ph.D. you undertake, you will always graduate from a Ph.D. program with a high level of competence, respect, and mobility within your career field. 

How To Apply for a PhD vs Doctorate Program

Once you’ve made the choice between a professional degree versus doctorate , you’ll need to figure out how to apply to your chosen program. Because Ph.D. programs are simply a specific type of a doctorate program, the application process varies more by school than it does by degree type. 

In general, when you apply to a doctoral program, you’ll need to have already completed a bachelor’s and a master’s degree. In many cases, your bachelor’s degree can be in any field. It does not need to be related to the field you’re pursuing at the professional level. In most cases, your master’s does need to be related in some way. 

If it’s not, there’s a strong likelihood that you’ll need to complete some prerequisite graduate-level classes before you can apply for your doctorate program. You’ll need to check with each program about the prerequisites before you apply. 

Once you’re sure that you meet the prerequisites required of a doctoral student, you’ll also need to get your application materials. Generally this means:

• transcripts from your undergrad and graduate school coursework
• letters of recommendation
• an essay or statement of purpose
• recent GRE or GMAT scores

Again, application requirements will vary by school so you’ll want to check directly with those you’re applying to. 

PhD vs Doctorate Degree: Which is Longer?

The amount of time it takes to complete your doctorate vs PhD degree will largely depend on what work you’ve done before it, and whether you’ll be pursuing it part-time or full-time. If you have completed a master’s in the field already, you will need to complete fewer credits to complete the doctoral degree. 

At some schools, there is an option to combine your master’s with your doctorate degree. These accelerated programs usually allow you to take a year of study off your total commitment.

Still, terminal degrees are no small time commitment. Most degrees take anywhere from five to eight years to complete when pursued full-time. In general, Ph.D. programs tend to take slightly longer than professional doctorates. For example, to complete a doctor of education (Ed.D.) degree, doctoral students must complete at least 60 credits. In contrast, Ph.D. students completing a Ph.D. in Education must complete 90 credits. 

Earning Potential of a Professional Doctorate vs PhD

While a professional doctorate and a Ph.D. are seemingly very similar, they do differ in terms of earning potential. 

This is likely because many Ph.D. programs lead to careers in teaching or research. These are two fields that are notoriously low in funding, unless you find one of the relatively less common highly paid positions in these fields. 

According to the Bureau of Labor Statistics, the average salary for a postsecondary teacher at colleges or universities is about $80,000. The average salary of postsecondary teachers in the field of scientific development and research is more, at nearly $110,000, and the average salary of a researcher in the field of medical science is nearly $90,000. 

Compare these salaries to those of professional doctorates like a medical doctor or a lawyer. A medical doctor earns an average salary of $208,000 while a lawyer receives an average salary of roughly $123,000. 

Doctoral Degree vs PhD: How Do They Stack Up?

While a Ph.D. is simply a subtype of doctorate, there are some distinct differences that set it apart from professional doctorate degrees. 

While Ph.D.s are typically heavy on research, professional doctorates are heavy on application of knowledge to a specific professional field. The body of knowledge developed in a Ph.D. program may be slightly broader, while the knowledge built in a professional doctorate program is tailored more directly to a specific career. 

Both programs have similar application processes, but the Ph.D. program may take slightly longer to complete on average than the professional doctorate program does. Finally, professional degree PhD program graduates tend to earn slightly more than Ph.D. graduates. 

If you’re interested in pursuing a doctorate degree, you’ll need to consider a professional doctorate degree vs PhD. You’ll want to research your programs before applying. Sites like CollegeRank can help you to narrow your options by providing curated college rankings geared to a number of different factors, from campus size to return on investment, and more. 

What kind of research is required in a PhD compared to a professional doctorate?

According to the Council of Graduate Schools , A PhD requires students to conduct original research that contributes new theoretical insights to their academic field. This often involves extensive data collection, hypothesis testing, and the development of a dissertation that advances academic understanding in your chosen area of focus.

In contrast, professional doctorates focus on applied research , which is aimed at solving practical problems in a professional context. Instead of a dissertation, professional doctorate students typically complete a capstone project or applied research paper that addresses real-world issues within their field.

Which type of degree is better suited for someone interested in teaching at the university level?

A PhD is generally better suited for those looking to pursue a career in academia or research, especially in tenure-track university teaching positions. Universities typically prefer candidates with a PhD for roles that involve teaching, mentoring graduate students, and conducting research. However, professional doctorates can also be valuable for teaching, particularly in fields like education or business where applied knowledge is critical.

Do professional doctorates take less time to complete than PhD programs?

Professional doctorates, such as EdD or DBA, often take less time to complete compared to PhD programs. PhDs typically require 4-7 years due to extensive research and dissertation work, while professional doctorates usually take 3-6 years. Although with the introduction of accelerated doctoral programs, these timelines will vary depending on the university that you choose.

Can someone with a professional doctorate still contribute to academic research?

Yes, individuals with professional doctorates can contribute to academic research, particularly in applied fields, but the focus of their research is typically on solving real-world problems rather than advancing theoretical knowledge.

Is a PhD or a Doctorate degree more recognized in non-academic careers?

Professional doctorates are more recognized in non-academic careers due to their focus on applying knowledge to professional practice. A PhD , while respected, is generally more suited for academic and research roles.

Doctorate vs. PhD: Understanding the Key Differences [2025]

If you’re interested in pursuing a doctoral degree, you may wonder about the differences between a doctorate vs. PhD.

A doctorate and a PhD are both terminal degrees that allow you to develop specialized knowledge and skills in your chosen field. But these degrees typically have different areas of focus, requirements, and career outcomes.

Understanding the difference between PhD and doctorate can help you pick the degree that most aligns with your career aspirations and interests.

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What’s the Difference Between Doctorate vs. PhD Degrees?

A doctorate and a Ph.D. are the highest college degrees students can earn. Graduates of both types of programs receive the title of “doctor” and may qualify for specialized careers in their fields.

But, while doctorate programs focus on professional competencies and knowledge, PhD programs prioritize academic research.

What Is a Doctorate Degree?

A doctorate degree is a professional degree that enables students to become experts in a specific field or industry. This degree focuses on applying academic research and theories in the workplace to improve performance and solve problems.

Courses vary by field and program but typically emphasize professional skills like collaboration, leadership, and project management. Additionally, many doctorate programs require students to complete a capstone project that addresses real issues affecting their industry.

Graduates often qualify for advanced administrative, leadership, and managerial positions in their fields.

What Is a PhD Degree?

A Doctor of Philosophy (PhD) degree is an opportunity to strengthen your academic research skills and generate original knowledge. This degree trains students to become independent scholars who conduct cutting-edge research in their areas of expertise.

PhD curriculums cover advanced concepts and theories in a discipline. They also teach students qualitative and quantitative methodologies to design studies and conduct research. Additionally, most PhD programs require students to produce a dissertation that contributes fresh knowledge to the field.

Current professionals with PhDs often work as academic researchers and professors. They may also secure government and industry jobs.

Key Differences Between a PhD vs. Doctorate Degree

What’s a PhD degree ? What’s a doctorate degree? 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.

A doctorate enables students to become expert practitioners in their discipline. Students study existing concepts and theories and learn how to apply these ideas in the workplace.

By contrast, a PhD prepares students to conduct innovative research and educate others.

Goals and Outcomes

Doctorate programs help prepare students for senior administrative and leadership positions in their industries. They also help students enhance their professional competencies and tackle industry-specific challenges.

Students who pursue PhDs aim to advance their disciplines by generating new knowledge. They may also publish peer-reviewed research and teach undergraduate courses.

Student Population

Doctorate degrees are designed for current or aspiring working professionals who want to become industry leaders. These programs also enable students to increase their knowledge and credibility.

PhD programs attract students who want to expand their knowledge of research methodologies and theories. These learners also frequently pursue academic careers.

Admissions Requirements

Doctorate and PhD programs typically require students to have bachelor’s and master’s degrees.

Additionally, prospective doctorate students may be asked to provide evidence of work experience, while PhD students might demonstrate their research abilities with a writing sample.

Program Length

Requirements vary by program, but full-time students typically complete a doctorate in 3 to 5 years. Programs that require a capstone project may take longer. For those considering quick degrees, a number of universities now offer accelerated doctoral programs online .

PhD programs often take 4 to 7 years to finish. The speed at which students research and write their dissertations can significantly impact the timeline.

The curriculum for doctorate programs typically centers on practical skills and contemporary issues in the field. Topics may include communication, ethics, and leadership.

PhD programs offer classes on research methods, theories, and disciplinary trends. Students also learn how to write journal articles and present at conferences.

Assessment and Completion Requirements

Doctorate and PhD students both complete 2 or more years of coursework. They also demonstrate their knowledge during comprehensive exams.

Doctorate students may produce a capstone project that applies their knowledge to real problems. By contrast, PhD students write dissertations based on original research.

If You Have a PhD, Are You a Doctor?

Is a PhD a doctor ? While graduates who earn a PhD are referred to as doctors, a PhD is different from a Doctor of Medicine (MD).

Doctors with MDs are medical doctors who can legally prescribe medications, perform surgery, and treat patients. They typically apply existing medical knowledge instead of conducting research. Doctors with PhDs don’t have any of these abilities. Instead, they have specialized knowledge and perform academic research in a particular field.

PhD or Doctorate Degree – Which Is Right for You?

Understanding the difference between a doctorate and a PhD can help you select the right degree for you.

Professional doctorate degrees help students become leading practitioners and problem solvers. By contrast, PhD degrees enable students to hone their research skills and learn advanced concepts. Both degrees allow you to enrich your understanding of your chosen discipline or profession. They also help you boost your credentials and develop new skills.

After you decide between a doctorate degree vs. PhD, you can explore program options from accredited schools to find the best fit.

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Ph.D.s vs. Doctorates - What Sets Them Apart?

Written By: Jennifer King Logan

Published: 2/2/2022

In the hierarchy of U.S. college degrees, the highest level of education is known as a terminal degree, more commonly called a doctorate or doctoral degree. Very few people — 4.5 million out of the 258.3 million adults in the U.S., or less than 2% of the adult population — have earned the highest degree available.

There are several types of doctorates, and the names are often used incorrectly, which can cause a lot of confusion. For example, the term "Ph.D." is used so frequently that many people believe the term is synonymous with "doctorate," but it's not. A Ph.D. is just one type of doctorate . An explanation of some of the key terms may help clear up these misunderstandings.

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According to the National Science Foundation, doctorates can be separated into two main categories — professional doctorates and research doctorates.

• Professional doctoral programs train students to assume challenging, knowledge-intensive occupations, such as medical doctors and lawyers.
• Research doctoral programs , on the other hand, train students to engage in researching and analyzing information. This category can be further divided by the focus of the research: pure research or applied research. The term "Ph.D." typically refers to pure research doctoral degrees that focus on creating new knowledge.

While there are many similarities between Ph.D. degrees and other applied research doctoral programs, there are also a few significant differences.

View our comprehensive guide to degree levels , learn what you can do with a doctorate, or check out the rankings of the best online doctoral degrees.

Differences Between a Ph.D. and an Applied Research Doctorate

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 the approach to research, although there are several other distinctions as well.

Research Approach

In a Ph.D. program, doctoral candidates focus on contributing to the body of knowledge about a particular subject by conducting original academic research . Coursework introduces students to a range of research concepts and explains various methods for analyzing data. People with Ph.D.s often devote their careers to working in academia or for think tanks, where they continue to conduct research and develop new knowledge.

By contrast, doctoral students in applied research doctoral programs focus on using existing knowledge to solve real-world problems . They usually begin by identifying a specific challenge in their field — often drawn from their professional work experience — and then formulating a solution and developing an implementation plan, all of which is backed up by research. Once they've earned their applied doctorate, they typically assume high-level positions in their field where they continue to apply their problem-solving research skills to important issues.

Program Length

The number of years it takes to complete any doctoral program varies based on a number of factors, including the type of program, previous college experience, and the culminating project. For example, some applied research doctoral programs require just 36 credit hours of coursework to graduate. Other programs — especially dual degrees or joint programs that combine a complete master's degree program along with all doctoral requirements — may require the completion of up to 120 credit hours. Also, doctoral candidates have a somewhat flexible amount of time to complete, defend, and revise their dissertation or capstone project. In general, however, applied research doctoral candidates often finish their programs in as little as three years, while Ph.D. students may need four to seven years .

Funding Support

Many on-campus Ph.D. programs, particularly in the sciences, are fully funded programs. When a school itself is conducting research in a particular field — biology, chemistry, or computer science, for example — it is often willing to compensate Ph.D. students for participating in the research. Doctoral candidates may work part- or full-time on campus as a research assistant or teaching assistant while earning their doctoral degree in exchange for some combination of tuition, stipends, and health insurance provided by the university.

However, if the university is not conducting research in a particular field, its doctoral program may not be able to provide much, if any, financial support to candidates. For this reason, some Ph.D. candidates — such as those studying the social sciences or humanities — and all applied research candidates may not receive funding from their programs. They would need to pay their tuition fees and other expenses themselves, possibly with the help of grants, scholarships, and loans . Students who are completing their doctoral studies online are also not likely to receive funding from their doctoral program if they cannot engage in on-campus research or teaching activities.

What All Research Doctorates Have In Common

Whether the program involves conducting new research or finding new applications of existing research, a research doctoral degree program is likely to have the following traits.

In the first two or three years of a research doctoral program, students typically examine existing research data and literature while also learning about various research methods and data analysis techniques. Students in Ph.D. programs then move on to conducting new research, while applied research doctoral candidates focus on framing an existing problem and using data to develop a practical solution.

Both programs end with a final project that includes some original work, whether it's actual research or a plan for using information to solve a problem. It may be called a dissertation, or it may be called a capstone project or another similar name. All candidates must present and defend their culminating project before a review panel. If the project does not pass this review, the candidate must revise the presentation until it's approved.

Admission Criteria and Prerequisites

Admission criteria vary from school to school, but there are a few commonalities. Most universities require doctoral applicants to have earned at least a bachelor's degree , if not a master's degree . In some cases, the earlier degree or degrees must be in the same field as the doctoral degree, while in other cases they may be in a different field of study.

Additionally, schools usually look for applicants who did well in their previous college coursework and maintained at least a 3.0 GPA. Other application requirements may include persuasive personal statements from the applicant, positive letters of recommendation from colleagues, and high GRE or other standardized test scores. One final requirement often limited to applicants for applied research doctorates is a certain number of years of work experience — perhaps five to eight — in the relevant field.

Many research doctoral programs are offered through traditional colleges and universities. Therefore, the school should be accredited by one of the six regional accrediting agencies approved by the U.S. Department of Education or the Council of Higher Education Accreditation. However, if the school offers primarily online degrees, it may be nationally accredited by the Distance Education Accreditation Commission, which is also sanctioned by the USDE and CHEA. Individual doctoral programs may also be accredited by one of many approved programmatic accrediting bodies .

Before enrolling, prospective doctoral students should confirm that their school of choice is accredited to ensure a quality education . They can establish the accrediting body for any school as a whole and for individual doctoral programs within the school by searching the Database of Accredited Postsecondary Institutions and Programs or the Database of Institutions and Programs Accredited by Recognized U.S. Accrediting Organizations.

Getting A Research Doctorate

Doctoral degree holders are part of an elite group, regardless of what type of degree they've earned. Some in academia view applied research doctorates to be less prestigious than Ph.D.s because they don't require original research, but many others acknowledge that all forms of doctorates are equally rigorous and no one type of doctoral degree is higher than or better than another.

The Bureau of Labor Statistics adds that terminal degrees generally result in higher incomes. BLS data shows that the median weekly salary for doctoral degree holders is $1,883 , which is 20% higher than the $1,497 median weekly salary for master's degree holders.

Perhaps one of the most interesting developments in higher education over the last several decades is the emergence of online doctoral programs .

Today, many notable colleges and universities offer online options for both research and professional doctorates . For example, several law schools offer hybrid Juris Doctor programs, and later this year a law school in Texas will roll out the first fully online accredited J.D. program . Other popular professional doctorates available online include the Doctor of Nursing Practice and the Doctor of Occupational Therapy. Among the most popular online research doctoral programs are an array of Ph.D.s, as well as the Doctor of Education (Ed.D), Doctor of Engineering (Eng.D), and Doctor of Social Work (DSW).

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Doctorate Degree vs. PhD: Main Differences & Benefits Explained

There are several paths to becoming a doctor, each with its specific advantages. Knowing them is essential to make the right career choice. This article aims to clarify the differences and advantages of the various types of doctoral degrees, helping prospective students and professionals make informed decisions about their educational paths. 

We will explore the distinctions between academic and professional doctorates , the structure of PhD programs, and the benefits of each type of degree. By the end, you’ll have a clear understanding of what each path entails and which might be the best fit for your goals.

What is a PhD Student? Definition and Differences

This section delves into the definitions, characteristics, and requirements of doctoral degrees and PhD programs, helping clarify what each entails and how they differ. By exploring these aspects, you will gain a comprehensive view of what it means to pursue these advanced degrees and how they align with different academic and professional goals.

