manchester dbq thesis

An Open Access Journal

• Original Paper
• Open access
• Published: 20 September 2014

The Manchester driver behaviour questionnaire: self-reports of aberrant behaviour among Czech drivers

• Matus Sucha 1 ,
• Lenka Sramkova 1 &
• Ralf Risser 2  

European Transport Research Review volume  6 ,  pages 493–502 ( 2014 ) Cite this article

15k Accesses

35 Citations

Metrics details

Considering the human contribution to car crashes, it seems necessary to make a distinction between different forms of aberrant driver behaviour and its different psychological origins. The aim of the present study was to determine the factors that affect driving behaviour, to prepare a factor model, to identify the role of age, gender, kilometres driven per year, and social status, and to examine the relationship between self-reported driver behaviour in DBQ and self-reported accident involvement and offences among Czech drivers.

For this purpose the original 50-item version of DBQ was translated and adjusted to the Czech driver population. A total of 2,684 Czech drivers participated in the study, 1,791 men and 893 women. Responses to the 50 items were submitted to a principal components analysis with a varimax rotation.

Our research confirmed a three-factor approach as the most appropriate for the interpretation of data. In our case, the three-factor solution can provide an explanation for 31.75 % of the total variance.

Conclusions

While Factor 1, “Dangerous Violations”, and Factor 2, “Dangerous Errors”, are consistent with the findings of other authors, Factor 3, interpreted as “Not Paying Attention to Driving, Straying, and Loss of Orientation”, has been identified as a new one. In addition, predictors of (driver behaviour) factors defining the driver groups prone to engaging in specific types of driving behaviour are further discussed. Practical implications for the education, training, and assessment of drivers, preventive measures, and on-board assistance systems are addressed.

1 Introduction

DBQ (The Manchester Driver Behaviour Questionnaire) is a self-report questionnaire developed by Reason, Manstead, Stradling, Baxter, and Campbell in the United Kingdom in 1990 as a measure of aberrant driving behaviours [ 1 ]. The original version comprises 50 items referring to drivers’ aberrations. Respondents are asked to rate on a six-point scale (1 = never; 2 = hardly ever; 3 = occasionally; 4 = quite often; 5 = frequently; 6 = nearly all the time) how often they experience specific types of aberrant driving behaviours. While the concept of aberrant behaviour implied in the DBQ scales has been used in the Czech setting, Reason’s original 50-item questionnaire has not been translated into Czech and localized yet. The questionnaire primarily reflects the difference between two main types of aberrant driving behaviour: “errors” and “violations”). The main distinction between these two types involves the degree of planned action, or conscious decision. While errors are characterised by unplanned behaviour, the violation of traffic rules is an intentional aberration. Reason later added a “slips and lapses” scale characterised by attention and memory failures. Reason’s taxonomy is applicable to Keskinen’s Gadget model [ 2 ], where errors would pertain to the first two domains of the model (vehicle manoeuvring and mastering traffic situations), while violations would be associated with the other two domains (the goals and context of driving and goals for life and skills for living). This can be put to use with respect to young drivers, for example [ 3 ].

Different studies varied in their conclusions about the number of scales. Working with a sample of 135 drivers, Blockey and Hartley [ 4 ] confirmed the existence of three factors – general errors, dangerous errors, and dangerous violations. In a study involving 1,400 respondents, Aberg and Rimmö [ 5 ] showed two factors – violations and dangerous errors – while the third factor, harmless lapses, broke down into two new factors – inattention errors and inexperience errors. Sullman, Meadows, and Pajo [ 6 ] suggested four factors, namely errors, lapses, and aggressive and ordinary violations. In line with Reason’s original propositions, Parker, Reason, Manstead, and Stradling [ 7 ] defined lapses, errors, and violations with a sample of 1,600 drivers. There are studies that even confirm five factors, for example, Parker et al. [ 8 ] who examined 1989 senior drivers (the study sample comprised drivers aged 50+).

There are many more studies dealing with this topic. The above review illustrates not only the inconsistency of researchers’ opinions about the number and focus of the factors that are present in DBQ and that describe risky driving behaviour, but also that DBQ is an instrument that is commonly used to investigate driver behaviour. A comprehensive review of studies using DBQ was put together by Harrison [ 9 ], who also structured the changes in the questionnaire by subject and provided numerous examples.

DBQ is widely used to survey aberrant driving behaviour around the world [ 10 ]. While each translation and adaptation of the instrument involves modifications to the scales and the formulations and number of the items, the results and the prevalence of the use of this measure prove its usefulness. Gras et al. [ 11 ] adapted DBQ for use in the Spanish setting, which involved two translations into Spanish and one inverse translation into the original English version. Using factor analysis, they then demonstrated the existence of four factors, with one of them suggesting a mixture of lapses and errors. Noting the possibility of the meanings of some important items being lost in the translation of the original into another language, the authors suggest that a good-quality translation of the questionnaire is vital. The translation of DBQ is also addressed by Lajunen, Parker, and Summala [ 12 ], who demonstrated the reliability of the Finnish and Dutch version of DBQ as being comparable to that of the original UK version and the four-factor structure [ 13 ]. In China DBQ was modified into CDQ (Chinese Driving Questionnaire) [ 14 ]. A recently published new French version [ 15 ] demonstrated six factors: dangerous errors, inattention errors, inexperience errors, ordinary violations, aggressive violations, and positive behaviours. While DBQ is often used to assess aberrant behaviour among a certain group of drivers (e.g. young and novice drivers – see, for example, [ 16 ]), a recent Danish study suggests that the results across age categories are stable [ 17 ].

The aim of this paper is to determine the factors that affect driving behaviour, to prepare a factor model, to identify the role of age, gender, kilometres driven per year, and social status, and to examine the relationship between self-reported driver behaviour in DBQ and self-reported accident involvement and offences among Czech drivers.

2 Material and methods

The original 50-item version of DBQ [ 1 ], translated and adapted to the Czech setting by permission of its author, was used to conduct the research. In methodological terms, the conversion of the English original of the questionnaire was carried out in following steps. The first step involved the questionnaire being translated into Czech by two independent translators. Following the review of these translations by Czech traffic psychologists, problematic items were identified (in terms of wording, ambiguity, and specific features of the Czech context), and these were then translated anew by another translator. On the basis of such consultations, the first Czech wordings of the items were defined. The next step of the adaptation involved a discussion with respondents.

The same version was used for a pilot survey carried out on a sample of n  = 56 drivers, during which the reliability of the scales was tested, in addition to the final wording of the items. The three steps thus revealed potentially misleading items, the wording of which was subsequently changed in order to eliminate the ambiguity while retaining their meanings and ensuring that they can still feed into the relevant scale. The greatest change concerned Item 6, which originally read: “Attempt to drive away without first having switched on the ignition”, but was changed into “Attempt to drive away with the handbrake on.” Item 34 was shortened for the sake of comprehensibility. The original version, “Overtake a single line of stationary or slow-moving vehicles, only to discover that they were queuing to get through a one-lane gap or roadwork lights”, was changed into “Overtake a single line of stationary or slow-moving vehicles, only to discover that they were queuing to get through a one-lane gap”.

The adaptation also concerned the six-point rating scale used to measure the frequency of behaviour. Six options were chosen for the sake of consistency with the original UK version. In the Czech setting frequency options are typically expressed on a five-point scale. Therefore, again, a translator, a methodologist, and the Institute of the Czech Language were consulted about this part of the translation. The final rating scale turned out to be in full accordance with its English equivalent. Another difference from traditional frequency differentiation scales was the absence of the “always” option, which had proved ineffective, as by nature the questionnaire addresses aberrant driving behaviour, which cannot be experienced at all times. Even the “nearly all the time” option is regarded as extreme enough to be used as the opposite of the “never” option. Respondents thus chose one of six options (1 = never, 6 = nearly all the time) for each of the fifty items of the questionnaire.

The adapted DBQ was followed by a 22-item questionnaire enquiring about the respondent’s driving history and sociodemographic information needed to process the data. In conclusion, the participants were asked two open-ended questions of a qualitative nature concerning their attitudes to driving and the role of a driver. The questionnaire was distributed via the internet. It was placed on an easy-to-remember domain and disseminated using social networks and web-based advertising. On average it took 20 min to complete. 2,684 respondents, 1,791 men and 893 women, participated in the online survey. Given that the Czech driver population comprises some 6.6 million people, the sample accounts for approximately 0.04 % of the total number of drivers in the Czech Republic. As for gender representation, 66 % of the respondents were men and 34 % women; these proportions are similar in the general population, as shown by the commonly stated male/female ratio of 60:40. The sample was not weighted in terms of age. Young drivers (under 27) accounted for 70 % of the respondents, with 41 % of the whole sample comprising drivers in the 18–22 age category. Drivers aged 28 to 42 accounted for 25 % of the sample. Thus only 5 % of the participants were aged above 42. The respondents’ age structure corresponds to their occupational status: 44 % were students and 50 % were employees or freelancers.

The aim of the present study was to determine the factors that affect driving behaviour, to prepare a factor model, to identify the role of age, gender, kilometres driven per year, and social status, and to examine the relationship between self-reported driver behaviour in DBQ and self-reported accident involvement and offences among Czech drivers.

3.1 Relative frequencies of the driver behaviour items

When the 50 items were ranked according to their rated mean frequencies, the five most frequently occurring behaviours were: “Check your speedometer and discover that you are unknowingly travelling faster than the legal limit” ( Mn  = 2.49, SD  = 1.24), “Deliberately disregard the speed limits late at night or very early in the morning” ( Mn  = 2.23, SD  = 1.59), “Drive with only “half an eye” on the road while looking at a map, changing a radio channel, etc.” ( Mn  = 1.65, SD  = 1.16), “Drive along country roads at night as fast with dipped lights as on full beam” ( Mn  = 1.54, SD  = 1.56), and “Forget which gear you are currently in and have to check with your hand” ( Mn  = 1.50, SD  = 1.30). Three out of the five most highly ranked items relate to behaviour connected to speed and speeding. The means and standard deviations for all 50 items are given in Table  1 .

