Citation

Bonham J, Johnson M. Accid. Anal. Prev. 2018; 111: 321-327.

Affiliation

Institute of Transport Studies, Monash University, Wellington Road, Clayton, Vic 3800, Australia; Amy Gillett Foundation, St Kilda Road, Melbourne, Vic 3182, Australia. Electronic address: marilyn.johnson@monash.edu.

Copyright

(Copyright © 2018, Elsevier Publishing)

DOI

10.1016/j.aap.2017.12.008

PMID

29272789

Abstract

In Australia, the increasing public profile and policy interest in cycling contrasts with variable cycling participation rates across jurisdictions (Australian Bicycle Council, 2017) and lack of cyclist-specific infrastructure. Cyclists and drivers often share road space, usually without indication from the built environment about how to maximise each other's safety and utility. Yet despite this regular interaction, cyclists are largely absent from the driver licensing process in Australia. That is, novice drivers are not taught how to share the road with cyclists. This case study used a mixed methods approach to examine the cyclist-related content in the Graduated Driver Licensing System (GDLS) in the Australian Capital Territory (ACT). The case study was conducted in four stages: 1) content analysis of all documents used through the GDLS; 2) observations of the Road Ready course and learner driver lessons; 3) online survey; and, 4) semi-structured interviews. Cyclists are rarely mentioned in the GDLS in the ACT and references often constructed cyclists as problematic or were based in instructors' personal opinion (rather than scripted responses). Outcomes from this study have directly informed a new vulnerable road user driver licence competency in the ACT and findings include recommendations for greater inclusion of cyclists in the driver licensing system.

Copyright © 2017 Elsevier Ltd. All rights reserved.

Language: en

Keywords

Content analysis; Cyclist; Driver education; Driver training