• Doctoral Degree Definition: What is a Doctoral Degree? A conventional, academic doctoral degree is the highest level of academic achievement, representing advanced knowledge and expertise in a specific field. It is awarded after extensive research, study, and contribution to a particular discipline. Characteristics: Typical Subject Areas and Study Content Doctoral degrees span various subject areas such as education, business, healthcare, and engineering. The study content typically involves advanced coursework, comprehensive exams, and original research or projects. Professional doctorates like the Doctor of Business Administration (DBA) focus on practical applications and leadership within the field, while conventional doctorates emphasize theoretical knowledge and research skills.
• PhD Definition & Meaning of PhD A PhD, or Doctor of Philosophy, is a type of doctoral degree that is primarily research-oriented. It involves conducting original research to contribute new knowledge to a specific field of study. PhD students work closely with oftentimes several academic advisors and are required to present their research findings in a dissertation. PhD programs are mainly awarded in English-speaking countries and are often structured. Characteristics: Typical Subject Areas and Course Content PhD programs cover a wide range of disciplines including natural sciences, social sciences, humanities, economics, law, and engineering. The coursework in a PhD program is designed to develop research skills and deep subject matter expertise. Students engage in seminars, advanced classes, and independent research projects.
• Differences in the Requirements Admission Requirements: Differences in Admission to the Programs Admission requirements for doctoral degrees and PhD programs vary. Generally, a master’s degree is required for entry into most doctoral programs. For PhD programs, applicants must demonstrate a strong academic background, research experience, and a clear research proposal. Professional doctorates may place more emphasis on professional experience and practical skills. Structure and Duration: How Long Do the Programs Last and How Are They Structured? The duration and structure of doctoral degrees and PhD programs differ significantly. A PhD program typically lasts 3 to 7 years, depending on the field and the student’s research progress. It includes a combination of attending courses, comprehensive exams, teaching activities, and dissertation work. A PhD program consists of attending courses, achieving scientific and educational milestones, and passing exams. Courses often cover methodology and topic-related subjects. Scientific achievements include writing a proposal, completing the final PhD thesis, publishing up to three peer-reviewed articles, and participating in up to three conferences. Educational achievements involve lecturing at universities and supervising Bachelor’s and Master’s theses. Professional doctorates like the DBA often follow a structured curriculum and can be completed in 3 to 5 years. These programs focus more on practical, empirical research for the DBA thesis and include workshops, conferences, case studies, and business games, rather than a traditional dissertation. Research vs. Practice: Differences in the Focus of the Programs PhD and academic doctorate programs are heavily research-focused, aiming to produce new knowledge and academic contributions. Students spend a significant amount of time conducting experiments, analyzing data, and writing their dissertations. In contrast, professional doctorates focus on producing new findings and applying them to real-world problems. These programs prepare graduates for advanced professional roles rather than academic careers. The distinctions between a doctoral degree and a PhD help prospective students choose the path that best aligns with their career goals and interests. Whether aiming for an academic career as a PhD student or seeking professional advancement through a doctorate, each path offers unique opportunities and challenges.

How Does A Doctoral Degree Benefit You?

Having explored the differences between doctoral degrees and PhD programs, it’s now essential to consider the benefits both paths offer. They possess the power to significantly impact your academic and professional growth. Let’s delve into the specific advantages of pursuing a doctorate.

• Professional Recognition and Status Recognition: How is the Doctoral Degree Perceived in Different Countries? A doctoral degree is highly respected and valued worldwide. In many countries, it signifies a high level of expertise and dedication to a field of study. The recognition of a doctorate can vary, but it generally opens doors to prestigious roles in academia, research, and the private sector. For PhD and non-professional doctorate students, the degree represents a significant milestone, reflecting years of rigorous study and research. Status: Social Prestige of a Doctoral Degree Earning a doctoral degree often elevates one’s social status. It is seen as a mark of intellectual achievement and perseverance. This prestige can lead to greater respect from peers and colleagues and can enhance one’s credibility in professional and academic circles. The title of “Doctor” carries weight and is a testament to one’s expertise and commitment.
• Career Opportunities Science and Research: Career Paths in the Academic World For those passionate about academia, an academic doctoral degree offers numerous career opportunities in teaching and research. PhD programs prepare students for roles as university professors, researchers, and academic leaders. These positions allow individuals to contribute to the advancement of knowledge, mentor the next generation of scholars, and engage in cutting-edge research. Industry and Business: Employment Opportunities Outside Academia Beyond academia, a doctoral degree opens doors to high-level positions in various industries. Doctorate holders are sought after in sectors such as pharmaceuticals, technology, finance, and consulting. Their advanced skills in research, critical thinking, and problem-solving are valuable assets in the business world. Doctorate holders often occupy leadership roles, driving innovation and strategic decision-making.
• Networking and Resources Networks: Access to Academic and Professional Networks Pursuing a doctoral degree provides access to extensive academic and professional networks. These networks are crucial for career development, offering opportunities for collaboration, mentorship, and professional growth. PhD students and doctoral candidates can connect with experts in their field, attend international conferences, and participate in collaborative research projects, enhancing their professional profiles. Resources: Use of Research Resources and Libraries Doctoral programs offer access to vast research resources and libraries, which are essential for conducting high-quality research. Students can utilize state-of-the-art laboratories, specialized databases, and extensive academic libraries. These resources support their research endeavors and provide a solid foundation for producing significant scholarly work. In summary, the advantages of earning a doctoral degree are substantial. From professional recognition and enhanced career opportunities to valuable networking and access to resources, a doctorate provides numerous benefits that can significantly impact one’s academic and professional life.

Deciding on Your Doctorate Degree: Final Considerations

Having examined the benefits of pursuing a doctoral degree, it’s essential to synthesize this information to help make an informed decision. Whether you’re a prospective PhD student or considering another type of doctorate, understanding the nuances of each path is crucial for aligning with your career aspirations.

How to Choose the Right Program?

Personal goals: consideration of your own career goals.

Selecting the right doctoral program involves a deep reflection on your personal and professional objectives. Consider what you hope to achieve with your doctorate. Are you aiming for a career in academia, the private sector, or a specialized field? Aligning your program choice with your long-term goals ensures that your educational journey supports your aspirations.

Advice: Available Sources of Information

Navigating the options for doctoral programs can be challenging, but numerous resources are available to guide you. Academic advisors, mentors, and professional networks can provide valuable insights and recommendations. Additionally, researching program specifics and speaking with current PhD students can offer a clearer picture of what to expect.

Continuing Education: Need for Continuing Education and Research

A doctoral degree is just the beginning of a lifelong commitment to learning and research. Continuous education and staying updated with the latest advancements in your field are crucial for maintaining relevance and expertise. Explore game-changing opportunities for further education and training through resources like ONSITES Graduate School, which offers a range of comprehensive online programs designed to support ongoing professional development.

In summary, choosing the right doctoral program requires careful consideration of your career goals, seeking advice from knowledgeable sources, and committing to continuous learning. By making an informed decision, you can ensure that your doctoral journey is both fulfilling and aligned with your professional aspirations.

Also Read : 10 Best Online Degrees To Get in 2024

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PhD vs Doctorate: Key Differences

Although "PhD" and "Doctorate" are often used interchangeably, understanding the distinctions between a PhD is crucial for anyone considering this level of education.

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✨ 5-second summary, what is a phd.

A PhD is one of the highest academic degrees you can earn, and it’s all about contributing something new to your area of study. Imagine delving deep into the intricacies of quantum mechanics to uncover new theories or exploring uncharted territories in social psychology to better understand human behavior.

With a PhD, you’ll spend up to 3-5 years immersing yourself in research, publishing articles, writing a thesis, and eventually defending your work before experts in the field. This degree is not just about learning what others have discovered—it’s about making your own discoveries and publish it. 

What is a doctorate degree?

Doctorate is a postgraduate academic degree. It comes in various forms such as Doctor of Education (EdD), Doctor of Business Administration (DBA), Doctor of Medicine (MD), Doctor of Arts (DA) and the most common Doctor of Philosophy (PhD). These degrees are for people who want to take their expertise to the highest level in their professional fields.

For example, if you’re driven to reform educational systems, an EdD could empower you to implement effective changes. If you’re aiming for a leadership role in a business, a DBA might provide the strategic insight and research skills you need.

PhD vs. Doctorate: academic and research focus

If you’re pursuing a PhD, be prepared to focus intensely on research. This degree demands that you contribute something entirely new to your field, whether through a groundbreaking thesis or experiments. You’ll likely spend 4 years conducting research, gathering data, and analyzing results, all with the goal of advancing human knowledge. 

On the other hand, if you’re enrolled in a professional doctorate program, your studies will be more about applying existing knowledge to solve specific problems. Instead of a traditional dissertation, you might work on a capstone project directly addressing issues in your professional area. Whether it’s improving healthcare delivery or enhancing business practices, the emphasis is on real-world application.

PhD vs Doctorate: duration and structure of programs

A PhD isn’t a quick journey—it typically takes anywhere from 3.5 to 5 years to complete. You’ll start with research work and comprehensive examsbefore moving on to years of focused research and writing your dissertation. The journey is long, but the reward is a deep expertise and the potential to make significant contributions to your field.

Based on yourfield, finishing the program might take even longer time. During my years of PhD studies, I met students who were on program 8-10 years. It wasa unique situation, and you shouldn’t be afraid of starting the program, fearing that it will take so much time. Nowadays most of the universities have regulations of 4 years programs, and Principal Investigator (PI) usually can’t pay a salary longer than that.

Professional doctorates, by contrast, are often completed in 3 to 4 years. Duration varies based on the field (e.g., 4-5 years for M.D. programs, 3 years for J.D. programs). These programs blend coursework with applied research projects or practical experiences. The structure is designed to fit the busy lives of working professionals, allowing you to advance your career without stepping away from your job for too long.

PhD vs Doctorate: career opportunities

Many PhD graduates see their future in academia, taking on roles as PI with a future potential professorship, a position of researcher or a teacher. But a PhD can also open doors in industries that value deep expertise and advanced research skills, such as pharmaceuticals, tech, or consultancy.

With a professional doctorate, you’re poised for leadership roles within your industry. Whether it’s leading a school district, heading up a corporate division, or becoming a top consultant, these degrees prepare you for high-level positions where you can apply your advanced knowledge and skills.

PhD vs Doctorate: admission requirements

Getting into a PhD program usually requires anacademic background, often with prior research experience. You’ll need to demonstrate your potential for original research, which sometimes means having a research proposal. Based on a country, programs may require GRE scores, letters of recommendation, and a clear statement of purpose.

For a professional doctorate, your work experience can be just as important as your academic achievements. Admissions committees look for candidates with a proven track record in their field, who are ready to take on leadership roles. Practical experience, relevant qualifications, and demonstrated leadership skills are key components of a successful application.

PhD vs Doctorate: financial considerations

PhD programs often come with various funding opportunities, including scholarships, fellowships, and assistantships that provide a stipend. Many students receive financial support in exchange for teaching or research duties, which can make pursuing a PhD more financially feasible. In the EU PhD positions are usually fully funded, meaning that you will get a salary and there will be no tuition fee. All students from different countries who I met at conferences have been receiving a salary.

Otherdoctorate programs may have higher tuition costs, and while some funding options are available, they are often less extensive than for PhD programs. However, many students in these programs also receive sponsorship or reimbursement from their employers, recognizing the degree’s value in advancing their professional careers.

PhD vs Doctorate: academic vs. professional orientation

Depending on the field,PhD can be fully theoretical or done with experimental parts, like in Life Science or Engineering. No matter what topic you choose to study, you’ll be trained to think critically, conduct research, and contribute to the academic discourse in your field. PhD studies prepare you to become an independent researcher and it’s valuable in all professions.

In contrast, professional doctorates are geared towards solving real-world problems. The focus is on applying theory to practice, improving systems, and leading change in your field. If you’re passionate about making a tangible difference in your professional domain, a professional doctorate offers the tools and credentials to do just that.

In summary, both PhDs and other doctorate degrees represent the pinnacle of academic and professional achievement, but they serve different purposes. A PhD is ideal for those who wish to contribute to academic knowledge and pursue careers in research and academia, while professional doctorates are tailored for individuals looking to apply advanced knowledge in leadership roles within their industries. Understanding these differences is crucial in choosing the path that aligns best with your goals and aspirations.

All PhDs are doctorates, but not all doctorates are PhDs.

Natalia Akkuratova Author

Natalia holds a PhD in Medical Science from the Karolinska Institute in Sweden and has 13 years of academic experience, including teaching and student mentorship. After defending her PhD, she worked as a digital marketing specialist at Keystone Education Group.

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What Is the Difference Between a PhD & Doctoral Degree?

The title "doctor" applies, technically, to anyone who has earned any doctoral degree. It originally meant a learned person, an expert in any field, and in that sense modern higher education has formalized the term. (See Reference 1.) A Ph.D., or doctor of philosophy, degree is one of a number of type of doctoral degrees; the difference between it and other doctorates concerns primarily the focus and methods of study.

Ph.D. Degree

Holders of the Ph.D. do not necessarily study philosophy, despite the degree's name. Institutions award Ph.D.'s in a number of fields, including the humanities, the hard sciences, the social sciences and education. The U.S. Department of Education's International Affairs Office calls the Ph.D. and other research doctorates "the highest academic qualification" in American education. (See Reference 2, p. 1.) According to the National Science Foundation's annual Survey of Earned Doctorates, Ph.D.'s constituted the overwhelming majority of research degrees in 2008: 45,341, or 92.9 percent. (See Reference 3.) Most holders of Ph.D.'s pursue academic careers as college professors, scholarly writers and researchers, although some, notably psychologists, pursue clinical practice.

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The Survey of Earned Doctorates lists the second-most popular research doctorate as Ed.D., doctor of education, which accounted for six percent of such doctorates awarded in 2008. (See Reference 3.) An array of other fields offer specialized doctoral degrees, such as D.P.H., doctor of public health, or Th.D., doctor of theology. (See Reference 2, p. 1.) Most of these destine the recipient for academic careers, but like the Ph.D., some also offer clinical careers, such as the D.S.W., doctor of social work. In common parlance, when a graduate student says she is pursuing a "doctorate," she means a Ph.D. or another of these research degrees.

M.D. Degree

One specialized type of program awards fewer than half as many doctoral degrees as Ph.D.'s alone, yet it is the only field to commonly claim the title "doctor" in popular culture: M.D., doctor of medicine. In 2006, according to the National Library of Medicine, American medical schools awarded 19,000 M.D. degrees. (See Reference 4.) The focus of preparation for an M.D. is clinical practice, rather than academic research; such degrees require extensive practical experience and an internship. Medical students typically do not refer to their studies as "doctoral" work, however, although the degree entitles them to the title "doctor."

Lawyers also earn a type of doctoral degree, though they rarely use the title "doctor." Law schools award the J.D., or "juris doctor," degree, meaning "doctor of law" in Latin. The Law School Admission Council advises would-be lawyers that the J.D. is almost universally required in the U.S. in order to take the bar exam, a standardized state-by-state test. (See Reference 5, p. 2.) The emphasis is on practical research over academic pursuits. Most lawyers -- 75 percent, according to the Law School Admission Council -- work in private practice, while only one percent are law school educators. (See Reference 5, p. 2.) The American Bar Association reports 43,588 law degrees awarded in the 2008-2009 academic year, though that total includes the relatively rare undergraduate degree of LL.B. -- Bachelor of Laws -- as well as the J.D. (See Reference 6.)

• The Oxford Dictionary of Phrase and Fable: Doctor; Elizabeth Knowles
• U.S. Department of Education International Affairs Office: Structure of the U.S. Education System, Research Doctorate Degrees
• American Bar Association: Enrollment and Degrees Awarded, 1963-2010 Academic Years
• Work-Based Learning e-Journal: Perspectives on Professional Doctorate Education in the United States; Bridget N. O'Connor
• U.S. Department of Education National Center for Education Statistics: Digest of Education Statistics, Fig. 1, The Structure of Education in the United States

Jennifer Spirko has been writing professionally for more than 20 years, starting at "The Knoxville Journal." She has written for "MetroPulse," "Maryville-Alcoa Daily Times" and "Some" monthly. She has taught writing at North Carolina State University and the University of Tennessee. Spirko holds a Master of Arts from the Shakespeare Institute, Stratford-on-Avon, England.

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Comparing the differences between MD vs. PhD vs. professional doctorate

Written by Michael Feder

Reviewed by Marc Booker , PhD,  Vice Provost, Strategy

What is a doctorate? Breaking down the three types

Some people might confuse an MD (Doctor of Medicine) with a PhD (Doctor of Philosophy), and vice versa. While both an MD and a PhD are prestigious degrees near the top of the  academic ladder , they each have a different meaning and come with very different requirements.

Different still from both of those degrees are professional doctorates, which allow industry professionals to translate their education and experience into credibility and leadership through research. Professional doctorates have similar requirements to PhDs, such as a dissertation and residency, but focus on the application of research and professional growth over original research.

Upon graduation, those who have earned any of these three degrees can call themselves a “doctor,” but the path to a degree, the purpose behind it and its applications vary based on the choice. MD graduates want to work in medicine and healthcare. PhDs want to bring new knowledge and research to the world. A practice-based doctoral graduate wants to grow in their professional expertise. (If the last one sounds like you, University of Phoenix can help!)

Keep reading to learn more about these doctoral programs and which is right for you.

What does MD stand for?

MD is an abbreviation for Doctor of Medicine and identifies a medical practitioner who has completed undergraduate studies and four years of medical school. An MD program teaches medical students about the human body and diseases through a combination of classroom instruction and hands-on clinical labs.

Several  types of physicians  might have this degree, depending on their area of study. For example, medical practitioners with an MD degree might become a medical doctor and potentially specialize in dermatology, cardiovascular disease, family medicine, oncology, pediatrics, neurology or preventive medicine. As you can see, this degree can lead to a variety of career paths, depending on which specialty interests you and what your medical education is.

How to earn an MD

Becoming a Doctor of Medicine  requires a significant investment of time and money, but the reward can be well worth it. Before medical school, you’ll need to  take the Medical College Admission Test  (MCAT®) and earn a passing score. You’ll also need to build a portfolio of coursework and experience to help you gain admittance to medical school.

Medical school typically takes students four years to complete. You’ll learn the latest techniques and approaches for patient assessment, diagnosis and treatment. Medical schools commonly provide a combination of classroom, research and clinical experience. You’ll work alongside peers and healthcare professionals as you develop skills in general medicine.

You’ll choose a field to specialize in during your final year of medical school. Students have more than 120 options to choose from when specializing, including primary care, pediatrics, geriatrics, emergency medicine and family medicine.

After graduating, you’ll complete residency training to further develop skills in your specialty. Residency typically lasts three to seven years, depending on the field you’ve selected. During the residency portion of your education, you’ll treat patients under the supervision of more experienced physicians.

Even after you begin to practice as an MD, the educational portion of your career never stops. As practices change, patient needs evolve and research continues, MDs benefit from ongoing education to stay current.

What does PhD stand for?

A PhD, or Doctor of Philosophy, is a doctoral degree that recognizes graduates who have completed a full postsecondary program. Students can earn a PhD in more fields than philosophy. After completing the necessary coursework, original research and hands-on experience, you can earn a PhD in fields like science, the humanities and engineering.

Earning a PhD can help unlock a wide range of potential career opportunities. Computer engineers, research scientists, statisticians, healthcare administrators, professors, chemists and other careers commonly require a PhD degree, in addition to appropriate undergraduate study.

How to earn a PhD

Becoming a PhD is also a serious commitment that requires an investment of time, money and energy.