3.2 Factor analysis

Responses to the 50 items were submitted to a principal components analysis with a varimax rotation. The scree plot (Fig.  1 ) indicated that the data were best fitted by a three-factor solution. The third factor (Not Paying Attention to Driving, Straying, and Loss of Orientation) is rather weak; the reason for its incorporation was rather well-based psychological interpretation. These three factors accounted for 31.75 % of the total variance. Factor 1 (Dangerous Violations) accounted for 18.07 % of the total variance, Factor 2 (Dangerous Errors) for 10.18 % of the total variance, and Factor 3 for 3.51 % of the total variance.

The scree plot for three-factor solution

The items that loaded most highly for Factor 1 (Dangerous Violations) were:

“Race” oncoming vehicles for a one-car gap on a narrow or obstructed road. (0.70)

Get involved in unofficial “races” with other drivers. (0.69)

Stuck behind a slow-moving vehicle on a two-lane highway, you are driven by frustration to try to overtake in risky circumstances. (0.69)

Drive especially close or “flash” the car in front as a signal for that driver to go faster or get out of your way. (0.68)

Deliberately disregard the speed limits late at night or very early in the morning. (0.65)

Become impatient with a slow driver in the outer lane and overtake in places where it is not allowed (outside urban areas, for example). (0.63)

Overtake a slow-moving vehicle in the inside lane or on the hard shoulder of a motorway. (0.60)

The highest loadings for Factor 2 (Dangerous Errors) were:

Misjudge your crossing interval when turning right and narrowly miss a collision. (0.60)

Fail to check your mirror before pulling out, changing lanes, turning, etc. (0.60)

Fail to notice pedestrians crossing when turning into a side street from a main road. (0.58)

Try to overtake without first checking your mirror, and then get hooted at by the car behind which has already begun its overtaking manoeuvre. (0.54)

Ignore “give way” signs, and narrowly avoid colliding with traffic having the right of way. (0.54)

Lost in thought or distracted, you fail to notice someone waiting at a zebra crossing, or a pelican crossing light that has just turned red. (0.53)

Misjudge your gap in a car park and nearly (or actually) hit the adjoining vehicle. (0.53)

The items that loaded most highly for Factor 3 (Not Paying Attention to Driving, Straying, and Loss of Orientation) were:

Miss your exit on a motorway and have to make a detour. (0.64)

Exit from a roundabout on the wrong road. (0.59)

Plan your route badly, so that you meet traffic congestion you could have avoided. (0.56)

Intending to drive to destination A, you “wake up” to find yourself en route to B, where the latter is your more usual journey. (0.54)

“Wake up” to realise that you have no clear recollection of the road along which you have just travelled. (0.53)

Forget where you left your car in a multi-level or large car park. (0.51)

Get into the wrong lane at a roundabout or approaching a road junction. (0.50)

The next item (after the last one mentioned above) for Factor 3 has an intake of only 0.33, so we do not mention it here. It is necessary to note that the scores for all items are positively skewed (most respondents chose low values), which is a limiting factor for the factor analysis interpretations.

3.3 Predictors of factor scores

Using factor scores, multiple regressions were calculated to establish which of the sociodemographic indicators and self-reported accidents and offences provided the best predictors of the factors mentioned above (Factors 1, 2, and 3). The following indicators were used in the present study:

Type of driving licence (car, bus, truck etc.)

Years of driving (since obtaining driving licence)

Number of kilometres driven per year

Partnership engagement

Accident involvement and severity

Offences and description

Purpose of car trips

Size of the place of residence

To provide multiple regression, the aforementioned indicators had to be modified and the number of categories was reduced (categories were merged in cases where there was no significant difference). The list below contains indicators (and categories) as significant predictors of Factors 1, 2, and 3:

Education (basic, secondary, university/college education)

Occupation (student, employee, freelancer, unemployed)

Size of the place of residence (up to 5,000 inhabitants, 5,000 to 50,000 inhabitants, more than 50,000 inhabitants)

Partnership engagement (no engagement, with engagement)

In the case of the indicator “Number of kilometres driven per year”, the extremely positive skewness of the data led us to use a data transformation. Data transformations are the application of a mathematical modification to the values of a variable. There are a great variety of possible data transformations (e.g. adding constants to multiplying, squaring or raising to a power, converting to logarithmic scales, inverting and reflecting). For our work we chose converting to logarithmic scales (logarithmic transformation). Many statistical procedures assume that the variables are normally distributed. A significant violation of the assumption of normality can seriously increase the chances of the researcher committing either a Type I or II error. Micceri [ 18 ] points out that true normality is exceedingly rare in education and psychology.

Using a common logarithm of the variables, we managed to adjust the data in such a way as to fit the histograms provided (Figs.  2 and 3 ).

Histogram for “Number of kilometres driven per year” before adjustment

Histogram for “Number of kilometres driven per year” after adjustment

3.3.1 Factor 1 (dangerous violations)

In line with the results of an original study by Reason et al. [ 1 ], our study confirmed Factor 1, which can be characterised as Dangerous Violations .

When attempting to anticipate the result of Factor 1 using all the predictors that we followed, we can explain up to 25.6 % of the variance of this variable. It is evident that all the variables except Partnership Engagement play a role of their own (Table  2 ).

However, when we look into category variables to see the degree of difference between the categories, we note that in education, the size of the place of residence, and occupation the difference is always due to a single deviating group. The model could thus be considerably simplified as follows (regression analysis with indicator variables has been used this time) Table 3 :

The significance of the model is F(7.2675) = 130.75; p  < 0.001; R 2  = 0.255 (although a number of predictors were removed, the difference from the original value prior to the adjustment of predictors R 2  = 0.256 is minimal).

To summarise, the rules appear to be deliberately violated mainly by younger men who travel many kilometres per year , are experienced drivers , have not completed university - level education , live in big cities , and are entrepreneurs .

3.3.2 Factor 2 (dangerous errors)

The second factor, which we can call Dangerous Errors , is – similarly to Factor 1 and as envisaged – in line with the study of Reason et al. [ 1 ].

When attempting to anticipate the result of Factor 2 using all the predictors that we followed, we can explain 13.5 % of the variance of this variable. It is evident that the following variables play a role of their own: gender, the size of the place of residence, and the total number of kilometres driven in the driver’s lifetime (Table  4 ).

The aforementioned three predictors can account for 13.5 % of the variance. Again, we can disregard a number of variables, or categories of variables, to arrive at the following lightened regression model Table 5 :

The significance of the model is F(4.2679) = 102.57; p  < 0.001; R 2  = 0.133 (although a number of predictors were removed, the difference from the original value prior to the adjustment of predictors R 2  = 0.135 is minimal).

Our model thus suggests that driving errors are mainly made by women with not much driving experience , who come from small towns or villages , and have completed only basic education (this is a rather simplistic interpretation – the individual variables may be connected with a logical “or” rather than “and”).

3.3.3 Factor 3 (Not paying attention to driving, straying, and loss of orientation)

The third factor is somehow different from what we envisaged and from what is known from the literature [ 1 , 4 – 8 ]. This factor can be referred to as “s traying and loss of orientation ”.

When attempting to anticipate the result of Factor 3 using all the predictors that we followed, we can explain 7 % of the variance of this variable. It is evident that the following variables play a role of their own: gender, education, the size of the place of residence, occupation, and the total number of kilometres driven in the driver’s lifetime (Table  6 ).

Again, we can disregard a number of variables, or categories of variables, to arrive at the following lightened regression model Table 7 :

The significance of the model is F(6.2677) = 32.02; p  < 0.001; R 2  = 0.067 (although a number of predictors were removed, the difference from the original value prior to the adjustment of predictors R 2  = 0.07 is minimal).

The interpretation of this factor is rather difficult. It appears that the biggest problems with orientation are experienced by older drivers (low effect), women, those who have considerable lifetime driving experience, and those who are from a large city. The older driver predictor can be interpreted as a generally poorer sense of orientation and a longer reaction time on the part of older drivers. The lifetime mileage predictor can be interpreted rather easily – drivers who spend a lot of time on the road are more likely to get lost (greater exposure). Moreover, some items refer to driving on a motorway, which in itself is a predictor of a larger number of kilometres travelled. A similar interpretation can be made in relation to the big city drivers predictor, where the assumption of driving around a large city allows for a greater chance of getting lost or losing one’s orientation (exposure). The interpretation of the gender predictor (women) may be associated with Factor 2 (Dangerous Errors) and may be related to different driving styles in men and women. The education and occupation (student) predictors involve more complicated interpretations which require further research.

4 Discussion

The DBQ is a prominent measurement scale to examine drivers’ self-reported aberrant behaviors. Self-reports can be a very useful and efficient means for studying aberrant driving behavior. Anonymous surveys can provide reliable in-depth information about behavior, as well as about the motives and attitudes leading to risky driving. DBQ has been used in several studies in many countries and despite minor cultural nuances, the distinction between errors as unintentional mistakes and violations as deliberate acts has been supported by all international studies, including the one presented in this paper.

