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Abstract

Pharmacy education faces rising expectations to prepare graduates who demonstrate strong academic achievement and practice-ready professional competencies. These expectations make educational management an essential concern for pharmacy schools seeking to align institutional processes with student development. Many pharmacy programs adopt management practices such as curriculum review, faculty development, student support, and assessment reform in fragmented ways. Without an integrated framework, it remains difficult to explain how specific management actions influence academic performance and professional competency formation. This article proposes a conceptual framework that positions educational management dimensions as drivers of pharmacy student outcomes. Strategic leadership, quality systems, faculty development, and resource stewardship are conceptualized as management inputs that shape academic learning and professional growth. The framework consists of four interrelated components: a typology of educational management practices, pathways to academic achievement, pathways to competency development, and mediating factors such as institutional culture and student engagement. Together, these components provide a structured model for understanding how management decisions shape educational outcomes. The framework would help deans, program directors, curriculum committees, and faculty diagnose weaknesses in management processes and align institutional actions with student needs. It also offers a basis for future empirical studies that examine how management practices operate across pharmacy education contexts. A management-driven approach can provide pharmacy schools with a coherent blueprint for strengthening both academic performance and professional competencies. By connecting institutional practices to student outcomes, the framework supports more intentional and evidence-informed educational improvement.‎

Keywords: Educational management, Pharmacy education, Academic performance, Professional competencies, Student outcomes, Higher education management

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