Burns (1978) initially developed the theory of transformational leadership. Transformational leadership emphasizes satisfying basic needs and meeting higher desires through inspiring followers to provide newer solutions and create a better workplace (Chandrashekhar, 2002; Jue, 2004; Marturano & Gosling, 2007). Bass (1987) uncovered four dimensions of transformational leadership. They are idealized influence, individualized consideration, intellectual stimulation, and inspirational motivation.
Transformational leaders help to re-align the values and norms of their organizations, and when necessary, to accommodate and promote both internal and external changes (Avolio et. al., 1991).
During an interview with co-founders of VM Consultancy Limited, Mr. Victor Yeung, Mr. Wilson Chan, and Mr. Derrick Lee on 20th September, 2021, it is found that they practised transformational servant leadership and echoed to the convener of STEAM Mindset for Futures of Education, Dr Shirley Yeung, that innovative solutions have to start from nurturing an environment with learners and new materials/ artefact, triggering learners to re-think and re-invent the ways of converting scientific thinking and artistic thinking into humanistic perspective with functional value to human beyond COVID-19.
Based on the dialogue with three passionate transformational leaders promoting STEAM Mindset, we need to think about the ways of integrating UNSDGs and UNPRME principles for futures of education quoted as below:
“Leonardo Da Vinci was on to something years ago when he stated, ‘Study the science of art. Study the art of science.’ More recently, students and academics at the Rhode Island School of Design (RISD) have spearheaded the concept of STEAM—which brings the elements of STEM together with arts to guide students’ critical thinking, enquiry, and dialogue. Proponents of STEAM education recognize the importance of creativity and innovation in the future to solve our problems.”