Driver behaviour is a very complex matter that is influenced by one’s knowledge, abilities, and skills on the one hand and personality traits (such as volition, values, and motives) on the other. Last but not least, there are situational variables (such as mood, stress, and the overall mindset at the moment) that come into play. Therefore, different research methods must be used to describe such behaviour and identify its predictors. The present study focuses on the assessment of (aberrant) driving behaviour using self-report questionnaires administered to drivers. It thus seeks to describe the behaviour in itself rather than its causes. As in the original study [ 1 ] and other similar research projects [ 4 – 8 , 10 – 17 ], our study also confirmed the division of aberrant behaviour into two major categories – Dangerous Violations and Dangerous Errors. In comparison to the above studies (including the original one), a new factor, which may be referred to as “Not Paying Attention to Driving, Straying, and Loss of Orientation”, was identified among Czech drivers. This factor could also be labelled as non - dangerous errors (cf. [ 1 ]). What is noteworthy and new with respect to the previous studies is the specific nature of statements that feed into this factor, such as those associated with absent-mindedness, not paying attention to driving, straying, and losing orientation. Given the driver characteristics (gender, age, education, occupation, size of the place of residence, partnership engagement), the results of our research generally correspond with the original study [ 1 ] and other studies mentioned above.

5 Conclusions

The results of our research suggested the three-factor solution as the most appropriate approach to interpreting data collected by means of the DBQ questionnaire. While these findings are in agreement with the previous ones arrived at by other authors [ 1 , 4 , 5 , 7 ], they also contradict the results of some other studies that propose different arrangements [ 6 , 8 ]. In our case, the three-factor solution makes it possible to account for 31.75 % of the total variance. Factor 1 accounted for 18.07 % of the total variance, Factor 2 for 10.18 % of the total variance, and Factor 3 for 3.51 % of the total variance.

In accordance with the original study by Reason et al. [ 1 ], Factor 1, which is characterised by mostly intentional violations, could be referred to as Dangerous Violations. These involve preconceived deliberate behaviour that is in breach of the regulations. Again in line with Reason’s original study [ 1 ], Factor 2 may be referred to as Dangerous Errors. These mostly involve driving behaviour which is characterised by mistakes and errors made by drivers without obvious intent or purpose. These may generally result from actions that are inappropriate in a given situation or are appropriate but executed in a wrong manner. Both cases involve behaviours which, although not intentionally planned and executed in violation of the rules, pose a danger to traffic safety. In contradiction with the findings of the author of the questionnaire [ 1 ] and other authors [ 4 – 8 ], we interpret Factor 3 as Not Paying Attention to Driving, Straying, and Loss of Orientation. First and foremost, this factor builds upon statements pertaining to orientation in traffic environment and aberrations resulting from absent-mindedness or insufficient attention paid to driving.

As part of our research we sought to establish the most salient predictors for each of the factors using the respondents’ sociodemographic data. We looked for the following variables (adjusted for the purposes of statistical processing): gender, age, education, occupation, size of the place of residence, and partnership engagement.

In Factor 1 (Dangerous Violations), we can account for 25.5 % of the variance using the predictors under scrutiny. The predictors suggest that the rules are intentionally violated especially by young men who travel many kilometres per year, are experienced drivers, have not completed university-level education, live in big cities, and are entrepreneurs.

As regards Factor 2 (Dangerous Errors), our model and predictors can account for 13.3 % of the variance of this variable. It is apparent that the following variables play a role of their own: gender, the size of the place of residence, and the total number of kilometres driven in the driver’s lifetime. Our model thus suggests that driving errors are mainly made by women with not much driving experience, who come from small towns or villages, and have completed only basic education.

As for Factor 3, using all the predictors that we followed, we can account for 6.7 % of the variance of this variable. It is apparent that the following variables play a role of their own: gender, education, the size of the place of residence, occupation, and the total number of kilometres driven in the driver’s lifetime. It seems that the biggest problems with orientation are experienced by older drivers, women, those who have considerable lifetime driving experience, and those who are from a large city. Given this factor’s weak loading, however, the interpretation potential is limited.

The main implications of our research for practical measures aimed at increasing traffic safety include a better understanding of drivers’ risk behaviour as an entity broken down into three distinct classes which are likely to involve different underlying psychological processes. Deliberate violations are believed to stem mainly from drivers’ personality traits, motivation, values, and volition. Effective measures targeted at drivers engaging in this type of aberrant behaviour may include rigorous enforcement, counselling (rehabilitation programmes), and training programmes aimed at self-reflection and feedback, and, in general, a focus on higher levels of the Gadget model – GDE matrix [ 2 ]. Effective measures for drivers characterised by committing Dangerous Errors may include those focused on education and training in driving (the lower and middle levels of the Gadget model). The class of drivers who are absent-minded, confused, or show poor orientation in the traffic environment (Factor 3) may benefit from measures involving training in multifaceted driving situations (such as booster driving lessons) or, in the case of older drivers, those aimed at training and the maintenance of cognitive capacities.

Other possible implications include the utilisation of onboard assistance systems and the modification of the design of the traffic infrastructure in general. Different groups of drivers (categorised according to the types of aberrant driving behaviour) are likely to show different needs (in terms of traffic safety improvements) that the systems under consideration may meet. Assistance systems (and infrastructure designs) that focus on the provision of feedback and law enforcement may be more useful for the class of drivers who commit deliberate traffic violations, while error-prone, absent-minded, and confused drivers may benefit more from systems that facilitate orientation and provide general support in dealing with driving as a multifaceted task.

Reason J, Manstead A, Stradling S, Baxter J, Campbell K (1990) Errors and violations on the road: a real distinction? Ergonomics 33:1315–1332. doi: 10.1080/00140139008925335

Article   Google Scholar  

Hatakka M, Keskinen E, Gregersen NP, Glad A, Hernetkoski K (2002) From control of the vehicle to personal self-control; broadening the perspectives to driver education. Transp Res F 5(3):201–215. doi: 10.1016/S1369-8478(02)00018-9

Laapotti S, Keskinen E, Hatakka M, Katila A (2001) Novice drivers’ accidents and violations – a failure on higher or lower hierarchical levels of driving behaviour. Accid Anal Prev 33(6):759–770. doi: 10.1016/S0001-4575(00)00090-7

Blockey PN, Hartley LR (1995) Aberrant driving behaviour: errors and violations. Ergonomics 38:1759–1771

Åberg L, Rimmö P-A (1998) Dimensions of aberrant behaviour. Ergonomics 41:39–56. doi: 10.1080/001401398187314

Sullman MJ, Meadows M, Pajo KB (2002) Aberrant driving behaviours amongst New Zealand truck drivers. Transp Res F 5:217–232. doi: 10.1016/S1369-8478(02)00019-0

Parker D, Reason JT, Manstead AS, Stradling SG (1995) Driving errors, driving violations and accident involvement. Ergonomics 38:1036–1048. doi: 10.1080/00140139508925170

Parker D, McDonald L, Rabbitt P, Sutcliffe P (2000) Elderly drivers and their accidents: the aging driver questionnaire. Accid Anal Prev 32:751–759. doi: 10.1016/S0001-4575(99)00125-6

Harrison W (2009) Reliability of the Driver Behaviour Questionnaire in a sample of novice drivers. Proceedings of the Australasian Road Safety Research, Policing and Education Conference . Sydney, New South Wales. Available at http://www.rsconference.com/pdf/RS094080.PDF

Bener A, Özkan T, Lajunen T (2008) The driver behaviour questionnaire in Arab gulf countries: Qatar and United Emirates. Accid Anal Prev 40:1411–1417. doi: 10.1016/j.aap.2008.03.003

Gras ME, Sullman MJ, Cunill M, Planes M, Aymerich M, Font-Mayolas S (2006) Spanish drivers and their aberrant driving behaviours. Transp Res F 9:129–137. doi: 10.1016/j.trf.2005.09.004

Lajunen T, Parker D, Summala H (2004) The Manchester driver behavior questionnaire; a cross-cultural study. Accid Anal Prev 36:231–238. doi: 10.1016/S0001-4575(02)00152-5

Mesken J, Lajunen T, Summala H (2002) Interpersonal violations, speeding violations and their relation to accident involvement in Finland. Ergonomics 45:469–483. doi: 10.1080/00140130210129682

Xie CQ, Parker D (2002) A social psychological approach to driving violations in two Chinese cities. Transp Res F 5(4):293–308. doi: 10.1016/S1369-8478(02)00034-7

Guého L, Granié MA, Abric JC (2014) French validation of a new version of the driver behavior questionnaire (DBQ) for drivers of all ages and level of experiences. Accid Anal Prev 63:41–48. doi: 10.1016/j.aap.2013.10.024

Bianchi A, Summala H (2004) The “genetics” of driving behavior: parents’ driving style predicts their children’s driving style. Accid Anal Prev 36(4):655–659. doi: 10.1016/S0001-4575(03)00087-3

Martinussen LM, Hakamies-Blomqvist L, Moller M, Özkan T, Lajunen T (2013) Age, gender, mileage and the DBQ: the validity of the driver behavior questionnaire in different driver groups. Accid Anal Prev 52:228–236. doi: 10.1016/j.aap.2012.12.036

Micceri T (1989) The unicorn, the normal curve, and other improbable creatures. Psychol Bull 105:156–166. doi: 10.1037/0033-2909.105.1.156

Download references

Acknowledgments

This study was financially supported by the Czech government. No other financial support was present. This work was carried out in the frame of the traffic psychology working group consisting of Ralf Risser, Matus Sucha and Petr Zamecnik with participation of Katerina Bohmova, Darina Havlickova, Veronika Kureckova and Lenka Sramkova. 

Author information

Authors and affiliations.

Department of Psychology, Palacky University in Olomouc, Krizkovskeho 8, 771-80, Olomouc, Czech Republic

Matus Sucha & Lenka Sramkova

Factum OHG, Danhausergasse 6/4, A-1040, Vienna, Austria

Ralf Risser

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Matus Sucha .

Rights and permissions

Open Access This article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited.

