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Papers by Lindie Clark

Springer eBooks, 2017

The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

Abstract This paper reports the first stage of a joint research project which seeks to explore th... more Abstract This paper reports the first stage of a joint research project which seeks to explore the relationship between the level of retail distribution and cigarette smoking. Whilst conventional wisdom would suggest that supply follows demand, there is evidence from ...

Springer eBooks, Aug 11, 2016

In this chapter we elaborate on how, as a research intensive Australian metropolitan university, ... more 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.

Cooperative and Work-Integrated Education (CWIE) is thought to be more work and resource intensiv... more Cooperative and Work-Integrated Education (CWIE) is thought to be more work and resource intensive to design and deliver than classroom based courses, with much of this work reportedly undervalued and unrecognized. Academic workload is notoriously difficult to measure, and with few available studies on CWIE workload, our research set out to systematically collect empirical data on the amount and type of work involved for staff in teaching, administering and supporting CWIE courses. A self-report survey tool was administered to academic and professional staff at an Australian university to capture quantitative weekly data for nine categories of workload tasks including assessment, student/partner related activities and curriculum delivery. Qualitative data was also collected via individual interviews and a focus group. Over a three year period, 61 course offerings have been surveyed, with 30 staff participating in semi-structured interviews. Data collection is in its final phase, due to finish in February 2016. This paper will provide an initial evaluation of the mixed-methods study, based on the experience of the research team and feedback from participants sourced through semi structured interviews. Participants appreciated the study, highlighting its value in recognizing the work involved in delivering quality CWIE, and were highly satisfied with the survey tool. However, there were a number of challenges encountered during the study including maintaining data quality, capturing the complexity of workload as well as work completed outside of formal teaching periods. Implications for future research are discussed, as well as the impact of this study on CWIE policy and practice.8 page(s

Asia-Pacific journal of cooperative education, 2015

Professional and Community Engagement (PACE) at Macquarie University provides experiential opport... more Professional and Community Engagement (PACE) at Macquarie University provides experiential opportunities for students and staff to contribute to more just, inclusive and sustainable societies by engaging in activities with partner organizations. PACE International offers a range of opportunities with partners overseas. Underpinning PACE is a commitment to mutually beneficial learning and engagement. To align with this commitment, PACE-related research engages partner perspectives and those of students and academics. The dearth of scholarly research on partner perspectives of community engagement (Bringle, Clayton & Price, 2009) underscores this imperative. Drawing on interviews and focus groups with partner representatives this article examines some of the apparently unexpected benefits of engagement with PACE that community partners report have contributed to their improved organizational capacity. We conclude by speculating that what can be perceived by universities as unexpected and unplanned by-products of student engagement, may actually be intended and strategically planned outcomes of community partners.

Cambridge University Press eBooks, Jul 14, 2004

The environments within which people live and work are not the benign settings we often assume th... more The environments within which people live and work are not the benign settings we often assume them to be. Some of them are, to differing degrees and for a variety of reasons, potentially pathological. In those parts of the world where the population lacks access to a ...

Addiction, Oct 7, 2011

Aims To assess the impact of retail displays of tobacco on tobacco smoking and purchase by smoker... more 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 timeperiod were more likely to buy in the following time-period. Conclusions In an environment which permits point-ofsale 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. Keywords Advertising and promotion, public policy, point-of-sale (POS), retail displays of tobacco.

Learning Through Community Engagement, 2016

In an earlier chapter we described the context and circumstances that gave rise to PACE – Macquar... more 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.

Assessment of student learning has been identified as one of the biggest challenges facing WIL pr... more Assessment of student learning has been identified as one of the biggest challenges facing WIL practitioners. Assessment of WIL differs to assessment in other university classroom-based courses because of the involvement of an external partner as well as the complexities of assessing learning in WIL, which is often more holistic in nature. This paper investigates workload implications of WIL assessment for staff at an Australian University, with findings sourced from a broader study examining the amount of time and types of tasks involved in the teaching, administration and support of WIL courses. Over two years 34 courses were surveyed and 18 staff participated in individual interviews. Analysis of survey data reveals assessment of student learning is the largest single contributor to staff workload in WIL courses, with qualitative data providing some insight into the reasons for this. This paper reports preliminary findings from the study, noting implications for policy and practice, as well as future research.4 page(s

Asia-Pacific journal of cooperative education, 2017

Asia-Pacific journal of cooperative education, 2015

Learning Through Community Engagement, 2016

Multiple understandings of reciprocity inform and underscore diverse ways of engaging in communit... more 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.