Here is what’s typically required to become a PhD:

• Complete a bachelor’s degree in your field
• Complete a master’s degree in an appropriate field
• Pass any program entrance exams
• Fulfill coursework, research and hands-on lab requirements in your program
• Finalize and defend your dissertation as a  doctoral candidate  (unless your program specifies otherwise)

It’s important to note that many PhD programs have different requirements, prerequisites and parameters for students. Check with your preferred institution for a more detailed explanation of these requirements.

What is a professional doctorate?

While some professional or practice-based doctorate programs are medical,  others are designed for professionals in other fields . These programs are meant for scholar-practitioners in disciplines like education, business or psychology. One of the key differences between this degree and a PhD is the focus on applying research to a professional setting rather than conducting theoretical and research-focused studies. Often, programs are differentiated as academic versus professional.

Examples of doctoral degrees are Doctor of Education, Doctor of Nursing Practice and Doctor of Business Administration. Each of these programs focuses on a specific discipline and applying research in those areas to a professional setting.

How to earn a doctorate

While  practitioner doctoral programs  teach different skills, they all share common requirements. You’ll need to complete a bachelor’s degree in your field and sometimes a master’s degree, depending on program requirements.

After completing the necessary coursework and research, students also typically need to finish a supervised thesis and defend their dissertation or capstone project-specific coursework, research and hands-on labs alongside other students in the same field. However, this will depend on the specific program and its requirements.

What does the title “Dr.” really mean?

The term “doctor” or “Dr.” is commonly used today to describe a wide variety of occupations. Students who complete a doctoral degree can earn the title of “Dr.” even though they earned their credentials in a non-medical field like education or business management.

While a variety of professionals can earn a doctorate, the term is often still  reserved for medical practitioners . In conventional use,   doctors typically refer to medical physicians. However, it is appropriate to use “Dr.” if you graduated from any of the three programs discussed above.  

Practitioner doctoral degree programs at University of Phoenix

While University of Phoenix (UOPX) does not have MD or PhD programs, it does offer several professional doctoral degrees that can be earned completely online. Students might choose the UOPX programs because classes are flexible and offered online, and because of the University’s unique “ Scholar-Practitioner-Leader model .”

If you are curious about a doctoral degree, the following programs are available at UOPX:

• Doctor of Business Administration : This doctorate can help you gain strategic vision and skills to position yourself as a business leader. It explores how to solve organizational problems, how to design and conduct research studies, how to introduce innovative business ideas to the industry and more.
• Doctor of Management :  This doctorate equips you with critical thinking skills to find creative solutions to complex problems.
• Doctor of Education : This doctoral program prepares you to use analytical, critical and innovative thinking to improve performance and solve complex problems in education.
• Doctor of Health Administration : If you’re a health professional who is seeking greater responsibility in shaping the future of the health sector, this doctorate can help you meet the challenges inherent to today’s healthcare landscape, including economic fluctuations, burgeoning patient needs and industry-changing legislation.
• Doctor of Nursing Practice : This doctorate is designed for working nurses who require a doctorate for advanced practice or nurses who desire their terminal degree. It does not prepare students for professional certification or state licensure as a nurse or as an advanced practice nurse.

These doctoral studies are only some of the many options for professionals who want to gain the highest academic credentials in their fields. Doctoral programs offer significant benefits to program graduates, including newly developed skills, insight into field trends, hands-on research opportunities and leadership capabilities.

Completing a doctoral program is also a strong indication to employers that you’re serious about your career and your field. With so many options for advanced study, these programs are available for most major fields. Even if you have already completed a bachelor’s or master’s degree in your discipline, a doctorate lends further credibility to your reputation and can help prepare you for a leadership position.

ABOUT THE AUTHOR

A graduate of Johns Hopkins University and its Writing Seminars program and winner of the Stephen A. Dixon Literary Prize, Michael Feder brings an eye for detail and a passion for research to every article he writes. His academic and professional background includes experience in marketing, content development, script writing and SEO. Today, he works as a multimedia specialist at University of Phoenix where he covers a variety of topics ranging from healthcare to IT.

ABOUT THE REVIEWER

Dr. Marc Booker, University of Phoenix Vice Provost for Strategy, has more than two decades of experience working with online and distance education students at the post-secondary level. He currently oversees critical path academic initiatives to improve the student experience. Dr. Booker is a regular speaker, author and contributor to national higher education associations.

This article has been vetted by University of Phoenix's editorial advisory committee.  Read more about our editorial process.

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PhD vs Doctorate

Many people across the world use the terms PhD and doctorate interchangeably, but that is far from the truth. Both these educational degrees differ in terms of course content and future prospects, which make it important for you to choose the right one for your needs. For example, many believe that if you were interested in a career in teaching, a PhD would be more beneficial, while a doctorate may be ideal for people working towards the next step of their professional career. The differences between both of these – when you are thinking about a doctorate degree vs PhD – is a little more complex than that.

In order to give you a better understanding about what are the major differences between the two career trajectories and your future prospects if you choose to go either way, we have compiled this brief primer about a doctoral degree vs PhD.

First, let’s look at a PhD or a Doctor of Philosophy degree, which is a more research-oriented doctorate. The use of the term “philosophy” is critical here, as it refers to the research and pursuit of knowledge that is involved in attaining this level of education. Keep in mind that you will not be studying the subject of philosophy – unless that is what your PhD is in. Traditionally, it may take longer to complete a PhD and the dissertation involved would be more research oriented than the requirements for a doctorate. Here are some of the main features of a PhD that differentiate it from an application-based doctorate.

Average Time It Takes to Complete

There is no set time for the completion of a PhD but the time frame usually runs between five years and eight years. Most PhDs require for you to complete the full 120 semester credit hours and present a dissertation in order for the degree to be completed. You will also be required to defend your thesis or dissertation in front of a panel. On average, most people take about eight years to finish a PhD.

Requirements to Enroll

There are no set rules about the conditions that you have to meet in order to qualify for a PhD program – these vary from college to college (university to university). Some common requirements are a master’s degree, a high GPA, good scores on tests like the GRE and letters of recommendation. You may also be required to turn in an essay or personal statement in addition to these documents.

Average Cost

The average cost of a PhD can run over $30,000. However, this should not keep you from applying, as most colleges and universities waive the tuition fee of their PhD candidates and also offer stipends for assistantship and research work. Most people who get their PhD are able to come out completely debt free, unlike most other graduate programs, which can leave you under huge amounts of debt – all of which will have to be paid off in the years that follow.

Average Salaries

There is no exact average salary for people who finish their PhD, as it is a very subjective matter. If you pursue a PhD in a field like hard sciences, you might make more money than a person who has a PhD in a language-related field or the social sciences. The average figure goes upwards of $100,000, depending on the field that you specialize in.

On average, a professional doctoral degree takes lesser time to complete than a PhD in any subject. The degree requirements in terms of hours vary between 60 to 120 hours, depending on the field of study. Most doctorates can be completed between four to six years, but the final duration will vary from program to program and the institution that is offering it.

There are no set requirements for enrollment but – as in the case of the PhD – you may be required to finish a master’s degree before applying for a doctorate. In addition to this, you may need a number of academic qualifications and professional recommendations in order to be eligible for the program.

The average cost associated with the completion of a professional doctorate or doctoral degree is higher than a research-based PhD. While a PhD program will have a tuition fee over $30,000 – as discussed before – professional doctorates can cost close to $50,000 on average. This is a significant jump, which needs to be kept in mind when you are applying. The program may waive some of this, but the level of funding does not match that of a PhD.

Once you have completed a professional doctorate, your average salary will see a big spike – especially in areas like the sciences and medicine – but you must keep in mind that a large chunk of this may go back in getting rid of all the debt that you accumulated over the years of education.

No type of consensus can solve the doctorate vs PhD debate, as the decision differs from person to person, depending on the career trajectory that you choose and the time and money you want to invest in the move. The differences highlighted in this piece may help you realize what is the better option for you personally, but none of the degrees are better than the other.

Both require a great level of dedication, research and hard work. Once you have completed either of these degrees, you will qualify as an expert in your field and can command a higher salary than you would be eligible to before completing it!

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The difference between a PhD and professional doctorate

March 27, 2018

What’s the difference between a PhD and a professional doctorate?

Some people say that a PhD prepares you to teach, while a professional doctorate is more geared toward a professional career. But the answer to the question is more complex.

Leaders in corporate organizations often benefit greatly from having a PhD, and individuals with a professional doctorate may hold adjunct or even regular faculty posts at universities. Everyone who obtains a doctoral degree from Capella University is a scholar-practitioner—meaning they are equipped with a deep understanding of foundational theory and how it directly applies to the current and future needs of their profession, as well as the skills and knowledge to research, teach, consult, and lead.

Deciding whether to pursue a PhD or professional doctorate can be a complex process. The differences between the two doctoral program types vary in every field—and they are also evolving. In terms of programs at Capella, all doctoral programs require coursework and an independent research project. Some require comprehensive exams, and many include residencies.

The primary difference between PhD and professional doctorate programs is the type of research conducted in the independent research phase.

PhD students are expected to create, expand, and contribute to knowledge, research, and theory in their field of study. This kind of discovery is often called original research.

Professional doctorate students are expected to expand and apply existing knowledge and research to existing problems in their professional field. This is often referred to as applied research.

The following graphic shows the differences between a PhD program and a professional doctorate program:

• Degree Focus
• Independent Research Project
• Career Intention*

Contribute new knowledge aimed at solving real-world problems.

Professional Doctorate

Apply existing knowledge aimed at solving real-world problems.

Five-chapter dissertation.

Five-chapter applied dissertation or paper, product, or portfolio

More interest in consulting and/or conducting research.

More interest in practicing directly in the profession.

*In many instances, both a PhD and professional doctorate prepare students for teaching at the college or university level.

Ultimately, deciding whether to pursue a PhD or professional doctorate in your field of study should start with assessing your career goals  and how you plan to apply your degree, and determining the kind of research that interests you most.

Capella University offers PhD and/or professional doctorate degree programs in business, information technology, education, nursing, health care, psychology, counseling, social work, and public service. Learn more about Capella’s doctoral degree programs.

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What is a Doctorate: Everything You Need to Know

Do you already have a master's degree and want to continue your education? Maybe you’re still trying to determine what that means and what your next options are?

The pinnacle of educational attainment is the doctoral degree. But what exactly is a doctoral degree, what can you get your doctorate in and what is involved in the process? Consider this your introduction to doctoral degrees.

What Is a Doctorate Degree?

The doctorate is the most advanced academic degree you can earn, symbolizing that you have mastered a specific academic discipline or field of profession. Doctorate degrees require a significant level of research and articulation. Those who earn the degree must have researched a subject or topic thoroughly, conducted new research and analysis, and provided a new interpretation or solution to the field. Completing a doctorate program qualifies you for top-tier consulting and education career considerations and positions you as a leader in your field, giving you the edge to stay relevant in today’s competitive labor market. In many cases, completing a doctorate means achieving a lifelong personal goal.

Demand for Doctoral Degrees

The demand for doctorate degrees depends on specific fields and positions, but trends in degree completions can help paint a picture of the state of doctoral-level education. According to Lightcast Analytics, from 2012 to 2022, the total number of doctoral degree completions grew by 20%, from 170,815 to 205,341.  Doctoral categories that saw the greatest growth in demand over the 10-year period included Business , Management, Marketing and Related Programs (+75%), Computer and Information Sciences and Support Services (+64%), Education (+49%), Health Professions and Related Programs (+49%), and Engineering (+38%).

At a more granular level, doctoral programs that saw the greatest growth in demand included Occupational Therapy/Therapist (+1,134%), Nursing Practice (+614%), Organizational Leadership (+368%) and Social Work (+154%). Conversely, programs that saw the greatest decrease in demand included Divinity/Ministry (-42%), History (-26%), Law (-22%) and Psychology (-16%).  These trends show that increasingly complex and growing industries tend to require employees with higher levels of expertise, resulting in more demand for doctoral degree holders, while stagnant industries that require less skills development tend to need fewer experts and, thus, fewer employees may feel the need to pursue doctorates.

Earning a doctorate is challenging and rewarding, but do you know what to really expect? Download this free guide for tips and insights to help you prepare for success.  

The rise of online doctorate degrees.

Traditionally, higher education institutions only offered doctorates in person, but lately, there has been a shift toward flexible online education. According to Lightcast Analytics, distance-offered doctoral degrees saw a 237% increase in graduates from 2012 to 2022, while non-distance offered programs only grew by 6%.

The increase in online doctoral degrees is evident in the fields examined earlier. Distance offered completions increased by 150% for Law, 986% for Nursing Practice, 427% for Educational Leadership and Administration (General), and 243% for Business Administration and Management (General).  

So, what types of doctorates are available?

Two Types of Doctorate Degrees

There are two primary types of doctoral degrees : research-oriented degrees and professional application degrees (also called applied doctorates). The difference between the two types of programs may be murkier than you think. Here's a breakdown of the two common types of doctorate programs.

The Ph.D.: A Research-Oriented Doctorate

These research degrees are commonly referred to as Doctor of Philosophy (Ph.D.s). Some common research-oriented doctorates include the following:

• Doctor of Arts (D.A.)
• Doctor of Philosophy (Ph.D.)
• Doctor of Theology (Th.D.)
• Doctor of Public Health (DPH)

"Philosophy" refers to the concept of research and pursuit of knowledge, as opposed to the actual subject of philosophy. A core component of this type of degree is the dissertation process .

The Professional Doctorate: An Application-Oriented Program

A professional doctorate (also called an applied doctorate or terminal professional doctorate) is a degree that focuses on the application of a subject within real-world contexts or scenarios.

You'll likely want to pursue a professional doctorate if your goals include career advancement, meeting the requirements for specific high-level corporate jobs, establishing teaching credibility within the industry, or building a consulting business.

Some common professional doctorates include:

• Doctor of Business Administration (DBA)
• Doctor of Education (Ed.D.)
• Doctor of Healthcare Administration (DHA)
• Doctor of Professional Studies (DPS)
• Doctor of Finance (DPH)
• Doctor of Social Work (DSW)
• Doctor of Pharmacy (Pharm.D.)
• Juris Doctor (JD)

This type of doctorate program may or may not require a dissertation. Unlike the academia-focused research doctorate, the professional doctorate curriculum will encourage you to tackle real-world issues within your field, research, and present a solution.

How a Doctoral Degree Works

The path to a doctoral degree typically comprises four stages of coursework: a core set of research and prep classes, a set of major area emphasis courses, electives and dissertation courses.

The Research Core

In most doctoral programs, you begin the journey to your degree with a common core of classes. The research core establishes the foundational skills you will need to complete the level of work required for the degree. This core often includes advanced writing methods, research methodology and design, applied statistics, colloquium courses, and qualitative and quantitative research and analysis courses.

Major Focus Area

Once the research core is complete, you will typically take courses in your major emphasis of study.

For example,

• If you're earning a DBA ( Doctor of Business Administration ), you will likely take courses in organizational behavior, organizational systems, strategic thinking and decision making, ethics, and change management.
• If you're earning a DHA ( Doctor of Healthcare Administration ), you will likely take courses in healthcare policy and regulations, healthcare economics and finance, quality improvement and process improvement, and health information governance.
• If you're earning a Ph.D. in Human Services, you will likely take courses in advanced study in research methods for public service, social influences of behavior, ethics in decision making, and advanced communication for the human services leader.

In most doctoral programs, you must also take certain electives within your field. Taking electives helps provide a rounded worldview to apply your doctorate in real-world environments.

For example, if you're pursuing a Doctor of Education (Ed.D.), you can access focus areas like Higher Education Leadership , PK-12 Educational Leadership and Organizational Leadership .

Dissertation Requirements

Once you have completed your foundation work, major area of focus, and electives, you'll begin working on your dissertation. That can take different forms, determined by the Ph.D. or applied doctorate.

For Ph.D. students, the dissertation is typically a five-chapter dissertation, which is commonly broken into three phases. In phase 1, you'll submit a prospectus for approval from the dissertation committee. In phase 2, you'll finalize your dissertation's first chapters and begin collecting data. In phase 3, you'll complete the writing of your dissertation and orally defend it to the program leaders.

The dissertation may look different for applied doctorate students, as you will be required to create a solution to a real-world problem.

Investigate Dissertation Structures

Since your dissertation will be a crucial hurdle to defeat, you must know what you're getting yourself into from the beginning. Do some research on dissertation structures when you're looking at prospective schools to help narrow down your list. Ensuring the school will do everything to help you succeed with your dissertation can make all the difference when it comes down to crunch time.

Franklin University has intentionally designed a dissertation structure to help you complete your dissertation step-by-step, beginning with your enrollment in the program . The University also has built-in faculty mentoring, guidance and peer-to-peer support, so you're never left to "figure it out" alone.

For example, throughout your doctoral courses at Franklin, you'll develop essential research skills and the necessary writing prowess to publish a dissertation as a capstone project to your studies. Your dissertation will showcase your ability to identify a topic of interest within the workplace, develop a proposed solution to a problem, and test your hypotheses in the real world.

How Long Will It Take to Earn Your Doctoral Degree?

The answer depends on the path you choose. A doctoral degree program requires anywhere from 60 to 120 semester credit hours (or approximately 20-40 college classes). Most Ph.D.s require 120 hours, while most applied doctorates are closer to the lower end of that spectrum. For example, the DBA and DHA at Franklin require only 58 hours. On average, a Ph.D. may take up to eight years to complete . A doctorate degree typically takes four to six years to complete—however, this timing depends on the program design, the subject area you're studying, and the institution offering the program. Pro Tip: Some innovative institutions like Franklin University have streamlined their doctorate degree programs and offer creative transfer options . The program design, which includes an embedded dissertation and a community of support, also helps students earn their doctorate in as little as three years .

Who is a Good Fit For a Doctoral Program?

Other than holding a relevant master's degree or having professional experience, good doctoral students are organized, curious and have the time management skills to manage many tasks in their lives. Doctorate degrees can increase your current wage, open doors to roles in higher education or fulfill a lifelong desire. 

Many doctoral candidates have full-time jobs and families and are active in their community; therefore, it is vital to have a strong motivation and resilience to pursue a doctorate. However, it is worthwhile because the impact of a doctorate on an individual's career and personal growth can be life-changing. 

"I went from a successful 27-year career in the electric utility industry to higher education. This change has allowed me to positively affect literally thousands of lives over the past 18 years I have spent as a full-time educator," said Dr. Wendell Seaborne, the Dean of Doctoral Studies & Academic Research at Franklin University. 

