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<p>Most health professions education programs are transitioning toward outcomes-based education, emphasizing measurable competencies and programmatic assessment. However, these models—largely focused on teaching and assessment strategies—often overlook the institutional, political, and relational dimensions that shape how curricula are conceived, approved, and enacted. This study examines curriculum as both an educational product and a governance artifact, drawing on the case of a newly established French-language Doctor of Pharmacy (PharmD) program in Canada. We conducted a qualitative case study informed by a critical realist approach, using curriculum-making theory and institutional entrepreneurship as sensitizing frameworks. Data collection unfolded in three phases to deepen understanding of governance mechanisms. First, a review of foundational documents was used to construct a chronological account of program development. Second, exploratory interviews with stakeholders refined this timeline and informed an initial program theory. Third, in-depth interviews with 14 stakeholders—including administrators, academic leaders, financial officers, analysts, and external funders—examined governance dynamics across institutional levels. Analysis identified eight governance mechanisms operating across three overlapping phases: vision development, approval, and implementation. Mechanisms such as coalition-building, navigating governance structures, and mobilizing resources operated across micro, meso, macro, and supra levels, highlighting governance as distributed and adaptive. We argue that curriculum is not merely a pedagogical blueprint but an institutional project forged through multi-level negotiation and strategic agency. Integrating governance into the conceptualization of curriculum highlights its role in shaping institutional identity and invites educators and leaders to approach curriculum development as both a pedagogical and political process. </p>

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Curriculum development as a governance process: insights from a new PharmD program

  • 期刊论文

  • 发表日期：

    2026年2月14日

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  • Geneviève Gauthier,
  • Françoise Moreau-Johnson,
  • Christine Landry,
  • Tim Dubé,
  • Claire Touchie

摘要

Most health professions education programs are transitioning toward outcomes-based education, emphasizing measurable competencies and programmatic assessment. However, these models—largely focused on teaching and assessment strategies—often overlook the institutional, political, and relational dimensions that shape how curricula are conceived, approved, and enacted. This study examines curriculum as both an educational product and a governance artifact, drawing on the case of a newly established French-language Doctor of Pharmacy (PharmD) program in Canada. We conducted a qualitative case study informed by a critical realist approach, using curriculum-making theory and institutional entrepreneurship as sensitizing frameworks. Data collection unfolded in three phases to deepen understanding of governance mechanisms. First, a review of foundational documents was used to construct a chronological account of program development. Second, exploratory interviews with stakeholders refined this timeline and informed an initial program theory. Third, in-depth interviews with 14 stakeholders—including administrators, academic leaders, financial officers, analysts, and external funders—examined governance dynamics across institutional levels. Analysis identified eight governance mechanisms operating across three overlapping phases: vision development, approval, and implementation. Mechanisms such as coalition-building, navigating governance structures, and mobilizing resources operated across micro, meso, macro, and supra levels, highlighting governance as distributed and adaptive. We argue that curriculum is not merely a pedagogical blueprint but an institutional project forged through multi-level negotiation and strategic agency. Integrating governance into the conceptualization of curriculum highlights its role in shaping institutional identity and invites educators and leaders to approach curriculum development as both a pedagogical and political process.