Lindie Clark

The Association between seeing retail displays of tobacco and tobacco smoking and purchase : findings from a diary-style survey

AIMS To assess the impact of retail displays of tobacco on tobacco smoking and purchase by smokers and attempting quitters. DESIGN Population-based diary style survey. SETTING NSW, Australia. PARTICIPANTS A total of 998 smokers and 111 attempting quitters. MEASUREMENTS Demographic measures and 4-hourly records over 4 days: number of cigarettes smoked and bought; exposure to cigarette smoking by friends/family or other smokers; and exposure to retail displays of tobacco. FINDINGS Subjects reported seeing cigarettes for sale in more than 40% of the time-periods when they were outside their home. After allowing for factors which are known to increase smoking, people who saw cigarettes for sale were more likely to smoke, and smoked more cigarettes, even if they did not buy cigarettes in the same time-period. There was marginally significant evidence that people exposed to retail displays of tobacco in one time-period were more likely to buy in the following time-period. CONCLUSIONS In an environment which permits point-of-sale displays, smokers were found to see tobacco displays in more than 40% of the 4-hour periods that they were outside the home. Exposure to such tobacco displays was associated with a higher probability of smoking, and with higher levels of smoking, even when subjects did not purchase cigarettes.

The Politics of Regulation: A Comparative‐Historical Study of Occupational Health and Safety Regulation in Australia and the United States

Australia and the United States adopt radically different approaches to occupational health and safety regulation, even though their ultimate objectives in this policy area are effectively the same. The US regulatory style is more centralised, legalistic and adversarial, in contrast to Australia’s state-based and more consensual approach. This difference in regulatory approach dates from the 1970s: for the 100 years prior to that, workplace health and safety regulation in both countries took a similar legal, institutional and administrative form. The reasons for the contemporary regulatory divergence lie in the distinct national configurations of state and societal institutions in the two countries and the different constellation of political actors involved in regulatory design and reform.

The power dynamics and politics of survey design: measuring workload associated with teaching, administering and supporting work-integrated learning courses

Work-integrated learning (WIL) courses can be more time consuming and resource intensive to design, teach, administer and support than classroom-based courses, as they generally require different curricula and pedagogical approaches as well as additional administrative and pastoral responsibilities. Workload and resourcing issues are reported as key challenges to the implementation of WIL, but most of the evidence to date is anecdotal. Accurately quantifying workload associated with WIL is difficult, because teaching and administrative roles can be so interconnected. To address this gap in the literature and inform institutional practice, a study was initiated at an Australian university to collect empirical data on the type and amount of work involved in delivering WIL courses. This paper describes the process of survey development, including literature review, extensive consultation phase and pilot study, all of which had to take account of the inherent power dynamics, politics and sensitivities around measuring staff workload.

Geographic contributions to institutional curriculum reform in Australia: the challenge of embedding field-based learning

Abstract In the context of continuing pressures from managerialist and neoliberal drivers of university reform in Australia, Macquarie University’s recent undergraduate curriculum innovation, based on “People,” “Planet,” and “Participation,” has resulted in the embedding and integration of experiential learning in its curriculum and institutional framework. Such an approach challenges academic and administrative staff, students, and partners in industry, the community and public sector settings, to engage and collaborate across significant boundaries. This article outlines the scope and nature of the curriculum reform, then considers the way geographers have both shaped and responded to the opportunities it created. In so doing, it proposes a number of challenges and recommendations for geographers who might seek to extend their longstanding commitment to field-based learning through similar reforms. In this regard, the discipline of geography and its tendency to engage with the “field” can offer much in fostering deeply transformative learning.

Tobacco Purchase and Consumption by Smokers Intending to Quit

This study examines the impact of two environmental factors on the tobacco purchase and consumption behaviour of smokers intending to quit. The results show that intending quitters are more likely to smoke if, in their immediate vicinity, there are 1) others smoking and 2) cigarettes for sale. Certain retail outlet types also appear to be disproportionately used by intending quitters.