Franklin University provides applied doctorates with 8-week courses and recorded sessions for asynchronous learning designed for working professionals with personal commitments and a dream to make a change. 

Why Choose to Earn a Doctorate Degree?

A doctoral program is a serious commitment with a serious return on investment for master's degree holders.

If you want to teach at a higher education institution, the degree is needed to get in the door. If you’d like to move into industry leadership, the degree can deliver substantial credibility. And, if you're eyeing that top-floor corner office, the degree can be a huge differentiator.

So, which one is right for you—research or applied? Check out these five truths about Applied Doctorates to learn more.

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DBA vs. PhD: What’s the Difference?

You’ve tackled your undergraduate business degree, and now you’re feeling ready to take your business education one step further. You might be wondering, “Where do I even begin?” If this sounds like you, you’ve come to the right place. When it comes to upper-level business degrees, there are a wide variety of options. Two popular options are the Doctor of Business Administration, or DBA, and the Doctor of Philosophy, or PhD. Both options can be an excellent fit for students who are eager to dive even deeper into the world of academia. In this article, you’ll get a better understanding of the difference between the two degrees and gain some insight as to which degree program is the best fit for you.

What Is a DBA?

A Doctor of Business Administration, or DBA degree, is considered a “terminal degree.” This designation simply means that the degree is the highest level of education one can receive in the business world. These degrees are centered around business education with a major emphasis on management. DBA programs often entail a research component that focuses on real-life business problems. Throughout their studies, DBA students learn to apply various theories in solving real issues faced by today’s businesses. This degree is primarily geared toward individuals who currently hold a master’s degree in business or another closely related subject.

What Is a PhD?

PhD programs are another excellent choice for those wishing to further their education. This is also considered a “terminal degree,” and it is the highest-level research degree that one can obtain. These programs involve rigorous research and extensive study. While you’re likely interested in a PhD degree in the business field, nearly any subject can provide this research-based degree, from science, to humanities, to everything in between. While DBA programs are typically intended for students who hold a master’s degree, PhD programs welcome students after completing a bachelor’s or master’s degree in a related discipline. They are the ideal choice for anyone who might be interested in carrying out research or teaching in an academic institution.

Coursework and Duration: Comparing the Curriculum

While both DBA programs and PhD programs give students a deep understanding of the theories that drive the world around us, they do so in different ways. In a Doctorate of Business Administration program, you’ll focus exclusively on business and management from a practical lens. Application of theory is a major focus, and coursework often provides students with opportunities to put their knowledge into practice by solving real-world business problems. Alternatively, PhD programs are offered in just about any subject one can imagine. They take a more theoretical approach with their curricula, teaching students to understand the “why” and “how” behind both business problems and their solutions.

The typical timeline of these graduate programs differs as well. Since DBA programs are intended for people who already have both a master’s degree and significant work experience, they tend to take less time to complete. Many DBA programs are offered on a part-time schedule, and students can expect to complete their Doctorate of Business Administration in about two to four years. While PhD programs don’t always require as much experience prior to enrolling, they tend to require more time to complete. These research-intense programs usually follow a full-time course schedule with an average completion time that ranges from three to five years.

Practical Experience vs. Thesis Research

The major difference between a DBA education and a PhD education can be summed up as practical vs. theoretical. Students entering into a DBA program typically come with a master’s degree in hand and multiple years of relevant work experience under their belt. As such, DBA programs are designed to expand upon their students’ wealth of prior knowledge and experience. These programs teach students to understand relevant theories and principles of business management, but more importantly, they teach students to apply those theories and principles. DBA programs equip students to bring their education and experience to the table when solving real-world problems.

While DBA students focus on using existing knowledge to solve problems, students in PhD programs work to add new knowledge to the business world. Instead of researching the application of existing theories and principles, PhD students are expected to work on original research, unearthing and exploring new ideas. Thus, PhD programs take a much more theoretical approach rather than a practical one. To put their newly gained insights on display, PhD candidates are usually required to complete a dissertation. Through these lengthy research projects, students demonstrate their knowledge, expand upon their ideas, and showcase their experience.

Career Outcomes of a DBA vs. a PhD in Business Administration

Following completion of their degree, DBA and PhD graduates typically take two different paths when it comes to employment. Much like an MBA, a Doctor of Business Administration prepares students for jobs in both the private and public sector. DBA candidates often go on to work in senior management roles or consulting. Some even choose to open their own businesses. Their practical, hands-on approach ensures that DBA programs leave their graduates well-equipped for these roles.

On the other hand, PhD candidates typically stick to the world of academia following their graduation. They often find work with universities as professors and can even go on to be program directors. Some graduates may also opt to continue expanding upon their research while they teach, sharing their research methods with the next generation of PhD students.

However, as with any degree, the job you’ll find afterward depends on a number of different factors. Your prior work experience and unique strengths gained from both work and the classroom play a big part in determining where you’ll take your talents. Just like your interests and passions will likely guide your choice between DBA and PhD programs, they’ll also guide your job search. External factors do play a role as well. The current job market will decide what specific jobs are available at one time or another, and demand for your specific skill set can determine how well you fit the profile of those available jobs.

DBA or PhD: Which Is Right for You?

Deciding to further your education with a doctorate degree is a huge decision in and of itself. Having to choose between a Doctor of Business Administration and a Doctor of Philosophy might be an even more challenging decision. Each of these programs is considered a “terminal degree,” offering students the highest level of education possible in the field. They provide candidates with advanced training and preparation for high-ranking roles. Whether you opt for a DBA or a PhD program, you’ll be opening doors to a wide range of career opportunities.

To ensure that you make the right choice between the two degrees, you’ll want to take time to think about your career goals. Consider where you are now as well as what you want your career to look like in 5, 10, even 2o years. Do you hope to hold a title as a C-suite executive of a major corporation, calling the shots and leading the teams around you? Or do you hope to be in the classroom, teaching the next generation of business professionals about both new and existing theories in the business industry?

Be sure to spend some significant time weighing out these options, including any accreditation requirements. Once you feel confident in the goals you’ve set, look for programs that are in alignment with the things that are most important to you. Check out the academic career resources and coursework of each program you’re interested in. Give yourself the time and space to carefully consider each of these factors prior to making a decision.

Final Thoughts

Getting a doctorate degree can be an excellent way to  take your career to the next level . No matter whether you opt for a DBA or a PhD, these terminal business degrees can make your application stand out among the rest and open doors to previously unattainable job opportunities. DBA programs are a perfect fit for people looking to grow their base of practical knowledge in the field. They prepare graduates to work in upper-level leadership roles within the business environment, solving real problems that companies face on a day-to-day basis. Alternatively, PhD programs are the ideal choice for anyone with an interest in the principles and theories that guide business decisions and outcomes. These programs equip graduates to take on roles in the world of academia, such as research and teaching.

However, before you take the jump into your DBA or PhD, be sure to take time to thoughtfully consider your decision. Use your career goals as a guide, and take the time to research your options thoroughly. Seek out advice from peers in the field, and learn from the stories of others making an impact in the business world, like one  Crummer Executive MBA student  who has a strong passion for both business and academia.

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PhD vs PostDoctoral Researcher: Difference between PhD & PostDoc

If you are in postgraduate studies, you may have heard of the postdocs – you may wonder what these people do actually. Let’s find out more about PhD vs Postdoctoral researcher:

PhD and PostDoctoral researchers differ in:

Independence

• Publication
• Job Security, and
• Supervision

In this article, let’s explore the differences between PhD and PostDocs, and how you can get started as a PostDoc, if you are keen to explore this career option.

What Work Does Someone In A PostDoc Position Do?

A postdoctoral researcher is a scholar who has completed a doctoral degree (Ph.D.) and conducts advanced research to:

• deepen expertise in their field,
• expand their publication record, and
• develop skills for a future academic or industry career.

Postdocs often work under the supervision of a senior faculty member or principal investigator (PI) on funded research projects.

As a postdoc, your responsibilities typically include designing and executing experiments, analyzing data, and publishing findings in peer-reviewed journals . You may also also: 

• Mentor graduate and undergraduate students, 
• Writing grant proposals, and 
• Presenting research at conferences. 
• Teach courses or guest lecture.

The postdoc role is transitional, often lasting 2–5 years, and serves as a stepping stone toward a tenure-track faculty position or a specialized role in industry, government, or nonprofit sectors. 

Differences Between PhD vs Postdoctoral Researcher

PhD and Postdocs may be similar in that they focus primarily on research. However, they can differ in many ways, such as:

A PhD student often works under close supervision. Your research topic is usually pre-defined, fitting neatly into your supervisor’s broader research goals.

Your aim? Finish your thesis and pass your defense.

Postdoctoral researchers, on the other hand, have more freedom. You’re expected to steer your own research direction.

Sure, you’ll have a PI (principal investigator) , but they act more like a collaborator than a guide. Postdocs often design experiments, lead projects, and even supervise PhD students.

Take, for example, the field of biomedical sciences. As a PhD student, you might be told to test a specific hypothesis. In a postdoc position, you could be building a new research program from scratch. 

Funding: Stipends vs Salaries

PhD students usually get a stipend . This is meant to cover your living expenses, but let’s be honest, it’s not a lot.

The amount can vary depending on the funding agency and country, but it rarely feels like enough. You might even take on teaching assistant roles to make ends meet.

Postdoctoral researchers, in contrast, earn a salary. It’s still modest compared to industry positions, but it’s a step up from the PhD stipend.

NIH guidelines, for example, suggest a base postdoctoral salary that grows with experience. Don’t expect luxury, but you’ll no longer live on instant noodles.

The catch? As a postdoc, you may need to apply for your own funding, such as a fellowship. If successful, it boosts your CV. If not, your position may be precarious.

Supervision: Guided vs Guiding

As a PhD student, your supervisor is your academic lifeline. They’ll guide you, critique your work, and often micromanage your progress. It can be intense, especially if they’re highly demanding.

In a postdoctoral position, you may find yourself on the other side of the desk.

Postdocs often supervise PhD students, master’s students, and even undergraduates.

You’re now responsible for mentoring, troubleshooting, and sometimes even managing team dynamics.

Imagine guiding a grad student through their first failed experiment. You’ve been there, but now you’re the one offering solutions. It’s a rewarding but challenging transition.

Publishing Pressure: PhD Stress vs Postdoc Hustle

Publishing is crucial in academia, but the stakes feel different. During your PhD, you might publish a few papers. Your supervisor’s name is almost always first or last, signaling their seniority.

As a postdoc, publications are your lifeline. Faculty positions, grant success, and your academic reputation depend on your ability to produce results.

You’ll often lead papers, aiming for high-impact journals.

Take someone working in astrophysics. A PhD student might co-author a paper on galaxy clusters. A postdoc? They’d aim to lead it, solidifying their status as an independent researcher.

Job Security: Temporary vs Transitional

Both PhD students and postdocs face job insecurity, but the dynamics differ. As a PhD student, your funding is tied to your program, and you know it will end.

Postdoctoral positions are also fixed-term but come with added pressure.

Postdocs are expected to use the position as a stepping stone. You’re building your CV for the next step—whether that’s a faculty role, another postdoc, or leaving academia.

It’s common to spend years in back-to-back postdocs, which can feel like academic purgatory.

PhDs often think, “Once I get a postdoc, things will stabilize.” But that’s rarely true. Many postdocs spend as much time job hunting as they do researching.

If you want to stay in academia, the race for tenure-track positions is fierce.

How To Get A PostDoc Position In Academia After PhD?

Keen to land a postdoc position? start early.

Reach Out: During your final year as a PhD student, reach out to potential postdoc mentors. Focus on researchers whose work aligns closely with your thesis or future goals.

Send personalized emails: Generic messages won’t cut it. Mention their specific projects and explain how your expertise can contribute. Attach your CV, but highlight key publications and skills in your email.

Network aggressively: Attend conferences and present your work. Postdoctoral researchers often land positions through connections. A casual coffee chat with a PI might turn into a job offer.

Publishing matters: A strong publication record makes you stand out. If your PhD program didn’t yield papers, prioritize submitting at least one manuscript before applying for postdoctoral research positions.

Apply for fellowships: Securing your own funding, like an NIH or Marie Curie fellowship, makes you a more attractive candidate. It also gives you more freedom in your postdoctoral position.

Leverage your PhD supervisor: They know the field and can recommend you to colleagues. Ask them to write tailored recommendation letters or introduce you to their network.

Stay flexible: Postdocs are often tied to specific locations or labs. Be open to moving if the opportunity aligns with your long-term academic career goals.

Keep an eye on job boards: Websites like Nature Careers or institutional postings regularly list academic positions. Bookmark them and check often.

PhD vs PostDoctoral: First Steps In Academia

The transition from PhD student to postdoctoral researcher marks a shift from guided learning to greater independence.

PhD programs focus on developing foundational research skills and completing a thesis, while postdocs emphasize leadership, publishing , and preparing for academic careers.

The challenges differ, but both roles demand resilience, curiosity, and a commitment to producing impactful research.

Understanding the differences between PhD and postdoctoral life can help you navigate these stages and plan your academic career with clarity and purpose.

phd vs postdoctoral phd vs postdoctoral phd vs postdoctoral phd vs postdoctoral

1. What is the main difference between a PhD and a postdoctoral researcher?

PhD focuses on learning and completing a thesis; postdocs conduct independent research and publish as academic professionals.

2. Do postdocs earn more than PhD students?

Yes, postdocs earn a salary, while PhD students typically receive a stipend, which is often lower than a postdoc’s pay.

3. Can postdocs supervise PhD students?

Yes, postdocs frequently mentor and supervise PhD and master’s students, taking on a leadership role in research teams.

4. How long does a postdoc position usually last?

Most postdoc positions are transitional and last 2–5 years, depending on the field and funding availability.

5. Are publications more important for postdocs than PhD students?

Absolutely. Postdocs rely on publishing high-impact papers to secure faculty jobs or further academic opportunities.

Dr Andrew Stapleton has a Masters and PhD in Chemistry from the UK and Australia. He has many years of research experience and has worked as a Postdoctoral Fellow and Associate at a number of Universities. Although having secured funding for his own research, he left academia to help others with his YouTube channel all about the inner workings of academia and how to make it work for you.

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Encuentra lo que necesitas

Encuentra el máster que necesitas, metodología, tipo de curso.

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¿Cuál es la diferencia entre doctorado y PhD?

En el ámbito académico, es común escuchar los términos « doctorado » y « PhD » de manera intercambiable. Sin embargo, aunque ambos se refieren al grado académico más alto, existen diferencias significativas que es importante conocer. En este artículo, veremos la diferencia entre doctorado y PhD , sus características distintivas y cómo elegir el programa que mejor se adapte a tus objetivos profesionales.

Table of Contents

¿Qué es un doctorado?

Un doctorado es el grado académico más alto que se puede obtener en cualquier disciplina. Este programa de estudios avanzados requiere la realización de una investigación original y la presentación de una tesis para su obtención. Los doctorados pueden clasificarse en dos categorías principales:

Doctorado en Filosofía (PhD) : Enfocado en la investigación original y la contribución al conocimiento en un campo específico. Es común en disciplinas como ciencias naturales, sociales y humanidades.

Doctorado Profesional : Orientado a la aplicación práctica del conocimiento en campos específicos, como derecho, medicina, negocios e ingeniería. Estos programas suelen combinar estudios académicos con experiencia profesional.

¿Qué es un PhD?

PhD es la abreviatura de «Doctor of Philosophy» (Doctor en Filosofía). Aunque su nombre sugiere una conexión con la filosofía, en realidad, el PhD abarca una amplia gama de disciplinas académicas. Este título se centra en la investigación original y la generación de nuevo conocimiento en un área específica. Los programas de PhD suelen requerir la realización de una tesis doctoral que aporte una contribución significativa al campo de estudio.

Diferencias clave entre doctorado y PhD

Aunque ambos son títulos de doctorado, existen diferencias notables :

• Enfoque de estudio : Mientras que el PhD se centra en la investigación original, otros doctorados pueden estar más orientados a la aplicación práctica de conocimientos en campos profesionales, como la educación o la administración de empresas.
• Opciones de carrera : Los graduados de PhD suelen seguir carreras académicas o de investigación, mientras que otros doctorados preparan para roles de liderazgo en sus campos respectivos fuera del ámbito académico.
• Duración y estructura : Los programas de PhD suelen requerir una inversión significativa de tiempo y esfuerzo, ya que los estudiantes deben investigar a fondo un tema, escribir una tesis y defenderla ante un comité de expertos.

¿Cómo elegir entre un doctorado y un PhD?

Ahora bien, la elección entre un doctorado y un PhD depende de tus objetivos profesionales y académicos:

• Interés en la investigación : Si tu objetivo es contribuir al conocimiento académico y participar en investigaciones originales, un PhD podría ser la opción adecuada.
• Orientación profesional : Si prefieres aplicar conocimientos en un contexto profesional específico, un doctorado profesional podría ser más apropiado.
• Duración y compromiso : Considera el tiempo y el esfuerzo que estás dispuesto a invertir. Los PhD suelen requerir más años de estudio y dedicación.

Programas de doctorado en UNADE

Si estás considerando avanzar en tu carrera académica o profesional, UNADE brinda una variedad de programas de doctorado en línea que podrían ser de tu interés:

• Doctorado en Educación
• Doctorado en Psicología Empresarial
• Doctorado en Proyectos
• Doctorado en Informática
• Doctorado en Comunicación
• Doctorado en Economía
• Doctorado en Derecho

Estos programas están diseñados para darte las herramientas necesarias para sobresalir en tu campo elegido.

UNADE se compromete a ofrecer una educación de alta calidad en docencia e investigación , aprovechando las ventajas de las nuevas tecnologías de la información y las comunicaciones para transmitir el conocimiento de manera innovadora.

De esta forma, comprender la diferencia entre doctorado y PhD es esencial para tomar decisiones informadas sobre tu futuro académico y profesional. Evalúa tus objetivos, intereses y el compromiso que estás dispuesto a asumir para elegir el programa que mejor se adapte a tus necesidades. Recuerda que instituciones como UNADE ofertan diversas opciones de doctorado que podrían ser el siguiente paso en tu trayectoria profesional.

Experto en redacción de contenidos web sobre educación, especialmente en el sector de másteres y posgrados. Durante años, he trabajado en empresas periodísticas y del sector académico creando contenidos al respecto.

