Sharing the Full Range of Leadership in Student Teams: Developing an Instrument

In search of a definition and frameworks for engineering leadership development

“…The research team of Novoselich and Knight (2015, 2016) conducted various studies using the full range of leadership model in studying mechanical engineering students in capstone design courses. The team simplified the accompanying multi‐factor leadership questionnaire (MLQ) to statements that apply in an engineering capstone design team setting (Novoselich & Knight, 2015). They used the consolidated instrument to study student team effectiveness and leadership of graduate teaching assistants and faculty advisors (Novoselich et al., 2016).…”

“…Competency-based approaches Komives et al, 2017Farr & Brazil, 2009Handley et al, 2018;Hartmann & Jahren, 2015 Cameron et al, 2014Rottmann et al, 2015Kouzes & Posner, 2017Perry et al, 2017Bass & Avolio, 1994Chowdhury et al, 2020Komarek et al, 2018;Zafft, 2009Rottmann et al, 2015Gipson et al, 2015Ruiz Mendoza et al, 2016;Stephens & Friesen, 2015Perry et al, 2017Novoselich & Knight 2015; Collective Leadership…”

Shared Leadership in Mechanical Engineering-Centric Capstone Design Teams: A Comparison of Military and Civilian Engineering Programs

“…These leadership scales are conceptually similar but distinct from the transformational, transactional, and laissez-faire scales contained the original Full Range of Leadership model 9 and explored in previous examinations of the Full Range of Leadership model, e.g. 23; 25; 26 .…”

“…To consider leadership across a full range of behaviors in our rate the members approach, we used a 14-item leadership scale developed in 9 that was derived from the Multifactor Leadership Questionnaire. 20 Students were asked to rate their teammates and faculty advisor in a roundrobin (360 degree) fashion on these 14 leadership descriptive statements using a five point Likert-type scale: 1=Not at all; 2=Once in a while; 3=Sometimes; 4=Fairly Often; 5=Frequently if not always (see Figure 2).…”

“…8 The capstone experience replicates the creative, complex, and interdependent knowledge work for which shared leadership has been shown to be more effective. 9 Unlike some of their civilian counterparts, military academies and military colleges often incorporate a highly developed leadership curriculum throughout the four-year college experience, 10; 11 whereas civilian engineering universities generally tend to be less purposeful in their leadership development for engineering students. 7 In both instances, little is known regarding how civilian and military undergraduate engineering students approach and share leadership in their formative, design experiences.…”