Reprints and permissions

About this article

Cite this article.

Sucha, M., Sramkova, L. & Risser, R. The Manchester driver behaviour questionnaire: self-reports of aberrant behaviour among Czech drivers. Eur. Transp. Res. Rev. 6 , 493–502 (2014). https://doi.org/10.1007/s12544-014-0147-z

Download citation

Received : 20 June 2014

Accepted : 15 September 2014

Published : 20 September 2014

Issue Date : December 2014

DOI : https://doi.org/10.1007/s12544-014-0147-z

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Driver behaviour questionnaire (DBQ)
• Aberrant driver behaviour
• Driving mistakes
• Driving errors

Choose Your Test

Sat / act prep online guides and tips, how to ace the ap world history dbq: rubric, examples, and tips.

Advanced Placement (AP)

AP World History is a challenging class, and in order to get credit for it you’ll have to take an equally challenging exam. And one of the toughest parts of the test is the AP World History document-based question, or AP World DBQ. This question asks you to read and analyze documents on the fly, then write an argumentative essay…all in one hour. 

It can be hard to know what–and how–to study for the AP World History DBQ, especially when you don’t know which documents you’ll receive on test day. But don’t worry: we’ll break down everything you need to know about the AP World History DBQ so you can ace it on test day. (We’ll even give you AP World History DBQ example questions and an AP World History DBQ rubric example!) 

Here’s what we’ll cover:

• An explanation of what the AP World History DBQ is 
• A look at how the DBQ works on the AP World History exam
• A step-by-step process for tackling the AP World History DBQ
• A guide to studying for and answering the AP World History DBQ

Let’s get going!

What Is an AP World History DBQ? 

The document-based question (DBQ) is a question on the AP World History exam in which you are given a selection of seven documents and are asked to write an essay that incorporates information from at least six of them in a coherent argument based on a given prompt.

In other words: you’ll be writing an essay on a topic and incorporating resources that you’re given on the day of the exam! 

The DBQ tests over a wide range of skills , like writing, organizing thoughts, making arguments, making connections between different perspectives, and having a knowledge of world history. Yeah, the DBQs are definitely tough! That’s why it’s important to understand what the DBQ APWH is and how to best tackle it. 

How DBQs Work on the AP World History Exam

The DBQ format AP World History uses consists of a single open-ended prompt , and will focus on the time period of 1450-2001 .

Of the two free response questions, one is a long essay (worth 15%) and one is a DBQ. This means that the sole DBQ is, by itself, worth 25% of your total grade, making it the single most heavily-weighted question on the AP World History exam.  

Here are some actual AP World History DBQ examples from previous years’ AP World History exams:

• “Evaluate the extent to which economic factors led to the outbreak of the Mexican Revolution (1910–1920).” ( 2021 )
• “Evaluate the extent to which the Portuguese transformed maritime trade in the Indian Ocean in the sixteenth century.” ( 2019 )
• “Evaluate the extent to which railroads affected the process of empire-building in Afro-Eurasia between 1860 and 1918.” ( 2018 )

Of course, one of the things that makes AP DBQ questions unique is that you’ll be given seven documents to analyze as part of your essay response. Not only will you have to read and analyze these documents on exam day, you’ll have to include them as evidence in your essay to prove your argument! 

The seven documents you’ll receive will be a mixture of: 

• Primary texts : texts that were actually written in the time period you’re being asked about 
• Secondary texts : texts written by later historians that explain or interpret the time period 
• Images: usually either political cartoons or artwork from the time period 

How many of each type of document you get varies by year, so you’ll need to be comfortable using all three types to support an essay-based argument. 

To answer the AP World History DBQ, you’ll have to read through all seven documents and write an argumentative essay that answers the prompt. So not only will you have to come up with an arguable point, you’ll have to prove that thesis using evidence contained in at least three of the seven documents. If you want to earn full credit for your DBQ, you’ll actually have to use six of the seven documents to support your position! 

Just like in a sport, understanding how to score points on your DBQ is key to doing well on your exam. 

Understand the AP World DBQ Rubric

First, y ou need to understand what the expectations are and how your answer will be graded. Doing this will help you figure out what you need to study and which skills you need to brush up on. It’ll also ensure that you know exactly what a great DBQ response requires so that you earn as many points as possible! 

The good news is that the College Board has provided the AP World History DBQ rubric 2021 as part of their 2021 AP World History: Modern Sample Student Responses and Scoring Commentary document. The AP World History DBQ rubric contains all the information you need to know about how your response will be scored. 

Here’s how the rubric breaks down:

Thesis (1 Point) 

First you’ll need to create a thesis that “responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning.” In order to get this point you’ll need to make an arguable claim based on the documents that answers the question of the prompt.  

Contextualization (1 Point) 

In order to get a point for contextualization you’ll need to “accurately describe a context relevant” to the time period covered by the prompt. What this means is that you’ll have to describe the political, social, or economic events and trends that contributed to the topic you’re writing about. 

Some of this you’ll know from the provided documents, but some of it you will also be expected to know based on what you’ve studied in AP World History class. You’ll also need to relate your knowledge to “broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question.” In other words, you’ll have to show how the events of this time period are relevant now or how they are similar to some other historical situation.

Evidence (3 Points) 

This category assigns points based on how well you use the documents provided to you on the test. 

For this category, you get one of the potential three points solely for if you incorporate specific evidence that does not come from the provided documents in a way that is relevant to your thesis. 

However, in order to earn the other two points, you must support your argument by using even more evidence from the documents provided . If you use three to five documents, you’ll earn an additional point. If you integrate six or more documents in your response, you can earn up to two points…and full credit for this category!  

Just remember: You can’t just randomly throw information from the documents into your essay, though, you have to use it in a way that supports your argument and accurately represents what the documents are saying . 

Analysis and Reasoning (2 Points) 

For the analysis and reasoning section, you get one point for explaining “how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument,” and you get one point for “complexity,” showing that you understand the time period that the prompt covers and use evidence to prove your understanding and back up your argument . 

Here’s what that means: you’ll have to prove how the documents are relevant to your argument, and your argument has to show that you understand the period you’re writing about. Additionally, you’ll need to write an essay that proves your argument in a way that shows you understand that there are a variety of possible perspectives about that time period or issue, and that not everyone in that period had the same experiences. 

If all that sounds like a lot...that's because it is! But don't worry. We'll walk you through the steps you can take to get prepared for your DBQ.

5 Steps for Tackling an AP World History DBQ

The AP World History DBQ is a complicated question that tests you over several different skills, so there isn’t a simple technique to ace it. However, if you master each of the individual skills it takes to do well on the DBQ examples, you’ll set yourself up to write a successful DBQ! response! 

Here are five steps you can follow to prepare for–and tackle!--the AP World History DBQ. 

Step 1: Use Past AP World DBQ Prompts to Practice

Taking practice exams is a great way to prepare for any standardized test–including the AP World exam. Not only do you get a chance to test your knowledge, practice tests also give you the opportunity to familiarize yourself with the test format…which is really important when it comes to AP World DBQs.

There’s good news when it comes to AP World DBQ prompts, though. College Board’s website has the actual AP World DBQ prompts from 2002-2020 available to download. This means you can take almost 20 practice AP World History exams, as well as access AP World History DBQ example responses and AP World History DBQ rubrics, for free!  

It’s good to take one practice test before you start studying intensely for it because that will let you know where your skills are now (and it’ll let you track your progress). However, the nature of a free response means that it won’t be easy for you to grade by yourself. When it comes to assessing your response, use the AP World History DBQ rubric and honestly assess whether or not you incorporated the information thoroughly and accurately. If that doesn’t work for you, you can always ask a family member, tutor, or teacher to give you feedback on your response as well! 

Don’t be afraid to use multiple AP World DBQ prompts as part of your test prep strategy. The more DBQs you do, the better prepared you’ll be on test day! 

Step 2: Practice Creating a Thesis

A thesis statement is a sentence or two, located in your essay’s introduction, that explains what your essay will be about. In this case, your thesis will outline the argument you make in your AP World DBQ. 

The most important aspect of your thesis is that it has to make a claim that is both arguable and relevant to the prompt you’re given. However, you don’t want to just restate the prompt in your thesis! 

Here’s what we mean. Say you’re given the following prompt:

“Evaluate the extent to which economic factors led to the outbreak of the Mexican Revolution (1910–1920).” 

You don’t want your thesis to be “Economic factors led to the outbreak of the Mexican Revolution,” since that just restates the prompt without adding in your own argument. To write a great DBQ, you want to make a specific claim about how and why economic factors led to the Mexican Revolution, and you want to be able to use the AP World History DBQ documents provided to prove it!

Here are two AP World History DBQ examples that College Board considers acceptable theses for this prompt:

• “Mexico’s inability to resist the political dominance of the United States and European powers was the most significant factor in leading to the revolution because foreign dominance prevented the Mexican government from enacting economic reforms.”
• “Ethnic tensions were just as important in leading to the Mexican Revolution as economic factors because much of the economic exploitation that was occurring in Mexico affected poor indigenous communities.”

See how these two examples both make specific claims? The first argues that foreign influences prevented the Mexican government from enacting economic reforms. This is a claim that the author can prove by showing how foreign governments interfered with the Mexican government, and how that action led to reforms being stalled. 

The second AP World History DBQ example thesis addresses something more complex: how ethnic tensions led to economic exploitation. The author can then use the provided documents as evidence that poor indigenous communities were exploited, and can argue that those actions led to the Mexican Revolution.

Outlines take a little time, but they'll keep your DBQ from derailing. (Staying on topic is key!)

Step 3: Practice Creating an Outline

Remember the AP World History DBQ is timed, and you’ll only have one hour to complete it! To keep your writing organized and on track, it’s a good idea for you to create a quick outline before you jump into writing your essay. 

