Reflections on Initiating the 2023 PSF Accreditation From Two Australian Universities

<p dir="ltr">Showcase Presentation for the HERDSA2025 Conference in Perth, including:</p><ul><li><a href="https://conference.herdsa.org.au/2025/wp-content/uploads/2025/07/01-HERDSA-2025-On-site-oral-abstract-book-1.pdf" rel="noreferrer" target="_blank">Conference Proceedings Abstract</a></li><li>PowerPoint Presentation</li><li>Accepted full abstract</li><li>Participant reflection template</li></ul><p dir="ltr"><a href="https://conference.herdsa.org.au/2025/program/" rel="noreferrer" target="_blank">https://conference.herdsa.org.au/2025/program/</a> </p><p dir="ltr">The Professional Standards Framework (PSF) launched in 2006, refreshed in 2011 (Bradley, 2022) and revised in 2023 to internationalise the PSF2023 (Advance HE et al., 2023). Recognising the growing international adoption of the PSF two Australian Universities embarked on supporting PSF accreditation for academic and professional staff for the first time in 2024. There are few studies on the impact of the PSF on Australian applicants and limited studies of the impact of the newly revised PSF2023 (Jessiman et al., 2024). Studies prior to the PSF2023 (Cathcart et al., 2021; Spowart et al., 2020) focus upon the impact of the process on applicants’ development of reflective practice and sense of belonging to a community of educators rather than the influences on their teaching practice and subsequent impact upon students learning. We explore how accreditation may enhance applicant reflexivity (Haigh & Withell, 2020) to create a deeper ontological transformation of praxis (Mezirow, 2018; Quillinan et al., 2019).</p>