Abstract:

Quality assurance (QA) has become a critical framework for ensuring academic rigor, professional relevance, and public accountability in pharmacy education, particularly when such programs are offered within non-traditional institutional settings. This paper examines the role of quality assurance in strengthening pharmacy teaching and learning within a liberal arts university in Pakistan, where disciplinary depth must be balanced with interdisciplinary breadth. The study explores how multiple accreditation and regulatory frameworks—national and international—are aligned to sustain academic quality, curricular coherence, and professional competence in pharmacy education.

Using a qualitative case-study approach, the paper analyzes the implementation of QA mechanisms in a Doctor of Pharmacy (Pharm-D) program offered at a chartered liberal arts university in Pakistan. The analysis draws on internal quality assurance reports, accreditation self-studies, curriculum review documents, assessment data, and governance records. Particular attention is given to alignment with accreditation and regulatory requirements of the Higher Education Commission, the Pakistan Pharmacy Council, and institutional accreditation standards of the New England Commission for Higher Education.

Findings indicate that an integrated QA framework enables the pharmacy program to meet professional competency standards while preserving the broader educational mission of a liberal arts institution. QA processes were found to play a central role in curriculum mapping, assessment of learning outcomes, faculty development, laboratory and experiential learning oversight, and continuous review of teaching methodologies. Accreditation requirements served not merely as compliance checkpoints but as catalysts for reflective practice, evidence-based improvement, and cross-disciplinary integration. The study further demonstrates that engagement with international accreditation benchmarks strengthens internal QA cultures and enhances institutional credibility at both national and global levels.

The paper argues that pharmacy education within liberal arts universities can achieve high academic and professional standards when QA systems are deliberately aligned with governance, accreditation, and pedagogical strategies. It proposes a context-responsive QA model that integrates professional accreditation, national regulatory oversight, and international quality benchmarks. The study offers practical insights for higher education leaders, pharmacy educators, and QA professionals seeking to design robust, accreditation-ready pharmacy programs in developing-country and Global South contexts.

Keywords:

Quality assurance, pharmacy education, accreditation, liberal arts universities, higher education governance.