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EXPLORING REASONS THAT U.S. MD-PHD STUDENTS ENTER AND LEAVE THEIR DUAL-DEGREE PROGRAMS

Devasmita chakraverty, donna b jeffe, katherine p dabney, robert h tai.

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Aim/Purpose

In response to widespread efforts to increase the size and diversity of the biomedical-research workforce in the U.S., a large-scale qualitative study was conducted to examine current and former students’ training experiences in MD (Doctor of Medicine), PhD (Doctor of Philosophy), and MD-PhD dual-degree programs. In this paper, we aimed to describe the experiences of a subset of study participants who had dropped out their MD-PhD dual-degree training program, the reasons they entered the MD-PhD program, as well as their reasons for discontinuing their training for the MD-PhD.

The U.S. has the longest history of MD-PhD dual-degree training programs and produces the largest number of MD-PhD graduates in the world. In the U.S., dual-degree MD-PhD programs are offered at many medical schools and historically have included three phases—preclinical, PhD-research, and clinical training, all during medical-school training. On average, it takes eight years of training to complete requirements for the MD-PhD dual-degree. MD-PhD students have unique training experiences, different from MD-only or PhD-only students. Not all MD-PhD students complete their training, at a cost to funding agencies, schools, and students themselves.

Methodology

We purposefully sampled from 97 U.S. schools with doctoral programs, posting advertisements for recruitment of participants who were engaged in or had completed PhD, MD, and MD-PhD training. Between 2011-2013, semi-structured, one-on-one phone interviews were conducted with 217 participants. Using a phenomenological approach and inductive, thematic analysis, we examined students’ reasons for entering the MD-PhD dual-degree program, when they decided to leave, and their reasons for leaving MD-PhD training.

Contribution

Study findings offer new insights into MD-PhD students’ reasons for leaving the program, beyond what is known about program attrition based on retrospective analysis of existing national data, as little is known about students’ actual reasons for attrition. By more deeply exploring students’ reasons for attrition, programs can find ways to improve MD-PhD students’ training experiences and boost their retention in these dual-degree programs to completion, which will, in turn, foster expansion of the biomedical-research-workforce capacity.

Seven participants in the larger study reported during their interview that they left their MD-PhD programs before finishing, and these were the only participants who reported leaving their doctoral training. At the time of interview, two participants had completed the MD and were academic-medicine faculty, four were completing medical school, and one dropped out of medicine to complete a PhD in Education. Participants reported enrolling in MD-PhD programs to work in both clinical practice and research. Very positive college research experiences, mentorship, and personal reasons also played important roles in participants’ decisions to pursue the dual MD-PhD degree. However, once in the program, positive mentorship and other opportunities that they experienced during or after college, which initially drew candidates to the program was found lacking. Four themes emerged as reasons for leaving the MD-PhD program: 1) declining interest in research, 2) isolation and lack of social integration during the different training phases, 3) suboptimal PhD-advising experiences, and 4) unforeseen obstacles to completing PhD research requirements, such as loss of funding.

Recommendations for Practitioners

Though limited by a small sample size, findings highlight the need for better integrated institutional and programmatic supports for MD-PhD students, especially during PhD training.

Recommendations for Researchers

Researchers should continue to explore if other programmatic aspects of MD-PhD training (other than challenges experienced during PhD training, as discussed in this paper) are particularly problematic and pose challenges to the successful completion of the program.

Impact on Society

The MD-PhD workforce comprises a small, but highly -trained cadre of physician-scientists with the expertise to conduct clinical and/or basic science research aimed at improving patient care and developing new diagnostic tools and therapies. Although MD-PhD graduates comprise a small proportion of all MD graduates in the U.S. and globally, about half of all MD-trained physician-scientists in the U.S. federally funded biomedical-research workforce are MD-PhD-trained physicians. Training is extensive and rigorous. Improving experiences during the PhD-training phase could help reduce MD-PhD program attrition, as attrition results in substantial financial cost to federal and private funding agencies and to medical schools that fund MD-PhD programs in the U.S. and other countries.

Future Research

Future research could examine, in greater depth, how communications among students, faculty and administrators in various settings, such as classrooms, research labs, and clinics, might help MD-PhD students become more fully integrated into each new program phase and continue in the program to completion. Future research could also examine experiences of MD-PhD students from groups underrepresented in medicine and the biomedical-research workforce (e.g., first-generation college graduates, women, and racial/ethnic minorities), which might serve to inform interventions to increase the numbers of applicants to MD-PhD programs and help reverse the steady decline in the physician-scientist workforce over the past several decades.

Keywords: MD-PhD program, Doctoral training challenges, Biomedical-research workforce, Attrition, Medical education

Introduction

Traditional doctoral training for the PhD involves time for trainees to learn to combine their knowledge of course content and research skills to produce original research, culminating with a doctoral dissertation ( Lovitts, 2005 ). Typically, the average time of PhD-degree completion varies from 4-6 years ( Bourke et al., 2004 ). The MD-PhD (Doctor of Medicine and Doctor of Philosophy) physician-scientist workforce comprises a relatively small cadre of well-trained physician-scientists with the research skills to address clinical and/or basic science research questions aimed at improving patient care ( Goldstein & Kohrt, 2012 ; Varki & Rosenberg, 2002 ). In the U.S., MD-PhD training during medical school is extensive and lengthy, typically lasting for eight or more years ( Brass et al., 2010 ; Jeffe et al., 2014a ), and MD-PhD program attrition is a cause of concern. To our knowledge, only one study has been conducted to examine factors associated with MD-PhD program attrition ( Jeffe et al., 2014a ), and no studies have purposely examined MD-PhD students’ own reasons for leaving their MD-PhD program.

To fill a gap in the literature, we examined attrition from MD-PhD training programs in the U.S., where such training programs were first developed in the 1950s to increase the number of physician-scientists in the biomedical-research workforce (Harding et al., 2017) and where integrated dual-degree MD-PhD programs are the most prevalent. For the award period from July 1, 2019 through June 30, 2020, 50 of 154 U.S. Liaison Committee on Medical Education (LCME)-accredited medical schools had dual-degree MD-PhD programs that were funded by the U.S. National Institutes of Health National Institute of General Medical Sciences (NIH NIGMS) Medical Scientist Training Program (MSTP) ( National Institute of General Medical Sciences, 2020 ). Many, if not all, MSTP-funded MD-PhD programs as well as non-MSTP-funded MD-PhD programs in U.S. medical schools receive training support from non-federal governmental and private funding organizations, other NIH institutes, and institutional funds to support MD-PhD training ( AAMC, 2009 ; Jeffe et al., 2014a ; Jeffe & Andriole, 2011 ). MD-PhD programs in other countries are small in number relative to the number of MD-PhD programs in the U.S. ( Jones et al., 2016 ; Kuehnle et al., 2009 ; Twa et al., on behalf of the Canadian MD/PhD Program Investigation Group, 2017 ), and many of the nationally supported MD-PhD programs in other countries, such as Switzerland ( Kuehnle et al, 2009 ) and Germany ( Bossé et al., 2011 ), allow for PhD training to begin after receipt of the MD. A 2016-2017 survey of the European MD/PhD Association programs in multiple countries examined MD-PhD program characteristics in association with MD-PhD students’ and graduates’ opinions about the program, their career choices and outcomes ( dos Santos Rocha et al., 2020 ); but we found no studies published that examined MD-PhD students’ self-reported reasons for leaving the MD-PhD program prior to completion.

This exploratory study therefore sought to answer the following research questions: “For MD-PhD students who discontinued their training, what motivated them to pursue MD-PhD training? Additionally, at what point during training and for what reasons did they discontinue their training?”

Literature Review

Md-phd programs typically involve three phases:.

two years of pre-clinical training in medical school, at least four years of PhD research training in graduate school, and two more years of clinical training after returning to medical school ( Brass et al., 2010 ; Jeffe et al., 2014a ). Acceptance to MD-PhD dual-degree programs is very competitive, and MD-PhD graduates have a greater planned career involvement in research at the time of medical-school graduation compared with all other MD graduates ( Andriole et al., 2008 ), especially in disease-oriented and clinical research ( Ahn et al., 2007 ; Andriole et al., 2008 ).

Not all students who matriculate into MD-PhD programs complete the program ( Jeffe et al., 2014a ; National Institutes of Health National Institute of General Medical Sciences [NIH-NIGMS], 1998 ). In an earlier survey study, more than one-fourth of enrolled MD-PhD students seriously considered leaving the program ( Ahn et al., 2007 ). In a survey of 24 MD-PhD programs ( Brass et al., 2010 ), attrition rates were reported to range from 3-34%. In a national cohort study of MD-PhD program enrollees at time of matriculation, the attrition rate was observed to be 27% ( Jeffe et al., 2014a ). By comparison, the attrition rate among MD-only students in the U.S. is about 3% ( Association of American Medical Colleges [AAMC], 2012 ; Garrison et al., 2007 ). PhD enrollment and completion rates vary across universities, fields, countries, and demographic factors such as sex ( Dabney et al., Tai, 2016 ); national-level data on PhD-program attrition is not well-documented. An Australian study collected data from approximately 1,200 students enrolled at one university to find a completion rate of 70% ( Bourke et al., 2004 ). In another study, attrition data were collected in 2013-2014 in a survey of more than 1,500 psychology programs in the U.S. and found doctoral attrition rates between 5-13% ( Michalski et al., 2016 ). Dropout rates during PhD training have been reported to be between 40% and 60% ( Geiger, 1997 ; Tinto, 1987 ). The odds of PhD student dropout in STEM is most in the first year and greater for women ( Lott et al., 2009 ). One study about underrepresented racial/ethnic minority (URM, including Black/African American, Hispanic/Latino, and American Indian/Native American) students in STEM that collated PhD completion rates for ten years found Black and Hispanic students to have PhD completion rates of 50% and 58%, respectively ( Okahana et al., 2016 ).

While navigating the preclinical, research, and clinical phases of training, MD-PhD students face unique challenges different from MD-only or PhD-only students ( Chakraverty et al., 2018 ). More MD-PhD than MD students anticipate or experience challenges to balancing training and family life ( Kwan et al., 2017 ). Students also find that the tripartite model of MD-PhD dual-degree programs in the U.S. and Canada creates challenges, having to navigate two transitions between training phases ( Bossé et al., 2011 ; Chakraverty et al., 2018 ), which most students in MD-only or PhD-only programs do not experience. Among the challenges experienced by MD-PhD students having to transition between the phases are time away from the clinical environment, which could impact students’ preparedness for clinical clerkships ( Goldberg & Insel, 2013 ) as well as a lack of desired mentoring (especially mentoring by MD-PhD faculty), a perceived lack of curricular integration and of awareness of phase-specific cultural differences, and difficulties assimilating with other trainees during the research- and clinical-training phases, who are not from their original cohort of peers ( Chakraverty et al., 2018 ).

Large national cohort studies have examined educational experiences of MD-PhD students as well as variables associated with MD-PhD enrollment ( Jeffe et al., 2014b ), attrition ( Jeffe et al., 2014a ), and graduation ( Andriole et al., 2008 ). Individuals who reported participating in high school and college laboratory research apprenticeships, and who highly valued research and finding disease cures as the most important reason to study medicine were more likely to enroll in MD-PhD programs, demonstrating alignment of students’ attitudes and interests with MD-PhD program goals ( Jeffe et al., 2014b ; Tai et al., 2017 ). Students who planned substantial career involvement in research at graduation were more likely to be MD-PhD program graduates than all other-MD program graduates; controlling for other variables in the regression model, women and URM students were less likely to graduate from MD-PhD (vs. other-MD) programs ( Andriole et al., 2008 ). In another study of 2,582 MD-PhD program enrollees, 1,885 (73%) had completed the MD-PhD program, 597 (23%) dropped out of the program but completed the MD, and 100 (4%) left medical school entirely ( Jeffe et al., 2014a ). Although students who enrolled in MD-PhD programs at medical-school matriculation and planned substantial career involvement in research at that time were less likely to leave the MD-PhD program, students who had lower Medical College Admission Test scores, attended medical schools without NIH NIGMS MSTP-funded MD-PhD programs, and were older at matriculation were more likely to leave their MD-PhD program. Notably, women and URM students were neither more nor less likely to leave the MD-PhD program and graduate with only an MD degree ( Jeffe et al., 2014a ). Students’ MD-PhD program satisfaction was reported to be higher at the beginning of the program and lower during the research phase, due to the unpredictability of time to complete the PhD ( Ahn et al., 2007 ).

Although research has examined challenges faced by potential MD-PhD program applicants ( Kersbergen et al., 2020 ) and by MD-PhD students during their training as described above, to our knowledge, no study has examined the reasons why MD-PhD students leave the program before completing their training using a qualitative research approach. Qualitative research can help explain the decision-making process of individuals ( Marshall & Rossman, 2006 ), adding to our understanding of reasons for leaving the program from participants’ perspectives of their personal experiences. We examined attrition from MD-PhD dual-degree programs using a lens of integration and interaction ( Kong et al., 2013 ) to better understand why some U.S. MD-PhD students ultimately discontinued their training.

The data for this paper were collected for a larger qualitative study (Transitions in the Education of Minorities Underrepresented in Research) conducted in the U.S. between 2010 and 2014. This larger study examined training experiences of doctoral students and postdoctoral trainees planning to pursue careers in the biomedical-research workforce to identify factors that served to facilitate or impede progress along this career path ( Andriole et al., 2015 ; Chakraverty, 2013 ; Chakraverty et al., 2018 ; Jeffe et al., 2014a ; Jeffe et al., 2014b ; Tai et al., 2017 ). In all, we conducted 217 interviews with PhD, MD, and MD-PhD students, postdocs, physician-scientists, and faculty in U.S. higher education biomedical-science PhD programs and in MD-PhD dual-degree programs in U.S. medical schools.

Methodological considerations for conducting a qualitative study were governed by the aims of the larger study to more deeply understand participants’ reasons for considering doctoral-level training in the biomedical sciences in pursuit of a research career and for attrition from MD-PhD training specifically, if applicable, which is the focus of the current study. Using a phenomenological approach, we examined how participants made their decisions to enter or leave their training programs ( Marshall & Rossman, 2006 ). Semi-structured, in-depth interviews allowed us to gather detailed narratives to learn more about all participants’ decision-making processes to enter and either complete or leave their doctoral training ( DiCicco-Bloom & Crabtree, 2006 ). Although this paper focuses on attrition from the MD-PhD program, we also analyzed data for these participants’ reasons for enrolling in the MD-PhD program, to gain a more holistic understanding of their experiences and decision-making processes.

Data Collection and Analysis

Study sample and eligibility.

Following Institutional Review Board approval at the University of Virginia and Washington University in St. Louis, we purposefully sampled ( Marshall & Rossman, 2006 ; Miles & Huberman, 1994 ) U.S. public and private higher education institutions offering biomedical-science PhD degrees and medical schools with dual-degree MD-PhD programs. We sought to interview individuals training for or currently engaged in biomedical research; we also wanted to interview MD-PhD program trainees who dropped out of their program before graduation. We included higher education institutions with the Carnegie classification ( The Carnegie Classification of Institutions of Higher Education, n.d. ), indicating high or very high research activity. Deans and department chairs disseminated information about the study with our contact information, using emails, announcements, posters, and flyers. We also recruited participants through snowball sampling (Bogdan & Biklen, 2007; Sadler et al., 2010 ), asking current participants if they would be willing to share our contact information with their colleagues or other students in their program, as well as with individuals who had left their program, and to encourage them to participate in this study. We scheduled phone interviews with individuals who contacted us expressing an interest to participate.

Of 217 participants interviewed in the larger study, 29 students were then currently enrolled in an MD-only program, 20 in a PhD-only program, and 68 in an MD-PhD program; in addition, 25 participants were postdoctoral trainees at the time of the study. Participants no longer in school included 56 faculty, 14 non-scientists, 4 scientists outside academia, and one participant who dropped out of the MD-PhD program before completing either degree. For the current study about MD-PhD program attrition, anyone who had once enrolled in an MD-PhD program but did not complete it was eligible to participate. Overall, seven participants had been enrolled in dual-degree MD-PhD programs but subsequently discontinued MD-PhD training, six of whom continued their training for the MD. The current analysis examines the training experiences of those seven participants and reasons for discontinuing MD-PhD training, which was a specific aim of the larger study.

Semi-structured interviews

A semi-structured interview format allowed us some flexibility in asking question better tailored to an individual’s life experiences ( Cohen & Crabtree, 2006 ), although we asked everyone a basic set of questions, ( Table 1 ). Each participant completed one, 45-60 minute semi-structured telephone interview following their informed consent. The interview questions were developed based on the overall study aims, one of which focused on reasons for MD-PhD attrition. The interview protocol and questions were developed by the principal investigators and co-investigators based on their knowledge of gaps in the literature and understanding of the field; interview questions were reviewed by content experts and pilot tested before the initiation of data collection.

Interview Questions Asked of Participants

Specially trained interviewers, including faculty and PhD students on the research team, conducted interviews for this study. Demographic data such as age, sex, race/ethnicity, and current program were collected at the beginning of each interview. Interviews were audio-recorded with permission, transcribed verbatim through a professional company, and assigned an alpha-numeric code prior to analysis. For this aim of the study focusing on MD-PhD students’ reasons for leaving the MD-PhD program, in-depth interviews were conducted to gain insight into participants’ backgrounds, experiences, reasons for enrolling in MD-PhD programs, and when and why they discontinued their MD-PhD training through their own narratives ( Kvale & Brinkmann, 2009 ). We sought to identify aspects of the training that might have been particularly problematic for these participants. Probing questions were asked based on participants’ responses. All the authors have directly conducted or aided in medical education research for varying lengths of time. At the end of each interview, participants were asked to broadly share information about the study in their professional and personal networks, so that people from a wider network would become aware of this study using snowball sampling (Bogdan & Biklen, 2007; Sadler et al., 2010 ).