Imagining a Curriculum for an Engaged University

In this chapter we elaborate on how, as a research intensive Australian metropolitan university, Macquarie University responded to global and local pressures and the wicked problems these present to develop an undergraduate curriculum that aspires to be distinctive, intellectually challenging, and community-engaged: one that meets the needs – personal and professional – of students as they transition into a world of complex social and technological change. We trace the path by which the Professional and Community Engagement (PACE) program, a central plank of the re-imagined curriculum, was conceived. We describe PACE’s conceptual antecedents in an interconnected array of pedagogical approaches and philosophical conceptions of the purpose of higher education united by a common belief in the efficacy of engaged, experiential learning. We chart the initial phases of the program’s implementation and argue that PACE is proving to be a significant contributor to and differentiator of Macquarie University in terms of student experience and capability, and applied, community-engaged learning.

Implementing an Institution-Wide Community-Engaged Learning Program: The Leadership and Management Challenge

In an earlier chapter we described the context and circumstances that gave rise to PACE – Macquarie University’s Professional and Community Engagement program: a transformative learning and engagement program that would connect all Macquarie’s undergraduates with local, regional and international partners where they would work on projects that contributed to the partner’s mission and goals. Translating this ambitious vision for PACE into sustainable practice presented the University with a complex leadership and management challenge, particularly given the program’s institution-wide scope and scale and its fundamentally collaborative and distributed nature. While the combination of these features would distinguish the program in the Australian higher education sector, they also posed significant implementation and sustainability challenges on multiple fronts. This chapter distils key elements of the approach taken to address these challenges, contextualising the discussion within recent scholarship on leadership in knowledge-based organizations.

The Practice of PACE: Lessons Learned and Imagined Futures

PACE has been the work of many people – students, university staff, industry and community partners foremost amongst them. The challenge for the future development of PACE is, given what we have learned from our past and current activity, how do we use the learnings, insights and unintended outcomes to shape and optimize imagined futures for the program? There will be many challenges to confront in the years ahead as the program continues to ‘engage and serve the community’ and ‘improve and refine a curriculum that has personal transformation at its very core’ (Sachs, J, Preface. In: Sachs J, Clark L (eds) Learning through community engagement: vision and practice in higher education. Springer, Dordrect, 2016). How best can we meet these challenges, key amongst them being to ensure that PACE continues to deliver quality experiences and impact for its key constituencies as the number and diversity of students, partners and activities grows? Befitting the centrality of reflective practice to PACE (Harvey M, Baker M, Semple AL, Lloyd K, McLachlan K, Walkerden G, Fredericks V, Reflection for learning: a holistic approach to disrupting the text. In: Sachs J, Clark L (eds) Learning through community engagement: vision and practice in higher education. Springer, Dordrecht, 2016, Chap. 11), this chapter looks both back and forward to offer reflections on this and related questions.

Exploring the reciprocal benefits of community-university engagement through PACE

Multiple understandings of reciprocity inform and underscore diverse ways of engaging in community-university partnerships. Although the benefits to students of such engagement are relatively well-documented in the literature (Eyler J, Giles DE, Jr. Stenson CM, Gray CJ, At a glance: what we know about the effects of service-learning on college students, faculty, institutions and communities, 1993–2000, 3rd edn. Vanderbilt University, Nashville, 2001; Tryon and Stoecker, J High Educ Outreach Engage 12(3):47–59, 2008), little empirical research currently supports claims that programs and partnerships result in reciprocal learning and engagement opportunities, especially from the perspective of community partners. This chapter conducts a preliminary empirical inquiry into the diverse ways reciprocity manifests as benefits for key stakeholders in the PACE context, taking the analytical framework proposed by Dostilio et al. (Mich J Commun Serv Learn 19(1):17–32, 2012), and Hammersley’s (2016) favourable critique of it as primary points of departure. We draw on the reflections and perceptions of a range of staff, students, and partners involved in PACE activities in local, regional and international settings and identify, organise and articulate some of the diversity and complexity of the relationships that exist within the PACE program and the beneficial outcomes it has spawned for different stakeholders.