Having said that, you’ll need to be careful not to spend too much time on your outline so you have enough time to write your DBQ. That’s why we recommend spending 15 minutes reading documents, 5 minutes outlining your essay, and 40 minutes writing your response. 

The most important things that your outline will need are an introduction and conclusion ! Your introduction sets up your thesis while your conclusion restates your thesis and explains how it’s relevant to the reader in some way–perhaps by showing that a similar claim could be made about another time period, or that the effects of the thesis are still being felt today. 

Apart from your intro and conclusion, you’ll need body paragraphs. Since you only have about 45 minutes to write this essay, you don’t want too many of them. Three or four body paragraphs will be enough to make your argument. The most important thing about your body paragraphs is that each of them supports your argument and incorporates information from the documents!

To help you out, here is an example of a usable outline for the AP World History DBQ:

• Set up your argument and include your thesis.
• You can break down your thesis into several steps, which will then become the topics of each body paragraph
• Tell the reader what they need to know about the historical situation. 
• Include any information you might already know from outside the provided documents.
• Make the first point you mentioned in your introduction.
• Use information from the documents to illustrate and prove your point.
• Include two or three documents that support your point 
• Just like the previous paragraph, use two or three different documents to prove the second point of your thesis
• If you make a third point in your thesis, explain it here using one or two different documents as evidence 
• Restate your thesis and summarize the main points you’ve made.
• Show how it’s relevant to the reader.

Your outline doesn’t need to be anything fancy–it just needs to give you an idea of how to structure your DBQ. Trust us: outlining might seem like a waste of time, but having a guide will make writing go much faster. 

Step 4: Practice Incorporating Quotes and References

As you write your essay, you’ll need to use examples from the documents provided–and each time you do, you’ll need to indicate which documents you pulled the information from . You’ll do this whether you are quoting your source or just paraphrasing it. 

Here are two attribution examples that College Board considers acceptable for the AP World History DBQ:

• (Document 1): “The finance minister tells strikers that unemployment is the result of supply and demand and is out of the government’s hands, a position which probably increased people’s discontent with the government because they were unwilling to help.”
• (Document 2): “The newspaper cartoon shows that the government was willing to use violence to put down popular protests against a rigged election system. Such oppressive government policies may have contributed to increased support for the eventual revolution.”

Note that both of these connect the contents of the document to the argument the author is trying to make. They don’t just paraphrase or quote the contents of the document for the sake of using them– you should use documents to support your argument!

Keep in mind that the College Board is pretty specific about how they want you to use AP World history DBQ documents. In the 2021 AP World History Scoring Guidelines rubric, College Board makes the point that you should “ describe and explain ” the contents of the document: By “describe'' they mean you should point out to your reader what about the document is relevant and illustrate it as if the reader did not have the document in front of them. 

From there, you’ll need to explain the document. That means you should use the document to show the reader why changes or situations in history have happened or why there is a relationship between two factors you’re writing about. 

Step 5: Understand Time Management

One of the most important skills you can acquire by taking multiple attempts at the AP World DBQ practice test will be time management. 

When you’re in the actual test environment, you won’t be able to use your phone to set a timer or alarm, so it’ll be difficult to keep track of how much time you’re spending on reading and re-reading the documents, brainstorming, and outlining. You want to leave yourself the majority of the time allowed (which will be one hour) for writing. 

College Board’s AP World History DBQ rubric recommends that you spend 15 minutes reading the documents and 45 minutes writing the essay . When you write your practice DBQs, be sure to use this format so you can get a feel for how much time you do (or don’t!) have for the question. Practicing with a timer is a great way to make sure you’re using your time wisely on test day! 

4 Tips for Studying for and Answering the AP World History DBQs

Now that you’ve read our step-by-step process for tackling the AP World History DBQ and have seen several AP World History DBQ examples, here are some expert tips on doing well on the AP World History DBQ . We’ve developed these tips based on the AP World History rubric to make sure you earn as many points as possible! 

Tip 1: Know Your Rubric

Go through the AP World History DBQ rubric 2021 and notice that it tells you exactly how to earn points in each category . Most categories are worth multiple points, so you need to know how to earn all the points possible. 

For example, the rubric is clear about how to earn points for your thesis statement. You’ll have to make sure that you have a thesis that states outright what argument you are trying to make if you want to earn credit for that category of the rubric! 

The scoring for the DBQ is pretty objective, and knowing exactly what the scorers are looking for will help you earn the most points possible.

Tip 2: Your Essay Can Contain Errors

In an AP World History DBQ, you’ll be able to make tiny errors and still be able to earn full credit for your response. 

Before you get too excited, there are big (and we mean big!) limits to this rule. For instance, you can’t misrepresent a document by saying an author makes one claim when they clearly aren’t. You also can’t write something that is obviously wrong, like that America continues under British rule because the revolution was unsuccessful! 

But you can make minor errors that don’t detract from your argument as long as you are demonstrating a knowledge of the time period and the ability to incorporate evidence to make an argument. So for example, you can make the mistake of saying that President Nixon’s impeachment hearings began in July 1974 (instead of May, when they actually began), and still earn full credit as long as you aren’t making an argument that depends on the accuracy of those dates.  

Tip 3: Write for Clarity 

One thing to keep in mind is that you’re graded on the quality of your argument and how well you prove it– you don’t get graded on how beautifully or fluently you write ! 

So, while you’ll want to use correct grammar and write as clearly as you can, don’t spend too much time making your writing beautiful. Instead, focus on clearly explaining your ideas! 

To this end, you won’t have points taken away for grammatical errors unless they make it difficult for the graders to see how you’ve used the evidence to make an argument. So while you want your writing to be as error-free as possible, it’s more important that you’re making your argument as clearly–and as persuasively–as possible. 

Tip 4: Write for Relevance

As you’re outlining and writing your AP World DBQ, ask yourself, why is this relevant to today’s readers? To earn a perfect score, you’ll have to tie your argument to another time period or historical situation. 

This is your chance to show that while the period you’re writing about may have been long in the past, the events are still relevant to us today ! This is why we read, write, and study history in the first place. So as you outline and write your DBQ, make sure you’re doing your best to show your reader why this historical moment or event is still important.

What’s Next? 

No matter what AP course you’re taking, you’ll want to have a study plan in place when it comes to exam time. This blog article can help you put together a prep strategy that works.

Not sure what a “good” AP test score is for AP World History? This list of the average AP test scores for every exam will help you understand how your scores stack up. 

Perfect test scores are great, but do you really need a perfect AP World History score? Our experts will explain the pros and cons of getting perfect 5s on your AP exams . 

Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

Ask a Question Below

Have any questions about this article or other topics? Ask below and we'll reply!

Improve With Our Famous Guides

• For All Students

The 5 Strategies You Must Be Using to Improve 160+ SAT Points

How to Get a Perfect 1600, by a Perfect Scorer

Series: How to Get 800 on Each SAT Section:

Score 800 on SAT Math

Score 800 on SAT Reading

Score 800 on SAT Writing

Series: How to Get to 600 on Each SAT Section:

Score 600 on SAT Math

Score 600 on SAT Reading

Score 600 on SAT Writing

Free Complete Official SAT Practice Tests

What SAT Target Score Should You Be Aiming For?

15 Strategies to Improve Your SAT Essay

The 5 Strategies You Must Be Using to Improve 4+ ACT Points

How to Get a Perfect 36 ACT, by a Perfect Scorer

Series: How to Get 36 on Each ACT Section:

36 on ACT English

36 on ACT Math

36 on ACT Reading

36 on ACT Science

Series: How to Get to 24 on Each ACT Section:

24 on ACT English

24 on ACT Math

24 on ACT Reading

24 on ACT Science

What ACT target score should you be aiming for?

ACT Vocabulary You Must Know

ACT Writing: 15 Tips to Raise Your Essay Score

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

Is the ACT easier than the SAT? A Comprehensive Guide

Should you retake your SAT or ACT?

When should you take the SAT or ACT?

Stay Informed

Get the latest articles and test prep tips!

Looking for Graduate School Test Prep?

Check out our top-rated graduate blogs here:

GRE Online Prep Blog

GMAT Online Prep Blog

TOEFL Online Prep Blog

Holly R. "I am absolutely overjoyed and cannot thank you enough for helping me!”

Find what you need to study

AP World DBQ Contextualization and Thesis Practice

11 min read • january 2, 2021

Eric Beckman

Evan Liddle

Melissa Longnecker

Practicing DBQ prompts is a great way to prep for the AP exam! Review practice writing samples of the opening paragraph of a DBQ and corresponding feedback from Fiveable teachers Melissa Longnecker, Eric Beckman, and Evan Liddle.

The DBQ Practice Prompt

This is the type of paragraph that can open a DBQ. But, I recommend outlining how you will use the documents as evidence  before  writing your thesis.

As you read the document-based question, I recommend taking brief notes on the prompt and each document. Record what the prompt is asking, how each document relates to the prompt, and how the sourcing affects the document and/or a response to the prompt. Don’t write too much, but you will find these notes useful when while composing your answer.

Evaluate the extent to which rulers of early modern empires, c. 1450 - c. 1750, used traditional methods to consolidate their power.

Use the documents and your understanding of World History to write ONE (no more!) paragraph with

• Broader historical context for the prompt
• A thesis in response to the prompt

Illustration of the First Battle of Panipat (1526), near Delhi, in the Baburnama, the autobiography of Babur. Manuscript prepared for his grandson, Emperor Akbar after Baur’s death, c. 1590

DBQ Writing Samples & Feedback

Dbq student practice sample 1.

