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The study explores how leadership shapes transformation and its implications for STEAM in higher education through an inductive, interpretivist qualitative approach. Thirty purposively selected participants contributed via a hybrid workshop. Communication, bureaucracy, and resistance to change emerge as critical, while leadership enables progress through support, direction, motivation, funding, and staff engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-role-of-leadership-in-curriculum-transformation-implications-for-science-technology-engineering-arts-and-mathematics-in-higher-education/585006/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-role-of-leadership-in-curriculum-transformation-implications-for-science-technology-engineering-arts-and-mathematics-in-higher-education/585006.png","ImageObject",300,407,{"name":92,"@type":93},"Maya Linwood","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the aim of the study regarding leadership and curriculum transformation?","Question",{"text":112,"@type":113},"To explore the role of leadership in curriculum transformation and the implications for STEAM in higher education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research approach and participant selection were used?",{"text":117,"@type":113},"An inductive, interpretivist qualitative approach was used with 30 purposively selected participants who participated in a hybrid workshop.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors were found to be critical for leaders implementing curriculum transformation?",{"text":121,"@type":113},"Communication, bureaucracy, and resistance to change were identified as critical factors influencing curriculum transformation and STEAM introduction.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585006,1792069586,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Proceedings of the 6th International Baltic Symposium on Science and Technology Education, BalticSTE2025   \n86  \nTHE ROLE OF LEADERSHIP IN CURRICULUM TRANSFORMATION:  \nIMPLICATIONS FOR SCIENCE, TECHNOLOGY, ENGINEERING, ARTS AND MATHEMATICS IN HIGHER EDUCATION  \nAngela James , Cecile Gerwel Proches ,  \nMacdonald Kanyangale   \nUniversity of KwaZulu-Natal, South Africa  \nE-mail: [jamesa1@ukzn.ac.za](jamesa1@ukzn.ac.za), [gerwel@ukzn.ac.za](gerwel@ukzn.ac.za), [kanyangalem@ukzn.ac.za](kanyangalem@ukzn.ac.za)  \nValentina Dagienė , Eglė Jasutė   \nVilnius University, Lithuania  \nE-mail: [valentina.dagiene@mif.vu.lt](valentina.dagiene@mif.vu.lt), [egle.jasute@fsf.vu.lt](egle.jasute@fsf.vu.lt)  \nRoger Waldeck   \nIMT Atlantique, France  \nE-mail: [roger.waldeck@imt-atlantique.fr](roger.waldeck@imt-atlantique.fr)  \nAbstract  \nLeaders in Higher Educational Institutions (HEIs) worldwide are confronting multifaceted challenges. The aim of the research was to explore the role of leadership in curriculum transformation, and the implications of this for Science, Technology, Engineering, Arts and Mathematics (STEAM) in Higher Education (HE). An inductive, interpretivist research adopting a qualitative approach was employed. Thirty participants were purposively selected to participate in a hybrid workshop. Nineteen participants were engaged in Science, Technology, Engineering, and Mathematics (STEM) and eleven in Management. Data was generated from participants’responses relating to leadership problems experienced in effecting curriculum transformation, and how leadership impedes and enables transformation. Findings revealed that communication, bureaucracy, and resistance to change are critical for leaders in effecting curriculum transformation and the introduction of STEAM. Leadership in HEIs can enable transformation by providing support, direction, motivation, funding, and engaging with staff. Effective leadership in STEAM education plays a pivotal role in curriculum transformation and guiding academics and students towards an integrated and holistic approach to science education. Since leadership in STEAM education is essential for fostering innovation and creativity in HEIs, their provision of support, direction, motivation, funding, and engagement with staff, is critical.  \nKeywords: curriculum transformation, higher education, higher educational institutions, leadership in STEAM, STEAM  \nThis is an open access article under the  \nCreative Commons Attribution 4.0 International License  \nProceedings of the 6th International Baltic Symposium on Science and Technology Education, BalticSTE2025  \n87  \nIntroduction  \nGlobally, Higher Educational Institutions (HEIs) are operating in a volatile, uncertain, complex, and ambiguous (VUCA) environment (Bennett & Lemoine, 2014) where they are confronted by a variety of challenges (James et al., 2025; Gerwel Procheset al., 2025). The challenges include the need for relevance and adaptability, globalization, technological integration, financial constraints, and evolving expectations from staff and students (Lemoine et al., 2017; Waller et al., 2019) . The COVID-19 pandemic accelerated the need for HEIs to restructure, particularly in terms of curriculum design and development (Berthoud et al., 2021; Waldeck et al., 2024) .  \nThe study is part of the DECART project (Designing Higher Education Curricula for Agility, Resilience, and Transformation) . The DECART project involves six HEI partners from France, Germany, Lithuania, Iceland, Indonesia, and South Africa. There are three work packages in the project, focusing on curriculum design, resilience, and transformation.  \nResearch Problem  \nScience, Technology, Engineering, Arts, and Mathematics (STEAM) education has emerged as a pivotal approach for future-ready learning. While both Science, Technology, Engineering, and Mathematics (STEM) and STEAM emphasize scientific concepts through inquiry and problem-based learning, STEAM uniquely incorporates the art","cbCailxu8qCeaP3A","https://ap.wps.com/l/cbCailxu8qCeaP3A","pdf",1055306,18,"English","# Abstract\n# Introduction\n# Research Problem","[{\"question\":\"What was the aim of the study regarding leadership and curriculum transformation?\",\"answer\":\"To explore the role of leadership in curriculum transformation and the implications for STEAM in higher education.\"},{\"question\":\"What research approach and participant selection were used?\",\"answer\":\"An inductive, interpretivist qualitative approach was used with 30 purposively selected participants who participated in a hybrid workshop.\"},{\"question\":\"Which factors were found to be critical for leaders implementing curriculum transformation?\",\"answer\":\"Communication, bureaucracy, and resistance to change were identified as critical factors influencing curriculum transformation and STEAM introduction.\"}]","THE ROLE OF LEADERSHIP IN CURRICULUM TRANSFORMATION - Implications for Science, Technology, Engineering, Arts and Mathematics in Higher Education | PDF",1792053283,45]