Analytic strategy

Each interview transcript was open-coded by two authors, both for narratives about their reasons for enrolling in the MD-PhD program and for leaving the program. The coders created a single codebook after discussing and resolving disagreements about codes, compiling all the codes into a final list that was used to reanalyze all the interviews. Since attrition MD-PhD program attrition is a relatively understudied topic, codes were based on participant transcripts rather than existing literature. Using an inductive, thematic approach as the primary analysis strategy ( Miles & Huberman, 1994 ; Pope et al., 2000 ) and the constant comparative method of coding ( Glaser & Strauss, 1967 ), the codes were systematically organized into themes ( Thomas, 2006 ). Themes that emerged from the analysis are presented if experiences fitting in a theme were discussed by multiple participants. Although some reasons described during the interview were unique for a participant, we elaborate only on those recurrent themes and experiences that were common across multiple participants. Both coders were mindful of the fact that their worldviews and positionalities could differ from those of the participants, interviewers, and from each other, which could influence how the interviews were conducted and data were analyzed ( Antin et al., 2015 ). Both coders were a part of the interview team and are educational researchers with a background in higher education and medical education research; they used a reflective journal, recording memos to document their coding decisions during analysis and acknowledge any disconfirming evidence. The coders also consulted with each other to ensure agreement on coding. They resolved coding disagreements through a discussion and consensus. The coding and analysis process lasted roughly seven months. We present representative quotes that exemplified the emergent themes, adding content in brackets to clarify a participant’s narrative. We used pseudonyms for those participants whose results are described in this manuscript.

Of the seven participants who had left the MD-PhD program before completion, two had completed their MD training and held academic-medicine faculty positions at the time of their interview; four were still in medical school completing the MD degree, and one was completing a PhD in Education ( Table 2 ). Since the sample size was small, our findings are exploratory; we did not expect to reach data saturation, a stage when no new themes emerge as a result of further data collection ( Faulkner & Trotter, 2017 ; Glaser & Strauss, 1967 ). Although there were similarities in the reasons that participants gave for entering MD-PhD training, each participant described slightly different circumstances and stages during which they left MD-PhD training.

Participant Demographics, Timing of MD-PhD-program Attrition, and Status at Time of Interview

Why participants entered MD-PhD training?

We asked participants what inspired them to pursue MD-PhD training in the first place. All seven participants provided reasons that included both a desire to help people on a day-to-day basis through clinical practice and to more deeply engage in research. Having the MD-PhD dual degree was perceived as a way to broaden research opportunities to participate in clinical and other types of research as well as get access to patient populations. For all participants, the desire to pursue a research career grew from undergraduate research opportunities that they had experienced; such opportunities led to publishing and presenting at conferences, networking with established researchers, and getting to know “what their careers were like” (Debbie). Ben had “a pretty thorough research experience” in college where he “worked every summer in the research lab” and had already published research by the time he finished college. Aaron described an undergraduate mentor who was “a very good chemist and a wonderful teacher” who taught him “how research is done and the rewards of doing research.” A fulfilling college research experience also provided participants with the skills to handle research responsibilities, independently decide what experiments to conduct, and develop ownership of the work—factors that made participants consider studying for an MD-PhD.

In college, it became much more concrete, this idea that I wanted to do research and medicine, and try and incorporate the two. The experience gave me this little niche to be working in and got me really excited about what scientists do. (Eva)

During college, participants reported having opportunities to give presentations at national conferences and to gain insight into clinical experiences by shadowing physicians, and volunteering to help children with special needs. Such experiences shaped one’s desire to pursue MD-PhD as opposed to MD-only or PhD-only. Eva, who wanted to combine medical training with research training shared, “as much as I like the research and thinking about science, I wasn’t cut out to just be in the lab all the time by myself.”

Participants were also influenced by undergraduate mentors who provided hands-on research experience by “letting me have my own little section of the project.… He said, ‘Here's a part of the project. I want you to figure this thing out.’ I think that’s what really sparked my enthusiasm for basic science” (Francesca). Overall, Eva realized that receiving both the MD and PhD would help “produce new knowledge and provide independence” and the “thrill of discovery.” College mentors also helped select and apply to MD-PhD programs and provided information about how one could combine patient care and research if they had the dual MD-PhD. Gerald noted, “The premed adviser at the house [dormitory] was an MD-PhD. He did have a relatively big influence on my decision to pursue MD-PhD.” A dual-degree meant that “I don’t have to give up one side of something that I find exciting and want to explore.”

Participants were motivated by a combination of positive research experiences and personal reasons to pursue the MD-PhD. For example, Debbie shared,

After college I worked as a research technician in a lab studying HIV, and I worked with a lot of physicians who also did research. I sort of liked the idea of the variety in their careers, so I was looking into programs that would allow me to see patients plus do research, and that was how I decided to apply to [the] MD-PhD program.

Personal or family reasons also was a motivation for pursuing MD-PhD. Gerald reasoned, “my grandma was often sick in the nursing home. Going back and forth from the hospital to the nursing home to home. I wanted to help people like her.”

In summary, participants wanted to pursue MD-PhD to be able to work in two worlds—clinical practice and research. Clearly, very positive college research experiences, mentorship, and personal reasons also played big roles in participants’ decisions to pursue the dual MD-PhD degree. And for some, the icing on the cake was the lure of opportunities to participate in a variety of professional activities that they could enjoy as an MD-PhD. So what happened to make these individuals change their minds?

Why participants left the MD-PhD training?

Aaron and Eva left their MD-PhD program at the end of second year without starting the PhD training phase at all; the other five participants completed some of their PhD training before discontinuing the MD-PhD program ( Table 2 ). Once in the program, the influence of positive role models and opportunities that drew candidates to the program was weakened by a variety of factors. Four recurrent themes emerged from the data with regard to participants’ reasons for leaving the MD-PhD program without completing the requirements for both degrees ( Table 3 ), which we describe below.

“Why participants left MD-PhD training?”: Frequency for Each Theme

Declining interest in research

Three participants (Aaron, Debbie, and Eva) shared that although they joined an MD-PhD program to pursue research as well as clinical care, their interest in research and earning a PhD declined shortly after starting the program, which contributed to their decisions to leave the program. At the time of the interview, Aaron was a faculty of clinical research at a medical school and in his sixties (describing experiences from his twenties), and Eva was a second-year medical student in her twenties. Yet, both shared similar experiences of a decline in interest in research following the first few research rotations during their MD-PhD training. Both left their MD-PhD program at the end of their second year of medical school, without formally starting PhD training at all, although both had pursued summer research opportunities during medical school.

For both, it was a combination of being exposed to interesting clinical problems during MD pre-clinical phase, summer rotations shortly after that did not yield research, and a declining interest in research, where “All of a sudden, the PhD just didn’t seem like the thing that I wanted to do anymore, even though when I applied a year and a half ago, I was super excited about it” (Eva). In both cases, lab rotations did not fit research interests, creating doubts about how attractive the PhD would be. Both had an enriching research experience in college that contributed to their decision of doing an MD-PhD. However, once the program started, the excitement:

sort of fizzled. I couldn’t really find something that would keep me interested in that same way. … I was less than thrilled about what I was doing. That was why I first started questioning what I am looking to get out of this. (Eva)

Aaron did not want to put his clinical training on hold after two years and “take off three or four years to go into a lab when I didn’t have a hot project that I was totally enthused about, having had my project from the prior summer sizzle out.” He felt frustrated “not having something [in research] that I had a lot of enthusiasm for. I’d heard about all these fascinating clinical issues and conditions and examined just a couple of patients and thought that was very exciting.” That led him to gravitate towards only the MD degree. The structure of MD-PhD program felt illogical, “giving you the preparation for going into clinics and then saying, ‘Okay, we’ll put that on hold for four years and let’s go do research,’” Aaron shared. At the end of two years, when their MD-PhD cohort split with the rest of the MD classmates, he decided to only continue his clinical training.

This was also largely as a result of positive pre-clinical experiences where both Aaron and Eva learnt a lot from the preceptorship in the first year, an elective mentored experience where one was paired up with a physician to shadow and be involved in doing interviews and physical exams with patients. Debbie, who left after the third year of the MD-PhD program (after two years of medical school and one year of PhD) did that due to the uncertainty of producing research results and lengthy training for the PhD. At the start of her MD-PhD program, she “loved the medical school curriculum and working with other medical students.” However, when she started her PhD training at the beginning of third year, she did not like research as much and felt underprepared for research compared to her MD-PhD peers. She was “leaning more towards medicine” and “didn’t quite fit the MD-PhD profile.” She shared being “not excited everyday by going to the lab, the way I am excited to go to the hospital every day. I just felt like I was missing something. I was unhappy and frustrated doing research.” She realized that she enjoyed clinical training more than research, did not feel as prepared or enthused about getting a PhD by the third year, and felt out of place in the research lab. Like Eva, Debbie would prefer conducting research during residency rather than continuing training for the PhD and ultimately being responsible for running a research lab as a principal investigator.

Isolation and lack of social integration during the different training phases

Social integration broadly describes the ways in which MD-PhD students were able to assimilate into the different cultures during the various training phases. Students described the challenges they experienced and ability to interact with other MD-PhD students as well as with PhD-only and MD-only students during the respective research- and clinical-training phases. Five participants (Ben, Carrie, Eva, Francesca, and Gerald) described challenges in integrating socially in different phases of the MD-PhD program that eventually contributed to their decision of leaving the MD-PhD program. Lack of both family and peer interaction contributed to feelings of isolation.

Family interaction:

There were feelings of isolation due to living far away from family and a cohesive community with which they were familiar. Eva shared that eventually, the novelty of MD-PhD went away and stress related to how long the training was going to take set in. None of the seven participants had an immediate family member in medicine, and four of them were first-generation college students. Having a physician parent might have provided participants with more opportunities and resources to understand and feel comfortable with the demands MD-PhD training. There was a “disconnect in how much my family understands about what I’m doing here at school,” shared Eva. Families sometimes did not understand the academic pressures or the purpose of undergoing such a long training. Although participants reported they did not get much family support while pursuing MD-PhD, Ben shared that he received family support when he decided to leave the program.

Peer interaction:

Isolation due to poor peer interactions started as early as by the second year of MD-PhD training. Socialization opportunities during PhD were inadequate and not as fulfilling, making “the cultural transition from medicine to science a very hard one” (Francesca). It was difficult to mingle with PhD-only students who had already gone through a year of classes and lab rotations with other PhD students and had formed their groups. Participants felt like outsiders in the PhD program. Francesca felt frustrated interacting “with the same five people all day, every day. I was feeling isolated from other people.”

I loved interacting with the patients. I loved the immediacy of medicine. It was a slow realization for me over the last year and a half that I was in the lab that I was much more passionate about the day-to-day work of medicine than I was about the day-to-day work of science. I think part of it as the sort of solitary nature of it [lab research]. I feel like I’m more of a people person than I could be while I was in the lab. (Francesca)

Lack of a social circle was also a challenge, Gerald shared not having “close friends who were doing it [completing MD-PhD training]. Maybe that would have given me more insight into the day-to-day life and might have swayed me a different way.” When a large cohort of MD-PhD students split up to go to different departments during their PhD training, daily interactions with fellow MD-PhD students decreased for him.

Ben felt like being in a difficult environment and a “strange, no-man’s land” to work where neither the MD nor the PhD students considered MD-PhD students one of their own.

[It was like a] cold war between the MD and the PhD faculty at a medical school. The PhDs feel that their degree is of slightly higher rank than an MD and should be treated thus. In a medical school, the MDs insist that [they rank higher]. Both sides feel that they should be in charge, and the other ones are the secondary people. (Ben)

Carrie felt that it would be less stressful if she left PhD training since she had not met a single MD-PhD graduate who was happy. MD students “looked down” on MD-PhD students, considering them to be poor clinicians “because you split your time doing research” and “the PhD did not help in the clinic,” she shared, adding that fellow PhD students did not consider MD-PhDs as serious researchers, saying that MD-PhD students’ “research training was watered down.” Both Carrie and Francesca felt that students in each phase were territorial. Carrie described an “us-against-them mentality”—where MD students considered the PhD-phase of the MD-PhD program as “getting a vacation,” and PhD students were of the opinion that “this isn’t med school where people will hold your hand and spoon-feed you what you need to know.” Francesca felt the cultural transition to the PhD program and the several-year-long gap in medical training were formidable challenges.

In addition to unsatisfactory peer-interactions, Eva eventually realized she enjoyed the daily interactions she experienced working in a hospital more than while conducting research, “which is very much sort of intellectual and introverted. What changed most were the internal factors about what I want out of my career and my life.”

Suboptimal PhD-advising experiences

Three participants (Ben, Carrie, and Gerald) described several challenges related to inadequate mentoring and PhD-advising that contributed to their decision to leave the program. Lack of adequate mentoring during a very regimented MD-PhD training was a widely discussed challenge. Those who left the program described the mentoring they received as minimal, inadequate, sparse, and hands-off. Advisers did not always help in coping with the stress of a long training process, especially during PhD when students had already spent a few years in the program. This was especially discouraging for first-generation students who had received no guidance at home. “Nobody asked if there were problems down there [in the PhD lab] until I did my resignation letter, and then they’re like, ‘Oh, well, what can we do to get you to stay?’ At this point, nothing,” shared Carrie.

Students lacked the bigger picture of what an MD-PhD would be doing ten years down the line, the MD-PhD’s perspective on career development and how to handle training challenges, which could only be provided by MD-PhD advisers (compared to advisers with an MD-only or PhD-only degree). Female MD-PhD students sought female MD-PhD advisers to understand how to achieve work-life balance, who were even rarer to find. Overall, MD-PhD advisers were hard to find.

In addition to bad experiences with PhD advisers and lack of MD-PhD advisers overall, a positive experience with an MD preceptor actually steered students away from a PhD towards an MD-only program. Overall, conflicts arose when adviser and student’s professional goals and values did not match. This happened when a PhD adviser only trained students to become the next generation of principal investigators in a basic science research lab, while that was not the goal for an MD-PhD student. This mismatch made the relationship uncomfortable, especially when advisers “expressed negative opinions of medical students” and treated them more like an employee, shared Gerald.

Ben shared that many PhD advisers were “hostile to the fact that I was an MD-PhD student” and “wore a chip on their shoulder all the time over their position vis-a-vis the doctors. That was just generally a difficult environment to function in.” PhD advisers especially made a difference in a good or bad way because the PhD training process itself was long, with years of research not always yielding publishable results. Given this uncertainty, having young, inexperienced, and pre-tenure PhD advisers further posed challenges, created negative experiences, and discouraged MD-PhD students from completing a PhD. Ben eventually lost his PhD support and was “kicked out against my will for having made inadequate progress” in research. He shared that PhD advisers had “full authority to judge on any criteria they want whether someone has made adequate progress,” and there was no legal defense against that, even if certain committee members did not agree with the decision to expel a student. Often, when a PhD collaboration between faculty and MD-PhD student did not work out, it was difficult to identify another PhD adviser because of smaller MD-PhD programs (compared to PhD-only programs) with fewer available faculty.

When there was lack of MD-PhD advisers, having a better adviser in one phase could disproportionately shift the balance and make students want to complete that part of the training. Gerald had issues working with his PhD adviser, but his MD mentor was very supportive and “willing to meet with me any time to discuss how things are going in medical school, getting back into study habits for medical school after being out for four years.”

Unforeseen obstacles to completing PhD research requirements

Four participants (Ben, Carrie, Francesca, and Gerald) described various unforeseen circumstances that they experienced while completing research requirements during the PhD-phase, which contributed to their decision to leave MD-PhD training. Gerald was in his sixth year (two years of MD and four years of PhD) when he left MD-PhD training. At the beginning of PhD training, none of the lab rotations culminated into a fruitful experience to facilitate completing PhD. Sometimes, “animal models did not work,” forcing one to abandon experiments after many years of effort.

It [the animal model] was still expressing the gene. It was still making the protein, but the phenotypes that…. were no longer there. After several generations of outbreeding were still not there. I was the only person using this model. (Gerald)

Experimental failures created tension between Gerald and committee members because “there was kind of a disconnect between what the rest of my committee expected and what my mentor was able to support.” Even when the program advised to start a new project, it was not possible; Gerald’s PhD adviser “didn’t really have the time or the energy to get that [a new project] off the ground.” Lack of time became a challenge.

I had two weeks to write a completely detailed proposal on this new project. Based on my experience just working with the phenotype and the amount of time and energy that went into that, then looking at [how to] be able to get this new project finished, it would’ve required even more time and energy. It no longer seemed feasible to me. (Gerald)

The possibility of joining a different lab was also eliminated due to time constraints. Francesca, who was in her eighth year of training (two years of MD and six years of PhD) when she left the program, continued to lose more time when the PhD adviser moved to a different university and there were facility-based technical problems.

They constructed [for] us a containment facility instead of a clean room for some of the work, so the airflow was backwards, and all the cultures got contaminated for months. I think I probably lost about nine months with the move and getting all these things straightened out again. (Francesca)

As a result, she felt that the PhD training was tedious and “the things I love about research are sort of hard to vet.” She added, “after six years of doing something, if you’re still spending a lot of time optimizing it, you’re not necessarily learning anything from that. It’s just sort of rote, repetitive work.” Ultimately, the length of time needed to complete MD-PhD training created other personal challenges that contributed to participants’ decisions to discontinue the MD-PhD program. For Ben and Carrie, the lengthy training time, especially during PhD, deterred them from raising a family. Carrie added, “The system penalizes individuals who need to take a break in between their training.”

This study reported results of an analysis of interview data that were collected for a larger qualitative study of training experiences and career decisions made by individuals pursuing biomedical-research careers. Although findings reported here reflect perspectives of only seven individuals who left the dual MD-PhD program before completion, their narratives provide a deeper understanding of reasons for discontinuing training—reasons that have not been captured in surveys ( Ahn et al., 2007 ) or even in large, retrospective, national-cohort studies ( Jeffe et al., 2014a ).

Six of the seven former MD-PhD students finished medical school and completed requirements for the MD degree. Although five left the MD-PhD program within 2-3 years of matriculation, two left after six or more years of training due to extenuating circumstances related to their PhD advisers. Participants’ narratives included details of their reasons for leaving the MD-PhD program. Overall, four recurrent themes emerged from the data, including: 1) declining interest in research, 2) isolation and lack of social integration during the different training phases, 3) suboptimal PhD-advising experiences, and 4) unforeseen obstacles to completing PhD research requirements. Interestingly, analysis of data from 48 then-current MD-PhD students who participated in the larger study also reflected two of the same challenges, specifically, isolation and the lack of social integration during different training phases due to the need to transition between phases, and suboptimal PhD advising; the other challenges experienced by then-current MD-PhD students included a perceived lack of curricular integration as well as cultural differences between the MD and PhD phases of training ( Chakraverty et al., 2018 ). The current study expands upon findings from that earlier study to examine factors that compelled some students to leave their MD-PhD training altogether, and during which phase they left the program.