From 1200 to 1450, the rulers of empires came up with several methods conssolidating power. An example of this is the Mongol’s implementation of trade and tolerance of the spread of religion. This paved the way for future rulers to hold power while ensuring that their empire would thrive. Rulers of empires between 1450 and 1700 relied heavily traditional methods such as an trade and an established currency system to consolidate their power.

Teacher feedback:

This is an excellent first step, I can tell from your answer you do have the basic idea of what context is supposed to be.

DBQ Student Practice Sample 2

The Ottoman, Mughal, and Safavid Empires, formerly known as the “Gunpowder Empires”, were spreading rapidly. The Qing Dynasty was also spreading Europe is trying to expand and build maritime empires, and trade routes are connecting the Americas to Europe. Rulers of early modern empires circa 1450-1750 very effectively used traditional methods to consolidate power, for example, Suleiman I, a former ruler of the Ottoman Empire conquers Tripoli in North Africa and starts a period of reform called the Devishrime; in the Safavid Empire, Shah Abbas comes to power in 1588 and tries to modernize the empire through encouraging trade and building bureaucracy, and in the Mughal Empire, Akbar establishes Divine Faith in attempts to normalize religious tolerance.

Context can be focused on the time period under discussion but context usually branches out into time before and possibly even after the prompt’s time period. You do have an excellent, if narrow, thesis.

DBQ Student Practice Sample 3

Before the time period of 1450-1700,the Mongols contributed to the downfall of the Abbasid caliphate as they invaded it and weakened its political influence.This caused the development of network exchanges like the silk road and Indian ocean trade routes. As a result,religions like Christianity and Islam spread and diffused but it is not always tolerated.Rulers of early modern empires used traditional methods to consolidate power like in the ottoman empire, the sultan Suleiman ,was obeyed by janissaries so this is how he got a bigger military and smarter government,in the safavid empire the ruler attempts to build a bureaucracy and modernize

Something to keep in mind is that while connecting to other events keep in mind connections and causation. For example how is the fall of the Abbasid Caliphate connected to the Silk Road. The common denominator is the Mongols, but it does not read as such. You end your context by discussing tolerance which might be a nice transition to discussing the tolerance of the Gunpowder Empires, keep that in mind.

DBQ Student Practice Sample 4

Although the potency of empires and dynasties apart of the early modern era was composed through more-novelty methods such as sabotage and social hierarchy change, because consolidation was implemented through pervasive conversions such as how the Ottomans used the Hagia Sophia and the use of trade such as the Portuguese assimilating dominance across the trading route of the Indian Ocean methodization for imperialism between 1450 and 1700 tends to take on more traditional forms, therefore religious legitimization and commerce were attractive for gaining power to empire rulers. The differentiation of methods was promoted during the postclassical era (1200-1450). This is shown in how the Song Dynasty brought out power through advancement in multiple fields; through the allowance of varying methods power was well achieved, almost acting as a model for future imperial powerholders.

Your context is well done. While using advanced language is fine, just be sure you are clear on the meaning of these words. Your thesis, which is excellent, seems to come in the middle of the paragraph. This works, though it is a bit hard to follow.

DBQ Student Practice Sample 5

In the years leading up to 1450, The Mongols gained power all over Afro-Eurasia through their harsh warfare lead by Genghis Khan. The Mongols controlled many of the trade routes such as the Silk Roads. When they eventually fell they split up into 4 Khanates spread out over Afro-Eurasia. With these new empires forming, emperors needed to have complete power over these territories. Although few rulers created new ways to control their conquered people such as new economic advantages in Western Europe, during the period 1450-1750, rulers used traditional methods to consolidate their power by warfare, adapting/keeping previous cultures in the Middle East and Asia, and controlling international trade.

Your Context while detailed and provides a timeline to follow it does not transition smoothly into your thesis. Consider mentioning the Mongols, but in a way that dovetails into what your thesis will be about such as Mongol ruling policy or warfare. Also your thesis can be made stronger with a specific reference to a previous culture or an example of controlling international trade.

DBQ Student Practice Sample 6

Prior to 1450, vast trade networks such as the Silk Roads and the Indian Ocean networks arose, increasing interregional connection across Afro-Eurasia. This increase in connection between cultures and peoples and the use of newer technologies such as gunpowder facilitated the growth of large empires throughout the entirety of Afro-Eurasia. After the rulers of these empires had conquered enough territory, they had to find ways to solidify, or consolidate, their power over these large, culturally diverse areas of land. Although some empires used traditional religious ideals to consolidate their power, most empires turned to radical changes in the way in which trade was conducted and the unprecedented strengthening of military assets in order to accomplish this goal.

Your context is excellent, and it dovetails nicely into your thesis. Your thesis could be a bit more specific. What military assests? What trade? One good specific example really helps.

DBQ Student Practice Sample 7

Previously, in 1200-1450, empires like the Abbasid Empire and Mongol empire expanded and consolidated power through developments in technology like caravans and saddles, and also through military conquests like the implementation of the Mongolian Khanates. These approaches characterized how empires consolidated power during the postclassical era. Starting in 1450-1750 rulers of early modern empires shifted to a more traditional approach to consolidating their power through the use of religious tolerance and military conquest . Specifically, the gunpowder empires used both religious worship and militaristic conquering to expand consolidate and legitimize. Also, empires in a East Asia like the powerful Ming Dynasty expanded vastly through the conquering of lands in Mongolia and Central Asia. Lastly empires in Europe consolidated power through the development on new monarchies that centralized power through controlling taxes, army and religion. Through conquest, religious tolerance and centralized government, rules in the modern era were able to successfully consolidate power.

Your context is well done, balancing specific evidence with general trends. Your thesis is a bit long though. May I suggest combining the last three sentences into one using commas to list ideas. For example the Ming conquest of Mongolia, New Monarchs in Europe. et all

DBQ Student Practice Sample 8

In the late 14th century the Ottoman Empire developed a system called devshirme that staffed their military and government. This system expanded in the 15th and 16th centuries and continued to build up the Ottoman military. Christian boys were recruited by force to serve in the Ottoman government. The most well known group were Janissaries, which formed elite forces in the Ottoman army. The other Christian boys that were forcibly removed from their families had to be completely loyal to the sultan and some of them served as bodyguards. Janissaries were able to gain more power in the Ottoman Empire and some families wanted their sons to become a part of the service. The Ottomans could control the conquered Christians through the use of Janissaries in their armies. In 1450-1750, rulers of early modern empires used traditional methods such as improved military forces to consolidate their power.

This is an excellent description of how the system helped strengthen the Ottoman Empire, but in terms of either Contextualizing Units 3/4 or serving as a Thesis this would not work, it is too narrow, only one idea. A good thesis would have 2-3 ideas.

DBQ Student Practice Sample 9

There were three important ways that the leaders of states and empires consolidated their rule before 1450: the conquering of new lands, the proliferation of certain religions or religious tolerance, and by proliferating trade along the Indian Ocean, the Silk Road, and the Trans-Saharan trade network. Religions such as Islam and syncretic sects spread across the Trans-Saharan, Indian Ocean, and Silk Road trade networks. Empires from 1200-1450 often instritued currencies and encouraged trade to spread their empire’s religion. The Mongols controlled much of the Silk Road during the 13th and early 14th centuries. However, theMongols’ rule fell in the 14th century due to the fragmentation of the empire; the Ming, Ottoman, and Russian empires subsequently sprang up. The Ottoman, Mughal and Russian empires conquered other lands from 1450-1750 and either proliferated a certain religion or they instituted a religious tolerance policy within their empires. European empires arose in 1450-1750 by conquering trade ports and lands from around the world. Explorers also tried to proselytize others. European conquerers administered these lands by controlling the production and exportation of valuable agricultural goods to Europe, and by using forced labor systems to produce goods such as sugar and tobacco. Although rulers of early modern empires in 1450-1750 conquered foreign lands and proliferated a religious policy by emphasizing religious tolerance or by encouraging the conversion of others to one religion, European empires used maritime technologies to aid them in conquering other lands worldwide. Empires in Africa and Asia in 1450-1750 still conquered empires on land, and religious tolerance was an idea that was much more common there than in European conquests of foreign lands.

Your context is quite excellent and blends nicely into the thesis. For your thesis, it could be shorter and be strengthened by adding a specific technology such as one maritime technology or a religious that was spread by an empire. That last sentence is not nessessary unless thats part of your consolidation argument.

DBQ Student Practice Sample 10

Before the 15th century, many different empires have shown highly traditional values that have been used to cosolidate power. Among these states are the Mongols who showed major tolerance to other cultures and helped to expand trade. The Byzantine empire was also a nation that resisted up to the 15th century and, despite the constant Islamic attempts of invasion, they had religious tolerance and were open to negotiate with various merchants and leaders including Muslims. Although the empires that remained and emerged during 1450-1750 used new innovations to maintain their power and keep as well as protect their people, being tolerant to new cultures and encouraging the expansion of trade was also important to consolidate their power.

Your paragraph shows understanding of the time period before and during this DBQ. Specifically:

1. Describes a broader historical context relevant to the prompt :  maybe , the Mongols and the Byzantine empire were context for early modern empires, but this would be stronger with a clear link to the developments you will discuss in your essay. Did later Empires adopt these techniques from the Mongols and Byzantines?

2 . Responds to the prompt with a historically defensible thesis/claim:  yess you have an evaluation, although this could be more clear, and you lay out a line of reasoning.

DBQ Student Practice Sample 11

Prior to 1450 many empires consolidated powers through multiple ways. For example, China used Confucianism to create a bureaucracy through the civil service on Confucian ideals. On the the other hand, the Mongols consolidated power through heavy secure control of the silk roads through large khanates and the policy of Pax Mongolica (Mongol Peace). In addition, they used religious tolerance since they really didn’t have a culture of their own and also to avoid any attempted cultural revolts. Although belief systems were a traditional way to consolidate power, such as China’s use of Confucianism, many nations used military expansion through gunpowder weaponry and also through expansion of trade

Be careful with claiming that societies lacked culture, that is essentially impossible, even if in societies which adapt elements of other cultures.