Learning Through Community Engagement, 2016

PACE has been the work of many people – students, university staff, industry and community partne... more 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. This chapter contains another two separate sections: 'Co-creating support curriculum with PACE international community partners', contributed by Rebecca Bilous, Eryn Coffey, Greg Downey, Laura Hammersley, Kate Lloyd and Felicity Rawlings-Sanaei; 'A programmatic and thematic approach as a new direction', contributed by Anna Powell and Frank Siciliano.23 page(s

PACE International is a component of Professional and Community Engagement (PACE), a Macquarie Un... more PACE International is a component of Professional and Community Engagement (PACE), a Macquarie University-wide initiative that provides opportunities for students and staff to contribute to more just, inclusive and sustainable societies by engaging in activities with partner organisations in Australia and internationally. Underpinning PACE is a commitment to mutually beneficial learning and engagement. To align with this commitment, PACE-related research engages partner perspectives and those of students and academics. The dearth of scholarly research on partner perspectives of community engagement (Bringle, Clayton & Price, 2009) underscores this imperative. Drawing on interviews and focus groups with community partner representatives from Cambodia, Vietnam, Malaysia, Philippines, India, and Peru, this paper examines some of the apparently unexpected benefits of engagement with PACE that community partners report have contributed to their improved organisational capacity. We conclude by speculating that what can be perceived by universities as unexpected and unplanned by-products of student engagement, may actually be intended and strategically planned outcomes of community partners. The paper highlights the need for universities to develop a deeper understanding of the organisational objectives of community partners and their broader motivations for developing institutional relationships in order to ensure the nurturing and facilitation of such highly-valued outcomes through student engagement programs.

Developments in Marketing Science: Proceedings of the Academy of Marketing Science, 2014

This study examines the impact of two environmental factors on the tobacco purchase and consumpti... more 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.

Springer eBooks, 2017

Springer eBooks, Aug 11, 2016

Asia-Pacific journal of cooperative education, 2015

Cambridge University Press eBooks, Jul 14, 2004

Addiction, Oct 7, 2011

Learning Through Community Engagement, 2016

Asia-Pacific journal of cooperative education, 2017

Asia-Pacific journal of cooperative education, 2015

Learning Through Community Engagement, 2016

Developments in Marketing Science: Proceedings of the Academy of Marketing Science, 2014

Assessment of student learning is a crucial part of quality work-integrated learning (WIL), yet p... more Assessment of student learning is a crucial part of quality work-integrated learning (WIL), yet presents some significant challenges for WIL practitioners. Assessment of WIL differs to assessment in classroom based courses because of the complexities of assessing the more holistic nature of learning in WIL, as well as (in many cases) managing the involvement of an external partner in the assessment process. This paper investigates academic workload implications of WIL assessment for staff at an Australian university. Over two years 34 WIL courses were surveyed, with 30 staff interviewed over a wider three-year period. Analysis of survey data reveals assessment of student learning is the largest single contributor to academic workload in WIL courses, with qualitative data providing some insight into the reasons for this. This paper reports findings from the study, noting implications and recommendations for practice, policy and future research. Universities both within Australia and internationally are scaling up their work-integrated learning (WIL) initiatives with a view to promoting employability, work readiness and citizenship outcomes for their graduates (Smith, Ferns, & Russell, 2014; Smigiel, Macleod, & Stephenson, 2015; Sachs & Clark, 2017). The scaling up of WIL has prompted discussion around the development and sustainability of such programs, given anecdotal evidence of the significant workload implications of this form of student learning for university staff. WIL is not specifically accounted for in many academic workload models (Emslie, 2011) and there is a scarcity of research explicitly investigating workload associated with WIL design and delivery (Clark, Rowe, Cantori, Bilgin, & Mukuria, 2016). The few available studies tend to focus on the workload implications of particular types of WIL. For example, Bulot and Johnson (2006) investigated delivery of service learning courses, estimating that workload commitments could require up to 10 extra hours a week (4.5 hours/week on average). More recently, Acton, Chipman, Lunden, and Schmitz (2015) investigated faculty workload associated with simulations in surgical education. Sixty percent of surgical program directors reported a slight increase, and 33% reported a significant increase to the average faculty member's workload, following the introduction of simulation requirements. While these studies shed light on the workload implications of some particular forms of WIL, they are not necessarily representative of the great diversity of delivery and assessment modes in WIL. WIL can encompass a range of experience and practice based activities including internships, teacher practicums, project work, simulations, international/clinical placements, and mentoring, each of which can entail very different approaches to curriculum design, teaching, assessment, student preparation and support. In light of the evidence gap, there is a need to better understand the impact of various models and/or modes of WIL delivery on academic workloads. In response to the above issues and lack of publicly available information (in both literature and practice) on the workload implications of WIL, a study was initiated at an Australian