Despite the small sample size, study findings add to our understanding of the challenges of completing the requirements for the dual MD-PhD as part of a lengthy and disjointed training program. Participants described a complex interplay between students, faculty, and the administrators, resulting in experiencing difficulties with assimilation and immersion into different MD-PhD program cultures through which they transitioned during training. Prior to entering the MD-PhD program, each of these participants reported having had substantial and positive research experiences in college. However, although potentially crucial for decisions to enroll in MD-PhD programs ( Jeffe et al., 2014b ), and even to apply for and be accepted to medical school in general ( Andriole et al., 2015 ), having substantial, positive college research experiences was not enough to keep these participants in the MD-PhD program. Most of those who left PhD training were still interested in pursuing research in the future, but they did not feel the need for a PhD. According to the 2014 NIH Physician-Scientist Workforce Working Group Report ( Feldman, 2014 ), some of the contributors to a leaky workforce include an aging physician-scientist population, long and poorly compensated training, and fewer role models (especially for women and URMs).

For participants who left their MD-PhD training program, the MD-PhD dual degree ultimately did not seem to enhance their career prospects as a researcher; an MD degree alone was deemed sufficient to conduct clinical research. From these participants’ perspectives, what mattered most for research were the grants that people were awarded, the publications, and even faculty appointments. From their point of view, the PhD degree did little to enhance what an MD could offer.

The literature, however, shows benefits of MD-PhD program participation for sustaining and promoting medical students’ intentions to pursue full-time academic-medicine careers ( Jeffe et al., 2008 ) and acquiring full-time faculty appointments ( Andriole & Jeffe, 2016 ). More than half of MD-PhD graduates in a national cohort of medical school matriculants received academic-medicine faculty appointments ( Jeffe et al., 2012 ) compared with only 18% of MD graduates ( Andriole & Jeffe, 2012 ; Jeffe et al., 2012 ). In addition, compared with MD graduates in this same cohort, MD-PhD graduates were more likely to receive each of individual postdoctoral research fellowships (F32) awards, career development (mentored-K) awards, and research project grants (R01) in models controlling for a number of demographic, research related, and academic variables ( Jeffe & Andriole, 2018 ). Moreover, MD-PhD program graduation also has been shown to be a significant mediator of observed racial/ethnic disparities in mentored-K awards in this national cohort ( Andriole et al., 2017 ).

The most prominent finding of the current study is that most participants who left MD-PhD training did so during the PhD-phase. Prior research on PhD-program attrition suggested that PhD training, including in MD-PhD dual-degree programs, was particularly problematic for students who could not integrate well with their peers during this PhD phase of the program ( Golde, 2000 ). Some of the factors related to PhD-program attrition include social isolation ( Ali et al., 2007 ) and the nature of advising, including perceptions of autonomy and relatedness during dissertation ( Burns & Gillespie, 2018 ). Doctoral faculty tend to attribute causes of doctoral-student attrition to student-level factors, often not acknowledging the role of departmental factors ( Gilmore et al., 2016 ). This is despite evidence that the departmental climate and advisers play an important role in their students’ abilities to complete or not complete their training ( Devos et al., 2016 ). Although other factors such as experiencing mental health and adjustment issues due to the impostor phenomenon (where doctoral students feel like intellectual frauds) have not been documented in the literature on doctoral students’ attrition, such factors have influenced student experiences during doctoral training ( Chakraverty, 2019 ; 2020a , 2020b , 2020c ).

Findings from student participants who were still completing requirements for the MD-PhD program identified the importance of more advanced students serving as peer mentors ( Chakraverty et al., 2018 ). Both then-current MD-PhD students in that study and MD-PhD program drop-outs mentioned the critical need for good faculty mentors, and especially MD-PhD mentors who overcame the challenges they faced as students completing MD-PhD training. Both faculty and peer mentors who have faced similar challenges can provide unique insight into what this long and complex training entails ( Chakraverty et al., 2018 ). Notably, none of the participants who dropped out of the MD-PhD program mentioned having supportive peer mentors.

Purposefully building mentoring relationships might help MD-PhD students stay the course during challenging times. Such mentorship groups could involve an MD-PhD student, more advanced MD-PhD students or recent MD-PhD graduates, and faculty, because transitioning between MD-PhD program phases is particularly challenging for these students ( Chakraverty et al., 2018 ).

MD-PhD students who left the program described many challenges assimilating into each program phase due to the disjointed structure of MD-PhD training that did not allow specific program support for socialization and integration. Students transitioning from MD to PhD phases were expected to already know the values and culture of PhD training as well as what was expected of them during PhD training to be able to blend in, something that participants did not always know. Such seamless integration between the different phases was challenging for the MD-PhD students interviewed, but also may require specific integration strategies through re-immersion programs ( Goldberg & Insel, 2013 ) and career-development programs ( Ciampa et al., 2011 ) at each transition. We strongly recommend such academic and socialization strategies to facilitate cultural integration within a program that is as complex as the MD-PhD dual-degree program.

Previous research reported that women and URM students were less likely to be MD-PhD program graduates compared with all other MD program graduates ( Andriole et al., 2008 ); however, in a national cohort study of MD-PhD program matriculants, neither gender nor race/ethnicity were independently associated with overall attrition from MD-PhD training ( Jeffe et al, 2014a ). Our findings show that while evaluating the possible benefits of pursuing the MD-PhD, participants in the present study mostly discussed the disadvantages of a long training time. MD-PhD completion time increased from an average of 6.6 years in 1980 to 8.0 years between 1998 and 2007 ( Brass et al., 2010 ). Such a long training period may itself be a deterrent to program completion, delaying the time to achieve research independence and leading some students to choose clinical practice over research ( Gordon, 2012 ). Notably, however, the time to first R01, the hallmark of research independence, was nearly 2 years shorter from time of graduation for MD-PhD than MD graduates ( Jeffe & Andriole, 2018 ).

Limitations

This was an exploratory study of a very small sample of mostly White individuals who did not complete the MD-PhD program in the U.S. Given the small sample size and homogeneous demography, the findings are not generalizable to the larger MD-PhD student population, in the U.S. or elsewhere. Although age at the time of starting MD-PhD training was not asked, it is evident that most, if not all started their MD-PhD training in their twenties. Further, two participants in their forties and sixties, both medical school faculty when they were interviewed, recalled their experiences in the MD-PhD program from more than a decade before being interviewed, which could be affected by recall bias; however, their experiences were similar to the other participants who only recently left their MD-PhD program when they were interviewed. Nevertheless, findings provide important insight into the reasons for discontinuing their MD-PhD training through a qualitative examination of MD-PhD student narratives, which, to our knowledge, has never before been undertaken. However, the phenomenon of MD-PhD program attrition needs to be examined in greater detail, with a larger and more diverse sample of MD-PhD students who left the program. In addition, we did not elaborate on thematic reasons that were not reported by multiple people, which does not mean that reasons reported by only one person were not important. Nor does it mean that reasons reported only by one person here would not be reported as a recurrent theme had we had interviewed a larger sample of participants who had left the MD-PhD program. Indeed, only one participant, who was Hispanic, described in detail how her decision to leave the program was influenced by the need to stay close to her family and Hispanic community. Although the racial/ethnic diversity of MD-PhD program graduates increased from 5.0% of graduates from URM groups in 1995 to 9.6% in 2015 ( AAMC, 2016 ), URM representation among MD-PhD graduates is considerably lower than their overall representation of more than 30% in the U.S. population ( Colby & Ortman, 2017 ). Additional research is needed to examine URM MD-PhD students’ reasons for MD-PhD program attrition.

Implications and future directions

The findings of this study provide a perspective to understand doctoral research capacity building. While capacity building at the micro-level examines how students transition between the various phases of their training and transform into scholars ( Lovitts, 2005 ), capacity building at the macro-level examines the larger-level trends such as increasing demographic diversity and skill building ( Trostle, 1992 ). Overall, building one’s capacity to be an independent investigator should ideally entail structured mentoring and supervision in the relevant content area, developing specialized, transferable skills, as well as professional development and mentoring to learn about a variety of career prospects outside academia. MD-PhD program attrition can have both micro- and macro-level implications. Micro-level implications include costs to funding agencies and MD-PhD programs ( Jeffe & Andriole, 2011 ; Jeffe et al., 2014a ), as well as to faculty mentors and students themselves (i.e., in time lost and financial burden). It also has macro-level implications in terms of a reduction in the cadre of highly trained, clinical and translational science researchers. Although based on a small sample size, the fact that most attrition happened at the PhD-training level calls for a deeper examination of the challenges students described herein regarding their experiences during the PhD-training phase of MD-PhD training. Findings shed light on situations and experiences that dissuaded these students from completing their PhD training. We urge future research to more deeply examine how interactions among students, faculty and administrators in various settings, such as classrooms, research labs, and clinics, and between different schools and departments, can help MD-PhD students fully integrate into each new program phase they are entering and to continue in the program to completion.

As women and some racial/ethnic groups are underrepresented among MD-PhD program trainees ( Jeffe et al., 2014b ), increasing the diversity of trainees in MD-PhD programs might ultimately serve to increase both the size and diversity of the larger physician-scientist workforce to better meet the needs of an increasingly diverse population ( Milewicz et al., 2015 ; NIH, 2014 ). Examining MD-PhD training experiences through the lens of gender and race/ethnicity should be undertaken in future research with a larger and more diverse sample.

Although greater planned career involvement in research at matriculation was observed to be a predictor of MD-PhD program completion ( Jeffe et al., 2014a ), we found that extenuating circumstances during students’ training in these programs, and apparently, especially during the PhD phase of training, served to derail some of these students’ aspirations to graduate with the MD-PhD dual degree. Attendance at institutions with MSTP funding has been shown to be beneficial and predictive in terms of MD-PhD program completion ( Jeffe et al., 2014a ), and students who attended schools supported by MSTP funds especially benefited during their PhD training ( Goldstein & Brown, 1997 ; Jeffe & Andriole, 2011 ; NIH-NIGMS, 1998 ). However, students whose research is funded solely by their advisers’/mentors’ grants are at greater risk of dropping out of the program for lack of funding, if the advisers’/mentors’ labs closed because they could not renew their grants in the middle of the MD-PhD student’s training in their lab. Institutional MSTP funding has been found to be predictive of students’ retention in the program ( Jeffe & Andriole, 2011 ) and of faculty appointment among MD-PhD graduates ( Andriole & Jeffe, 2016 ).

This paper examined interview responses from seven participants in a larger study who left their MD-PhD programs before completing training; two participants had completed the MD and were academic-medicine faculty, four were completing medical school, and one dropped out of medicine to complete a PhD in Education. Participants reported enrolling in MD-PhD programs to work in both clinical practice and research. Very positive college research experiences, mentorship, and personal reasons played big roles in participants’ decisions to pursue the dual MD-PhD degree. However, once in the program, the influence of earlier positive role models and opportunities that drew candidates to the program was found lacking in the MD-PhD program and weakened their resolve to continue to completion. Four themes emerged as reasons for leaving the MD-PhD program: declining interest in research, isolation and lack of social integration during the different training phases, unsatisfactory PhD-advising/mentoring, and unforeseen obstacles to completing PhD research requirements. We conclude that providing better institutional and social support for the timely completion of research and targeted research mentorship are essential to retaining and promoting the success of students during the PhD phase of their MD-PhD program training. The themes that emerged from participants’ narratives in the current study suggest that targeting interventions to improve students’ educational and research experiences, mentorship, and integration into the different cultures of each program phase are crucial for retention of MD-PhD students through to completion of the program. These same challenges arising from having to transition into different phases of the MD-PhD program were described as well in a larger sample of 68 students who were still in training for the dual MD-PhD degree ( Chakraverty et al., 2018 ). Through a deeper examination of reasons for attrition, MD-PhD programs can find ways to improve training experiences and improve student retention; this can strengthen the biomedical-research-workforce capacity.

Acknowledgment

The authors thank all those who participated in this study and shared their experiences as well as other members of the research team who helped in data collection. This work was supported by a grant from the NIH National Institute of General Medical Sciences (NIGMS) (R01 GM094535). D.B.J. was also supported by NIGMS R01 GM085350. Preliminary findings were presented at the 2017 American Educational Research Association Annual Meeting in San Antonio, TX, and at the 2017 Association of American Medical Colleges Annual Meeting in Boston, MA.

Devasmita Chakraverty , Ph.D., is Assistant Professor at the Ravi J. Matthai Centre for Educational Innovation, Indian Institute of Management Ahmedabad, India. Her research has focused on workforce development in science, technology, engineering, mathematics, and medicine (STEMM). Prior research published in CBE- Life Sciences Education has examined transition experiences of students during MD-PhD training. She also examines reasons why students and professionals experience the impostor phenomenon in STEMM. Dr. Chakraverty has earned a Ph.D. (Science Education) from the University of Virginia, M.P.H. from the School of Public Health, University of Washington, and M.Sc. (Environmental Sciences) from the University of Calcutta (India).

Contributor Information

Devasmita Chakraverty, Indian Institute of Management Ahmedabad, Ahmedabad, India.

Donna B. Jeffe, Washington University in St. Louis, St. Louis, MO, U.S.A.

Katherine P. Dabney, Virginia Commonwealth University, Richmond, VA, U.S.A.

Robert H. Tai, University of Virginia, Charlottesville, VA, U.S.A.

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School of Education

Education specialist (eds) degree in applied learning, leadership, & innovation (alli), what is an eds degree in applied learning, leadership, & innovation (alli).

The Education Specialist (EdS) in Applied Learning, Leadership, and Innovation (ALLI) is a comprehensive and advanced program that goes beyond the master’s level to prepare individuals for leadership roles in a variety of settings. This specialized degree program is designed to prepare emerging leaders with the advanced knowledge, skills, and innovative strategies to excel in their field.

This program also supports a pathway for students who have completed all coursework toward an education-focused doctoral degree program (at Drexel or another institution) but did not complete the dissertation (commonly referred to as “ABD”) who want to return and earn a valuable credential.

The program is intended for students seeking post-master’s education. In a traditional academic timeline, this degree fits between a master’s and a doctorate.

What Can You Do with an EdS in Applied Learning, Leadership, and Innovation?

An EdS degree in Applied Learning, Leadership and Innovation is perfect for individuals looking to lead teams and inspire meaningful change across many organizations. From corporate, to non-profit, to school systems, an education specialist degree will equip you with engaging, cutting-edge coursework that you can apply directly to your career.

Graduates of the EdS degree program can pursue many careers including:

• Education Administrator (superintendent, principal, district administrator)
• Talent and Development Manager
• Chief Innovation Officer
• Director of Teaching and Learning

This EdS degree program does not lead to any state educator certification or licensure. Educators are encouraged to contact their individual district or employer to determine whether completion of this Ed.S. program qualifies them for salary advancement.

Education Specialist in ALLI Courses and Curriculum

Designed for working professionals, the education specialist degree in Applied Learning, Leadership, and Innovation program can be completed in just two years of part-time, flexible online study. Students enrolled in the EdS degree program will complete a series of core courses focused on key subjects including leadership, innovation, research, and evaluation. The program experience culminates with an applied capstone project where students draw on the concepts and skills developed through the program.

The Ed.S. program also has graduate-level certificates embedded within the degree requirements. During the program, students will complete either one (1) 18-credit certificate or two (2) 9-credit certificates to be selected from a pre-approved list of options. Certificates are included to allow students to delve deeper into select areas of specialization and to apply the concepts learned in the core courses of the program in different contexts.

Concentrations

Collaborative Special Education Law and Process Build an understanding of legislation, litigation, and policies around special education and gain insight into how to support families and children with disabilities.

Creativity and Innovation Unlock your inner-creative self to solve real-world problems and gain a rich understanding of creative principles to guide you throughout your career.

Creativity Tools and Techniques for the Classroom and Workplace Develop your creativity toolkit and learn important techniques to approach and solve challenges in the workplace.

Education Policy Explore the process and substance of education policy in the U.S. through coursework that digs deep into topics such as ethics, access and equity, and the global impact on education policy.

Higher Education Leadership Gain knowledge about the structure and governance of colleges, universities and complex organizations. Students also develop a rich understanding of student development, legal issues, and ethics in higher education.

Instructional Design for e-Learning Learn and apply the principles, theories, models, tools, and techniques of instructional design in diverse e-learning settings. This program focuses on the knowledge and skills necessary for aspiring learning design professionals.

International Higher Education Through a global lens, students develop the knowledge and skills necessary to lead successful careers in higher education institutions and organizations all across the world.

Learning Analytics This program prepares students to make data-driven decisions to lead change and improvement in educational systems.

Learning in Game-Based Environments Equip yourself with a working knowledge of game-based learning strategies. Examine games and game genres as they related to teaching and learning, and how the design of games supports transformative experiences in any learning setting.

Mind, Brain & Learning Delve into Mind, Brain, and Education Science within dynamic, real-world contexts. Explore the latest research and methodologies to equip yourself with a comprehensive understanding of how the mind and brain function in the learning process.

Online Teaching and Learning Develop the skills and knowledge needed to effectively design and deliver instruction online. Courses in this program focus specifically on developing practices using technology and other emerging methods for quality teaching and online learning in PK-20 settings, for adult learners, and in corporate settings.

Organization and Talent Development This program equips emerging leaders with the competencies and capabilities to design and implement talent development and management, coaching and mentoring, and organization development and change initiatives in any organizational setting regardless of sector and industry.

Student Development and Affairs Gain a strong understanding of the issues related to student affairs and success to help you effectively serve students across a variety of departments in higher education institutions.

U.S. Education Policy Develop a sophisticated understanding of the U.S. education system, policy, and governance to help you perform more effectively as a education professional.

ABD to EdS Pathway

Alternatively, ABD students who enroll at Drexel will complete a minimum of two (2) required core courses, one (1) 9-credit certificate selected from the available options, and the two-part Capstone project.

Transfer students may be able to transfer their credits into the EdS degree program. Potential transfer credits must be approved by the academic program and must have been completed within 5 years of applying to the EdS program.

Note: ABD to EdS pathway assumes 24 credits transfer in from prior doctoral program leaving 24 credits to complete at Drexel to earn the EdS degree.