1. Describes a broader historical context relevant to the prompt:   attempted  , Confucianism and the Mongols are elements of context, but this needs a clear connection to the prompt. How did these developments create the context for the growth of early modern empires?

2. Responds to the prompt with a historically defensible thesis/claim:  attempted -you outline a couple of reasonable claims&mdash:which is good—this lacks an evaluation. How much do did early modern empires rely on traditional, as opposed to innovative, means? This requires a qualifier, such as strongly or secondarily.

DBQ Student Practice Sample 12

In the 13th century, the Mongols marched across Eurasia and soon became the largest continuous land empire in history. Throughout their rule, they revitalized international trade and built a system of roads which they maintained and guarded. The Mongols ruled successfully due to their understanding of centralized power which was soon spread and copied by other empires. After their fall in the mid 14th century, other empires like the Ottomans and the Safavids, rose to power as a result of their own military might along with the weakness and corruption of the regimes that they replaced. Although wealth and religious ideals were essential to early modern empires, traditional methods like increased trade and advancements in the military were used to consolidate power in the period of 1450 to 1750.

1. Describes a broader historical context relevant to the prompt :  yes , the Mongol Empire is relevant context, and, more importantly, you connect this to Empire building in the time period of the prompt. This would be even stronger with connection to at least one more empire, besides the Ottomans, from the documents. Safavids would be excellent as outside evidence.

2. Responds to the prompt with a historically defensible thesis/claim :  maybe , this addresses the prompt, but may not be historically defensible because wealth and religious ideals were also traditional methods of imperial rule.

Stay Connected

© 2024 Fiveable Inc. All rights reserved.

AP® and SAT® are trademarks registered by the College Board, which is not affiliated with, and does not endorse this website.

The Manchester Driver Behavior Questionnaire

Table of Contents

Here in this post, we are sharing the  “Manchester Driver Behavior Questionnaire”.  You can read psychometric and Author information.  We have thousands of Scales and questionnaires in our collection ( See Scales and Questionnaires ). You can demand us any scale and questionnaires related to psychology through our community , and we will provide you with a short time. Keep visiting  Psychology Roots .

About Manchester Driver Behavior Questionnaire

Author details.

James Reason

Translation Availability

Background/Description

The Manchester Driver Behaviour Questionnaire (DBQ) was developed in 1990 by a team of researchers at the University of Manchester in the United Kingdom, led by Professor James Reason. The DBQ was designed to measure aberrant driving behaviours, which are defined as behaviours that increase the risk of a traffic accident .

Reason’s work on the DBQ was based on his model of human error, which distinguishes between errors and violations. Errors are unintentional mistakes, such as misjudging a gap in traffic or forgetting to signal. Violations are deliberate deviations from traffic rules, such as speeding, tailgating, and running red lights.

The DBQ was developed to measure both errors and violations, as well as a third category of aberrant driving behaviours known as lapses. Lapses are momentary failures of attention , such as daydreaming or drifting out of lane.

The DBQ is a self -report questionnaire that contains 50 items. Respondents are asked to rate how often they engage in each behaviour on a six-point scale from 1 (never) to 6 (nearly all the time).

The DBQ has been shown to be a reliable and valid measure of aberrant driving behaviours. It has been used in a wide range of studies, including studies of risk factors for accidents, the effects of fatigue and alcohol on driving, and the effectiveness of driver training programs.

The DBQ is often used in conjunction with other measures of driving behaviour, such as driving observation studies and on-board data recorders. This allows researchers to get a more complete picture of a driver’s behaviour and to identify the factors that contribute to risky driving.

Administration, Scoring and Interpretation

The Manchester Driver Behaviour Questionnaire (DBQ) can be administered in a variety of settings, including research laboratories, driver training schools, and workplaces. It can be administered individually or in groups.

To administer the DBQ, the administrator should first provide the respondents with a copy of the questionnaire and explain the instructions. The respondents should be asked to read each item carefully and to rate how often they engage in the behaviour on a six-point scale from 1 (never) to 6 (nearly all the time).

The respondents should be encouraged to answer all of the items honestly and accurately. They should also be assured that their responses are confidential.

Once the respondents have completed the questionnaire, the administrator can collect the questionnaires and score them. The DBQ is scored by summing the ratings for each item. The higher the total score, the more frequently the respondent engages in aberrant driving behaviours.

The DBQ can be used to compare the driving behaviours of different groups of people, such as drivers of different ages, genders, or driving experience. It can also be used to track changes in driving behaviour over time.

Here are some additional tips for administering the DBQ:

• Provide the respondents with a quiet and comfortable place to complete the questionnaire.
• Allow the respondents enough time to complete the questionnaire without feeling rushed.
• Answer any questions that the respondents may have about the questionnaire or the instructions.
• Thank the respondents for their participation.

Reliability and Validity

The Manchester Driver Behaviour Questionnaire (DBQ) has been shown to be a reliable and valid measure of aberrant driving behaviours.

Reliability refers to the consistency of a measurement. A reliable measure will produce similar results when administered to the same people on different occasions.

The DBQ has been shown to have good internal consistency, which means that the items on the questionnaire are well-correlated with each other. The DBQ also has good test-retest reliability , which means that it produces similar results when administered to the same people at different times.

Validity refers to the accuracy of a measurement. A valid measure will measure what it is intended to measure.

The DBQ has been shown to have good content validity , which means that the items on the questionnaire are relevant to the construct of aberrant driving behaviours. The DBQ also has good construct validity , which means that it is correlated with other measures of aberrant driving behaviours, such as driving observation studies and on-board data recorders.

The DBQ has also been shown to have predictive validity , which means that it can predict future driving outcomes, such as traffic accidents. For example, studies have shown that drivers with high scores on the DBQ are more likely to be involved in traffic accidents.

Available Versions

Reason, J., Manstead, A., Stradling, S., Baxter, J., & Campbell, K. (1990). Errors and violations on the roads: a real distinction?. Ergonomics, 33(10-11), 1315-1332.

Important Link

• Video Guide
• How to Get Permission
• Sample Email for Permission
• Community Discussions

Scale File:

Frequently asked questions.

Q: What is the Manchester Driver Behaviour Questionnaire (DBQ)? A: The DBQ is a self -report questionnaire that measures aberrant driving behaviours, which are defined as behaviours that increase the risk of a traffic accident .

Q: Who developed the DBQ? A: The DBQ was developed by a team of researchers at the University of Manchester in the United Kingdom, led by Professor James Reason.

Q: How is the DBQ scored? A: The DBQ is scored by summing the ratings for each item. The higher the total score, the more frequently the respondent engages in aberrant driving behaviours.

Q: How is the DBQ used? A: The DBQ can be used to identify individuals who are at high risk of traffic accidents, to assess the effectiveness of driver training programs, and to evaluate the impact of new road safety interventions.

Q: Is the DBQ a reliable and valid measure of aberrant driving behaviours? A: Yes, the DBQ has been shown to be a reliable and valid measure of aberrant driving behaviours. It has been used in a wide range of studies, and its results have been shown to be correlated with other measures of driving behaviour, such as driving observation studies and on-board data recorders.

Q: Where can I find a copy of the DBQ? A: You can find a copy of the DBQ online. However, it is important to note that the DBQ is a research tool and is not intended to be used for diagnostic purposes. If you are concerned about your driving behaviour, you should speak to a driving instructor or other qualified professional.

Please note that Psychology Roots does not have the right to grant permission for the use of any psychological scales or assessments listed on its website. To use any scale or assessment, you must obtain permission directly from the author or translator of the tool. Psychology Roots provides information about various tools and their administration procedures, but it is your responsibility to obtain proper permissions before using any scale or assessment. If you need further information about an author’s contact details, please submit a query to the Psychology Roots team.

Help Us Improve This Article

Have you discovered an inaccuracy? We put out great effort to give accurate and scientifically trustworthy information to our readers. Please notify us if you discover any typographical or grammatical errors. Make a comment. We acknowledge and appreciate your efforts.

Share With Us

If you have any scale or any material related to  psychology  kindly share it with us at  [email protected] . We help others on behalf of you.

Psychology Roots

The cultural intelligence scale, the prosocial personality battery (psb), related posts, attitudes about marriage, attitude toward the provision of long-term..., attitude toward interpersonal peer violence, attitude toward conflict, attention disorder test, attitude function inventory, leave a comment cancel reply.

You must be logged in to post a comment.

Adblock Detected

• language Search for " " in the Library Website Search the library website
• menu_book Search for " " in Library Search Search Library Search
• The University of Manchester Library
• Prepare your eThesis

Your eThesis is the electronic version of your Postgraduate Research thesis or dissertation.

An eThesis is made up of three elements:

• A plain text metadata record describing the origin, themes and content of the thesis.
• One single Portable Document Format (PDF) file containing the full-text of the thesis.
• A declaration of the author’s preferred access level for the final thesis full-text and metadata record, subject to supervisor approval.

We recommend that you prepare for your eThesis submission in advance by:

• Familiarising yourself with the University's Presentation of Theses policy
• Considering any third party claims on the Intellectual Property (IP) and copyright of your thesis
• Considering your options for arranging storage of, and access to, research data
• Considering and discussing with your supervisor the appropriate access level  for your final thesis

See Submitting your eThesis  for more information on the eThesis submission process, or Access to your final eThesis  for more details on thesis access requirements. Specific guidance is also available if you're planning to submit a Journal format thesis .