EdS in ALLI Remote Learning Format

Learning through online courses allows students all the benefits of attending classes in person without having to commute to campus. Designed with working professionals and families in mind, students in the EdS in Applied Learning, Leadership, and Innovation program have the flexibility to complete their assignments at a time of day that is best for them, while still being able to engage with their classmates and professors. Online students have access to the same resources as on-campus students, including the Hagerty Library, dining halls, and recreation facilities.

EdS Degree in ALLI - Program Eligibility

Admissions criteria for the EdS in Applied Learning, Leadership, and Innovation program:

• A bachelor's degree from a regionally accredited institution
• A master’s degree from a regionally accredited institution with minimum GPA 3.5
• A minimum of 3 years of professional experience related to their career pursuit

Required Documents

• A completed application
• Official transcripts from all universities or colleges and other post-secondary educational institutions attended (including trade schools)
• Three letters of recommendation (professional or academic)
• Prompt #1: Personal Goal Statement (Reflective Writing – maximum 500 words) What do you expect to gain from an EdS degree? Why this degree and why now? What professional goals do you imagine this degree will help you to achieve? What is it about this program that you think will help you to meet those goals?
• Prompt #2: Focus of Concern: How do we do this better? (Academic Writing – Maximum 500 words) The learning in this program will orient to your own professional practices around something that you believe could and should be done better. In this writing sample, you are to explain a focus of concern for you in your professional practice and why it warrants your attention. Who is impacted by your focus of concern and who cares about it, aside from you? This writing will tell us how well you are able to formally communicate something that matters to you. Please use citations as appropriate and write a convincing argument that your focus of concern is worth addressing – something you believe should be done better.
• Prompt #3: Conceptions of Leadership (Reflective or Academic Writing – Your Choice – Maximum 500 words) This is a program to develop your leadership capacity. Thus it is important to know how you think about leadership. How do you know when someone is leading? What do you think it takes to develop a good leader? What do you most need to learn in order to lead? There are no wrong answers here; we are interested in your thinking as a starting place for growing you as a leader.
• Additional requirements for International Students

EdS Degree vs. Master’s Degree vs. EdD Degree

The Education Specialist (EdS) degree is a post-master's, terminal degree program designed for advanced practitioners. While it is not a doctoral program, it provides specialized training beyond the master's level. The EdS is also ideal for those who have completed all but the dissertation (ABD) in a doctoral program, offering a pathway to further expertise without the commitment of a EdD. However, it is important to note that the EdS is not a substitute for a EdD, as it does not require the extensive research and dissertation components of a doctoral degree. This program is perfect for professionals seeking to enhance their skills and knowledge in a specific area of study.

Is There a Dissertation or Capstone Requirement for EdS?

There is not a dissertation requirement for the EdS in Applied Learning, Leadership, and Innovation degree program. All students, including ABD students complete a capstone project where they incorporate the knowledge gathered through the coursework into a final presentation.

Learn More about Drexel University’s Education Specialist Degree in ALLI

The EdS degree in Applied Learning, Leadership, and Innovation is a 100% online program. Students can take the first step toward enrolling in the program by completing the Drexel University online application . Students can also contact us with additional questions about the program via email at [email protected].

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For questions about all School of Education academic programs, please contact  [email protected] .

Make a Positive Impact: Top Online PhDs in Public Policy

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Do you want to shape, teach, or research public policy? Learn more about the best online PhD in Public Policy programs and learn how this advanced degree can serve your academic and career goals.

• A Closer Look
• PhD vs. DPP
• Specializations
• Accreditation

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The demand for professionals with a PhD in Public Policy (or the related  Doctor of Public Administration)  is rising across various fields, including social work, human services, public administration, public policy, and more.

According to the Bureau of Labor Statistics , at least 50% of all public policy career positions require an advanced degree, including political scientists, economists, sociologists, and lawyers. To meet this demand, colleges and universities are offering online PhD in Public Policy programs that provide flexibility and convenience for students. 

If you’re considering earning a terminal degree in public policy, this guide is here to help. It’s important to research the different types of programs, format types, accreditation, and cost. To help you find the right program, keep reading to find a list of the best online PhD programs in public policy and other essential information about this degree. 

Online Public Policy PhD Programs: A Closer Look

Selecting the best online PhD in Public Policy program to meet your academic and career goals, study preferences, and busy lifestyle is crucial to your success. It is important to take the time to assess your individual situation and explore the various available degree programs.

To help you get started with your program search, you’ll find spotlights below on three online PhD in Public Policy programs that provide insight into the cost, study formats, admissions and academic requirements, and other important factors. While everyone’s definition of “best” will be different, these three universities offer a variety of quality PhD programs with flexible study options and reasonable costs.

Liberty University

Liberty University’s  online PhD in Public Policy  program is designed to prepare you for a variety of careers in which you’ll make a lasting difference in education and policy, including serving as an academic specialist, counterterrorism analyst, federal agent, intelligence analyst, policy researcher, professor, and more. 

Built around a Christianity-centered curriculum and accredited by the Southern Association of Colleges and Schools Commission on Colleges, the fully online,  60-credit-hour program  is completed in a series of eight-week courses. Students will learn about state and federal leadership, explore the models of policy analysis, and look at the interplay between state and federal governments. 

In this program, you can choose between a general track or a degree specialization — Chinese affairs, economic policy, education policy, foreign policy, national security policy, or social policy among them. Liberty University offers a competitive tuition rate: $595 per credit for full-time doctoral students, and $650 per credit for part-time doctoral students.

Walden University

Walden University’s  online PhD in Public Policy  and Administration  helps prepare you to pursue careers in academia or high-level practitioner and leadership roles in government, public, and nonprofit sectors. 

Accredited by the Higher Learning Commission, Walden University offers this online program with flexible start dates throughout the year. Core courses in governance, policy analysis, and research methods will contribute to your leadership and policy expertise, and four required residencies will help you gain in-depth knowledge through lessons and networking. You’ll also be required to publish a dissertation as part of this PhD program. 

Walden also offers competitive tuition and financial aid options, including the ability to transfer up to 20 credits from a prior program to reduce overall costs. Estimated tuition cost for three-year completion is $57,785, while an eight-year completion is estimated to cost $133,610.

Tennessee State University

Tennessee State University’s online PhD in Public Policy and Administration  is designed to develop leaders who can address public sector challenges at the local, state, national, and international levels. It is the only university in the state offering a PhD in Public Policy. 

Accredited by the Southern Association of Colleges and Schools Commission on Colleges, this program offers a strong emphasis on research, governance, and policy analysis. You’ll earn 48 credits (minimum) in a fully online and synchronous format, providing flexibility if you’re a working professional. Students gain expertise in areas like theory and practice of public administration, applied quantitative techniques, research methods, administrative management, and ethical decision-making. 

Financial aid opportunities are available for TSU’s online PhD in Public Policy program. In-state students pay about  $575 per credit ; online students who live out of state may be eligible for the E-Rate of about  $824 per credit . 

PhD vs. Doctorate in Public Policy: Which is Right for You?

When pursuing advanced education in public policy, you can choose between two major doctoral degrees: a PhD in Public Policy or a Doctor of Public Policy (DPP). The PhD in Public Policy is research-intensive, preparing students for careers in academia and policy analysis through theoretical exploration and original research.

The DPP focuses on practical application, equipping professionals with the skills to lead and implement policy in public, nonprofit, or government sectors. Both degrees offer unique paths depending on your career goals. The following table provides a more detailed comparison between the two options.

Duration: Online Public Policy PhD

The duration of an online PhD or doctorate in public policy can vary. Some students can complete their degree in three years, while others may take up to six or eight years. Timeline of completion depends on various factors, including course format, full-time versus part-time enrollment, credit transfer, and more. With this variation in mind, let’s examine a standard timeline for earning an online PhD in Public Policy.

In the first year, students typically focus on core courses that introduce key concepts in public policy and administration. Core courses may cover topics like quantitative research methods and ethics. You may also weave in electives related to your research interests and identify potential faculty advisors. Students also begin to develop research skills, learning how to analyze policy issues critically.

Networking opportunities with faculty and peers lay the groundwork for future collaboration. By the end of the year, you’ll likely be expected to formulate research interests — setting the stage for dissertation work — and you may also be required to file a plan of work to explain your academic intentions. 

The second year often involves more specialized coursework in policy evaluation and research, allowing students to deepen an understanding of policy analysis techniques. You may also choose elective courses that align with your specific interests, such as economic, foreign, or social policy. This year typically includes the development of a comprehensive exam or proposal, pushing students to synthesize learnings. 

In the third year, you’ll transition from coursework to research-focused activities. You may begin working on the tactical elements of their dissertation proposals. This year often involves intensive literature reviews and the identification of gaps in current research. Students may present proposals to faculty for feedback, refining ideas and methodologies. Additionally, you may have opportunities for internships, fellowships, or practical experiences, applying knowledge in real-world settings.

In the fourth year, you’ll typically focus on conducting original research for your dissertation. You may enroll in a dissertation research methods class and work closely with Your advisors to refine their research questions and methodology. This year is crucial for gathering data, conducting interviews, or analyzing existing policy frameworks. Students may also attend conferences to present preliminary findings, building a professional network and gaining valuable feedback from the academic community.

In the fifth year, you’ll concentrate on writing your dissertation. You may take dissertation writing courses to help structure your work and ensure you’re meeting academic standards. Continuous feedback from advisors and peers is essential during this time, as students finalize research findings and implications. This year may also include preparation for defense, where you’ll present your research to a committee, demonstrating your expertise and contributions to the field.

The sixth year typically marks the culmination of the PhD journey, as students finalize dissertations and prepare for graduation. You may participate in your dissertation defense and complete any necessary revisions based on committee feedback. This year often includes job preparation activities, such as interviewing skills workshops and networking events. Graduates leave the program equipped with advanced research skills and practical knowledge, ready to contribute to academia, government, or nonprofit sectors.

Specializations for Public Policy PhD Programs

A PhD in Public Policy allows you to specialize in areas like economic, foreign, and social policies, offering expertise to address complex societal issues. Choosing a specialty is valuable because it deepens your knowledge with advanced research and analysis, enhances career prospects, and positions you as a leader in the field of public policy.

• Economic Policy : A specialization in economic policy will build upon your existing expertise in economic and financial politics while specific courses will focus on shaping economic policy in the areas of legislation, communications, politics, education, and international relations.
• Foreign Policy : A specialization in foreign policy will offer advanced study in policy and global government functions for specialized careers as government leaders, international policy researchers, professors of political science, senior public policy analysts, and more.
• Social Policy : A specialization in social policy will grant you advanced foundations in statesmanship, natural law, the Constitution, federalism, and policy analysis related to healthcare, taxation, and immigration to help you succeed as a senior leader in public service.

Accreditation & Online PhDs in Public Policy

When you attend a school offering an  accredited online  degree in public policy, you’re ensuring that the institution meets high educational standards and provides quality instruction recognized by employers and other institutions. At minimum, the school should hold institutional accreditation, and often, you’ll find that online PhD programs in public policy will also hold some type of specialized programmatic accreditation. One example is from the  Network of Schools of Public Policy, Affairs, and Administration (NASPAA) , which ensures that your program meets rigorous industry standards in education and professional practice.

Core Aspects of Online Public Policy PhD Programs

While every online public policy PhD curriculum is different, many programs feature common elements. Below, find four common components of many online PhD programs in public policy or public administration.

When earning a PhD, coursework is typically completed first in order to gain a theoretical understanding of public policy principles. Some schools — like  Liberty University  — offer specialization paths for coursework, including economic, foreign, and social policy. However, most PhD students will take common courses such as public policy analysis, quantitative and qualitative research methods, ethics in governance, and policy evaluation.

Research Concept Development

In an online PhD in Public Policy program, you’ll start your original research by developing your research concept. Most programs ask you to write a proposal outlining a specific policy issue or question, including objectives and methodology. This concept paper or proposal focuses on planning and framing your dissertation before actual research begins. 

Dissertation

In an online PhD in Public Policy program, the dissertation serves as a significant original research project demonstrating your expertise. Students select a relevant topic that aligns with career goals and conduct their own research, culminating in a comprehensive paper that contributes new insights to the field of public policy. As a final component of most dissertations, you’ll take part in dissertation defense, which involves presenting your findings and then answering questions from a committee of reviewers. 

Some online PhD programs in public policy require residencies. These provide essential face-to-face interactions, fostering collaboration and networking among students and faculty. These sessions often focus on research skills, dissertation preparation, and professional development, enhancing the online learning experience while ensuring students receive support throughout their academic journey.  Walden University requires four PhD residencies  for successful graduation.

Public Policy PhD Classes and Coursework

While every online PhD in Public Policy has its own curriculum, the five classes below are common courses typically found in most programs.

Foundations Of Public Policy

Students will explore fundamental theories, concepts, and frameworks that underpin public policy development. You’ll learn about the policy-making process, the role of various stakeholders, and the impact of political, economic, and social factors. Emphasis is placed on critical thinking and analysis of real-world policy issues.

Policy Analysis and Research Design

In this course, you’ll gain essential skills in evaluating public policies using quantitative and qualitative methods. Students will learn to formulate research questions, design studies, and apply analytical frameworks. Emphasis is placed on critical evaluation of existing policies, enhancing students’ ability to inform decision-making processes.

Ethics & Social Justice

Students will investigate the principles of ethical decision-making and their application to public policy. Additionally, you’ll analyze contemporary social justice issues, exploring the interplay between ethics and policy formulation. Through case studies, you’ll be asked to develop strategies to address ethical dilemmas and promote equitable policy solutions in practice.

Public Budgeting

Students will focus on the principles and practices of budget formulation and management within public and nonprofit sectors. Additionally, you’ll examine financial theories, budgeting processes, and fiscal policies, analyzing real-world budgets and financial statements and developing skills to create effective financial plans that address organizational goals and constraints.

Leadership and Organizational Change

Students will explore theories and practices of effective leadership within public policy contexts. Additionally, you’ll examine change management strategies, organizational behavior, and the role of leaders in driving innovation. Through case studies, you’ll be asked to develop skills to navigate and implement transformative initiatives in complex organizational environments.

Tuition and Financial Aid for Public Policy PhD Programs

The costs associated with obtaining any college degree, including an online PhD in Public Policy, are substantial. These costs can vary significantly from program to program depending on such elements as the total credits required, any transferable credits from your master’s degree, and whether the school offering the program is public or private.

The table below offers current tuition rates for three online PhD in Public Policy programs. Bear in mind, however, that these are tuition figures only, and the actual cost of your program will be different due to additional items than can add to your costs, such as fees, out-of-state residency, books and supplies, computers, and more. Many online PhD programs offer  financial aid  assistance for doctoral students, including  fellowships , work-study programs,  private and university-based scholarships , research funding, and more.

What Your Online Public Policy Degree Could Cost

Lucrative careers for public policy phd graduates.

According to the  most recent data from payscale.com , the estimated average salary for holders of a PhD in Public Policy is $106,000. For comparison, the site’s current comparable salary figure for MS in Public Policy holders is  $80,000 .

Of course, what you will actually earn with your degree depends on several variables, most notably work experience, geographic location, and specific job title. The table below offers a look at recent Bureau of Labor Statistics salary figures for five job titles commonly occupied by PhD in Public Policy graduates. 

Source:  O*Net OnLine, 2024;  Bureau of Labor Statistics , 2024

Public Policy PhD: FAQs

What are some of the benefits of earning my phd online.

There are many benefits to earning your PhD online. Earning your PhD online offers flexibility, allowing you to  balance studies while working  and tending to other personal and family commitments. You can enroll in online PhD programs without relocating, which is ideal for professionals looking to advance their career.

Online programs often provide diverse networking opportunities through a global set of students and educators, making it just as beneficial — if not more so — than attending in person. Additionally, you can  study at your own pace , and many online degrees are more affordable, reducing costs associated with commuting or relocating for traditional on-campus programs.

Are online public policy PhD programs more affordable than in-person programs?

Online public policy PhD programs can be  more affordable  than in-person programs due to lower tuition rates, reduced fees, and the absence of  costs  related to commuting. Many online programs also allow students to maintain full-time employment, reducing the need for loans or financial strain.

However, affordability depends on the specific institution, as some online programs may have similar tuition rates to in-person options, so it’s important to compare program costs carefully. Liberty University, for example, offers a  locked-in tuition freeze  for all programs, while Tennessee State University offers reduced tuition for  out-of-state students in its online PhD programs .

How long does it take to earn a public policy PhD degree online?

Earning a public policy PhD degree online  typically takes three to eight years , depending on the program structure, the student’s pace, and dissertation requirements. It’s rare — though not impossible — to even find  one-year doctoral programs . More commonly, though, full-time PhD students might complete a program in three to five years, while part-time students may take longer. Some online programs offer flexible schedules, allowing students to progress at their own pace, which can impact completion time.

What are some common admission requirements for online public policy PhD programs?

Common admission requirements  for online PhD in Public Policy programs almost always require a master’s degree in a related field. Applicants typically need to submit transcripts, letters of recommendation, a statement of purpose, and a writing sample. Some programs may also require GRE scores,  though this is becoming less common . Additionally, many programs look for professional experience in policy-related fields, along with a research proposal aligned with faculty expertise.

What should I look for in an online public policy PhD program?

When choosing an online PhD in Public Policy program, look for accreditation to ensure quality and credibility. Consider faculty expertise, especially in your research area, as well as opportunities for mentorship. Evaluate the program’s flexibility, format (synchronous or asynchronous), and support services, such as career guidance or research resources. You’ll also want to check out the school’s graduation rates and alumni career outcomes. Of course, you’ll also want to compare costs, financial aid options, and residency requirements.

Resources for Online Public Policy PhD Students

• Brookings Institution on YouTube Here, you’ll find videos and a podcast series featuring in-depth discussions with experts on pressing policy issues like economics, governance, and foreign policy.
• Dissertation Strategies The dissertation is a crucial component of an online PhD in Public Policy. This guide from University of North Carolina at Chapel Hill will help you select the right topic and structure your dissertation for success.
• GovTrack A non-partisan platform that tracks U.S. congressional legislation, this site provides students with access to bill summaries, voting records, and policy updates. It’s ideal for policy research and real-time legislative tracking.
• National Bureau of Economic Research (NBER) At this website for a leading nonprofit research organization, you’ll access working papers, data, and publications on public policy, economics, and social science issues.
• Public Policy and Governance Review This student-run publication covers key topics in public policy and governance and offers links to articles, policy analysis, and interviews with experts.

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