You can also  contact the eThesis Support Service if you would like more information or assistance.

• Library services
• Researcher services
• Access to your final thesis
• Journal format theses
• Submitting your eThesis
• Sharing your thesis research data

Alliance Manchester Business School

• The University of Manchester
• Faculty of Humanities
• Website http://www.mbs.ac.uk/research/

Student theses

• 1 - 50 out of 710 results
• Title (ascending)

Search results

Youth vulnerability and susceptibility to credit card misuse and indebtedness: a cross-country exploration.

Supervisor: Cui, C. (Supervisor) & Gunz, A. (Supervisor)

Student thesis : Phd

Workplace Diversity and European Enlargement:A Qualitative Study within the International Civil Service

Supervisor: Cassell, C. (Supervisor) & Rubery, J. (Supervisor)

WORK-FAMILY PRACTICES IN PORTUGUESE ENTERPRISES: EMPLOYEE AND ORGANIZATIONAL PERCEPTIONS

Supervisor: Hassard, J. (Supervisor) & Hyde, P. (Supervisor)

Student thesis : Doctor of Business Administration

Why women in senior positions choose to step away: An investigation into the career motivations, experiences and decision-making of senior female legal professionals in England and Wales

Supervisor: Fagan, C. (Supervisor) & Rubery, J. (Supervisor)

Why is leadership important in policing domestic abuse?A case study of the leadership issues in tackling domestic abuse in a major city in the U.K.

Supervisor: Kawalek, P. (Supervisor) & Brookes, S. (Supervisor)

WHO AM I? A CROSS-CULTURAL STUDY ON JAPANESE-AMERICAN BICULTURALS' CONSUMPTION PREFERENCE TOWARDS HEDONIC AND UTILITARIAN PRODUCTS

Supervisor: Jackson, P. (Supervisor) & Cui, C. (Supervisor)

What Makes Online Micro Blog Content Go Viral: A Study on Sina Weibo

Supervisor: Marandi, E. (Supervisor)

What Determines the Success of Direct-selling Firms in China’s Healthcare Industry?

Supervisor: Lukas, B. (Supervisor)

Website user experience: overall summary assessments and momentary emotion

Supervisor: De Bruijn, O. (Supervisor) & Sutcliffe, A. (Supervisor)

WE ARE USING AN ALTERNATIVE: ANARCHISM'S HIDDEN INFLUENCE ON MANAGEMENT INNOVATION

Supervisor: Howcroft, D. (Supervisor), Mccann, L. (Supervisor) & Granter, E. (Supervisor)

WASTE, A SOURCE OF PROGRESS: DEVELOPMENT OF AN ARTIFACT FROM THE SOCIO-TECHNICAL SYSTEMS’ PERSPECTIVE

Supervisor: Marin Pitalua, C. (Supervisor) & Huq, F. (Supervisor)

Vertical Integration, Firm Boundaries, & Business Models

Supervisor: Massini, S. (Supervisor) & Healey, M. (Supervisor)

Venture Capital: Innovation, Exit and Failure Tolerance

Supervisor: Espenlaub, S. (Supervisor) & Khurshed, A. (Supervisor)

Vectors for Change or the New Old Guard?Repatriation and Japanese HRM in the Twenty-First Century

Supervisor: Mccann, L. (Supervisor) & Hodgson, D. (Supervisor)

Value Based Requirements Engineering

Supervisor: Sutcliffe, A. (Supervisor) & Procter, R. (Supervisor)

Value and Value Creation - Popular Music in the Digital Era: The Case of the Independent Music Industry in South Korea

Supervisor: Burnes, B. (Supervisor) & Eldridge, S. (Supervisor)

Student thesis : Unknown

UTILIZING CONSUMER PERSONALITY PROFILES AND KEYWORDS ASSOCIATED WITH PERSONALITY TYPES IN INFORMATION SYSTEMS FOR MOVIE RECOMMENDATIONS

Supervisor: Sampaio, P. (Supervisor)

Using Computer-generated Advice for Manufacturing Partner Selection in Industry 4.0

Supervisor: Mehandjiev, N. (Supervisor) & Sampaio, P. (Supervisor)

USER CENTRIC PRIVACY POLICY MODELLING

Understanding the role of inter-firm market orientation in the market orientation-performance relationship.

Supervisor: Naude, P. (Supervisor)

Understanding the role of ideologically driven ideas in the definition of public policies: a case study of the Catalan National Agreement for Research and Innovation (CNARI)

Supervisor: Edler, J. (Supervisor) & Maddock, S. (Supervisor)

UNDERSTANDING THE ROLE OF HUMAN AGENCY IN SHAPING CLUSTER DEVELOPMENT: THE CASE OF THE EMERGING GUATEMALAN FILM INDUSTRY

Supervisor: Flanagan, K. (Supervisor) & Gilmore, A. (Supervisor)

Student thesis : Master of Philosophy

Understanding the Relationship between the Adoption of Innovation and Institutions- An Exploratory Qualitative Case Study on NHS Procurement

Supervisor: Edler, J. (Supervisor) & Gee, S. (Supervisor)

Understanding the interplay between business relationships and business strategy using configuration theory

Supervisor: Naude, P. (Supervisor) & Henneberg, S. (Supervisor)

Understanding the impact of policies for research training: Evidence from an international mobility instrument in Mexico

Supervisor: Cunningham, P. (Supervisor) & Nedeva, M. (Supervisor)

UNDERSTANDING THE GENERATION OF RESEARCH AND INNOVATION POLICY ADVICE WITH FORESIGHT PROCESSES

Supervisor: Popper Villarroel, R. (Supervisor)

Understanding the Differential Drivers of Export Performance in the Thai Clothing and Textile Sectors: A Firm-Level Analysis of Distribution Activities and Constraints

Supervisor: Phillips, R. (Supervisor)

Understanding the complexities of HRM development in the SME: Being caught between contradictory organisational, regulatory and market forces in the aerospace sector

Supervisor: Rafferty, A. (Supervisor) & Martinez Lucio, M. (Supervisor)

Understanding stakeholder relationships in marketing the urban village.

Supervisor: Medway, D. (Supervisor)

UNDERSTANDING PLATFORM BUSINESS, PLATFORM ADOPTION AND PLATFORM COMPETITION WITHIN THE CONTEXT OF BIG DATA: CASE STUDIES IN CHINA

Supervisor: Gao, P. (Supervisor)

Understanding Government- MNE Bargaining in Emerging Markets: a case study of the life insurance industry in IndiaA Triadic Perspective

Understanding business net development in a service innovation setting.

Supervisor: Zolkiewski, J. (Supervisor) & Salehi Yazdi, F. (Supervisor)

Understanding Antecedents of Price Tolerance

Supervisor: Kang, J. (Supervisor) & Da Silva, R. (Supervisor)

Turnover effect: risk or mispricing?The role of retail investors

Supervisor: Hyde, S. (Supervisor)

Trying to secure the past: innovation studies and the history of technology

Supervisor: Metcalfe, J. (Supervisor)

Transition policies and incumbents' business models: From resistance and system failure to learning and adaptation

Supervisor: Rigby, J. (Supervisor) & Pinkse, J. (Supervisor)

Transforming innovation systems in emerging economies: an evolutionary study of the Brazilian petroleum industry

Supervisor: Shapira, P. (Supervisor) & Gok, A. (Supervisor)

Transformative service and the sense of wellbeing: A study of ESOL programme and its impact on the lives of immigrants in the UK

Supervisor: Zolkiewski, J. (Supervisor) & Marandi, E. (Supervisor)

Transformation from On-Premise Software to Cloud Computing-Based Services: A Case Study of SAP Practices

Supervisor: Mehandjiev, N. (Supervisor)

TRANSFER AND INTEGRATION OF HUMAN RESOURCES MANAGEMENT KNOWLEDGE WITHIN DYNAMIC SUPPLY CHAINS: CASES FROM THE AUTOMOTIVE AFTERMARKET DISTRIBUTION SYSTEM IN CHINA

Supervisor: Rubery, J. (Supervisor)

Trade Union Renewal in Chile: A case study analysis and comparison of the challenges and prospects facing company-level trade unions in the food manufacturing and beverage sector

Supervisor: Mustchin, S. (Supervisor) & Martinez Lucio, M. (Supervisor)

TRACKING THE INCIVILITY FOOTPRINT: AN EXPERIENCE-SAMPLING SMARTPHONE APPLICATION MEASURING WORKPLACE INCIVILITY

Supervisor: Hoel, H. (Supervisor)

To what extent are twenty first century General Practitioners entrepreneurial when delivering primary care services in new ways?

Supervisor: Boaden, R. (Supervisor) & Sheppard, L. (Supervisor)

Towards a taxonomy of personality facets

Supervisor: Irwing, P. (Supervisor) & Hughes, D. J. (Supervisor)

Towards A Sustainable Business Model for Financial Markets

Supervisor: Theodoulidis, B. (Supervisor) & Mikhailov, L. (Supervisor)

Towards a Pattern Language for e-Participation Processes (PL4eP)

Supervisor: Macaulay, L. (Supervisor) & French, G. (Supervisor)

Towards a Highly Flexible Manufacturing System for Mass Personalisation: Exploring Nature-Inspired Models

Supervisor: Mehandjiev, N. (Supervisor) & Marin Pitalua, C. (Supervisor)

Towards a Fuller Understanding of Consumer Animosity and Purchase Involvement

Towards a data-driven understanding of the customer experience gestalt.

Supervisor: Jaakkola, M. (Supervisor) & Burton, J. (Supervisor)

Three studies on Vector Autoregression measurement of information impounding in stock prices

Supervisor: Bowe, M. (Supervisor) & Hyde, S. (Supervisor)