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Impact of globalization and science, technology, engineering, and mathematics on postsecondary education in Costa Rica: a case study of project-based learning and national science and engineering...

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Impact of globalization and science, technology, engineering, and mathematics on postsecondary education in Costa Rica: a case study of project-based learning and national science and engineering...

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Content Running head: IMPACT OF GLOBALIZATION 1
IMPACT OF GLOBALIZATION AND SCIENCE, TECHNOLOGY, ENGINEERING,
AND MATHEMATICS ON POSTSECONDARY EDUCATION IN COSTA
RICA: A CASE STUDY OF PROJECT-BASED LEARNING AND
NATIONAL SCIENCE AND ENGINEERING FAIRS
by
Anthony Maciel
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2015
IMPACT OF GLOBALIZATION 2
Dedication
I dedicate this dissertation to my mother, Maria Maldonado, for her love and
support. She instilled in me the value of hard work, perseverance, and discipline. She is
my hero and role model. I also dedicate this dissertation to my nephews and godsons,
Geovanni Maciel and Joey Corona. Both of them made a huge, positive impact in my life
and I will forever be grateful to have had the pleasure of being their uncle and godfather.
A special dedication to all my family and friends who were very supportive during my
doctoral studies.
Dedico esta disertación a mi madre, María Maldonado , por su amor y apoyo.
Ella me inculcó el valor del trabajo, perseverancia, y disciplina. Ella es mi héroe y la
persona que admiro. También dedico esta disertación a mis sobrinos y ahijados, Geo-
vanni Maciel y Joey Corona. Ambos hicieron un gran impacto positivo en mi vida y llo
sere para siempre agradecido por haber tenido el placer de ser su tío y padrino. Una
especial dedicación a toda mi familia y amigos que me apoyaron mucho durante mis
estudios de doctorado.
IMPACT OF GLOBALIZATION 3
Acknowledgments
I would like to thank my mother, Maria Maldonado. Without her vision, strength,
and sacrifice to put her children’s needs first before her own, this accomplishment would
not be possible. Gracias, la oportunitad es impagable.
I would like to express my appreciation to the amazing people of Costa Rica for
their wonderful hospitality and for sharing their knowledge and culture.
Everyone involved in my journey helped me move forward; and without all of
them, the point at which I now find myself in life would not have been possible. So I
have arrived at my destined location but not without loss of some family members along
the way. For those who provided me with strength and a guiding light, I will always be
grateful—cheers.
A special acknowledgment goes to my godson, Geovanni Maciel, who would
always ask me, “When are you getting your doctorate?” That simple question pushed me
forward to finish my doctoral studies.
I would like to thank my good friend, former coworker, and the best writer I know,
Jeanne Daughton. She was the best listener and editor.
One of the best things that happened to me while at USC was acceptance into Dr.
Escalante’s dissertation group. He and Dr. Wiedoeft are doing phenomenal research in an
area that has been neglected. Dr. Escalante has been one of the best dissertation chairs
one could hope for. He has a way of guiding his students through the process in an intel-
lectual yet exciting way that inspires them to achieve higher goals. Thanks so much to Dr.
Escalante and Dr. Wiedoeft—it was such a pleasure to work under their guidance.
IMPACT OF GLOBALIZATION 4
My first class set the tone for the rest of my doctoral studies at USC. Dr. Roach
was a great professor who provided the right dose of theory and real-world experience
that made the semester both enjoyable and fruitful. I thank him for paving the way for
such a joyful and interesting doctoral journey.
To my 2012 cohort, cheers! It was a wonderful journey that I will never forget.
Lifelong friends, fight on!
IMPACT OF GLOBALIZATION 5
Table of Contents
Dedication 2
Acknowledgments 3
List of Tables 8
List of Figures 9
Abstract 11
CHAPTER ONE: OVERVIEW OF THE STUDY 13
Background of the Problem 15
Statement of the Problem 18
Purpose of the Study 19
Significance of the Study 20
Limitations and Delimitations 21
Assumptions 22
Definition of Terms 22
Corporate Responsibility 22
Foreign Direct Investment 22
Globalization 23
Human Capital 23
International Intel Science and Engineering Fair (ISEF) 23
Knowledge-Based Economy 23
Multinational Corporations 23
NSTF 24
NSTF Policy 24
Project-Based Learning 24
Science, Technology, Engineering, and Math 24
Twenty-First-Century Skills 24
Organization of Study 25
CHAPTER TWO: REVIEW OF THE LITERATURE 26
History of Globalization 27
Early Beginnings 28
Three Eras of Globalization 29
Key Globalization Drivers 30
The Evolving Job Market 34
FDI and MNCs 35
Corporate Responsibility 39
Discussion: History of Globalization 41
History of Costa Rica 42
Education 43
Strategic Direction: CINDE as the Catalyst 44
Impact of Intel 47
USAID 50
Effects of Globalization on Education 52
PBL and 21st-Century Skills 54
PBL Defined 55
Twenty-First-Century Skills 58
IMPACT OF GLOBALIZATION 6
STEM 61
Discussion: Effects of Globalization on Education 64
Science Fairs 65
History of Science Fairs 65
The Structure of Science Fairs 68
Intel International Science and Engineering Fair 70
Effectiveness of Academic Fairs 72
Discussion: Science Fairs 72
Theoretical Frameworks 73
Chapter Summary 75
CHAPTER THREE: METHODOLOGY 77
Research Methodology and Design 79
Site Selection 81
Sample and Population 82
Political Leaders and Policymakers 84
Faculty, Students, and Administrators 84
MNC Executives and Business Leaders 84
Instrumentation 86
Interview Protocols 86
Survey Protocols 87
Observation Protocols 93
Data Collection 94
Data Analysis 95
Validity and Reliability 96
Limitations 96
Ethical Considerations 97
CHAPTER FOUR: RESULTS 98
Participants 99
Results: Research Question 1 105
Theme 1: Intel and STEM Education 107
Theme 2: STEM Education and Economic Growth 112
Discussion: Research Question 1 117
Results: Research Question 2 118
Theme 1: PBL and 21st-Century Skills 120
Theme 2: NSTF and STEM Majors 124
Discussion: Research Question 2 131
Results: Research Question 3 132
Theme 1: Students and STEM Education 133
Theme 2: STEM Education and Teacher Enthusiasm 138
Discussion: Research Question 3 145
Chapter Summary 146
CHAPTER FIVE: DISCUSSION, IMPLICATIONS, AND CONCLUSIONS 149
Discussion of Findings 153
Implications for Practice 156
Future Research 159
Conclusions 161
IMPACT OF GLOBALIZATION 7
References 163
Appendices
Appendix A: School Leaders Interview Protocol (English and Spanish) 173
Appendix B: Policy/Government Agency Interview Protocol (English
and Spanish) 177
Appendix C: Business Leaders Interview Protocol (English and Spanish) 181
Appendix D: Student Interview Protocol (English and Spanish) 185
Appendix E: Survey Protocol for Teachers and Administrators (English
and Spanish) 189
Appendix F: Survey Protocol for Students (English and Spanish) 193
Appendix G: Classroom Observation Protocol 195
Appendix H: Science and Technology Fair Observation Protocol 198
Appendix I: Recruitment/Consent Letter (English and Spanish) 199
IMPACT OF GLOBALIZATION 8
List of Tables
Table 1: Alignment of Interview Protocols to Research Questions and
Theoretical Frameworks 88
Table 2: Alignment of Teacher–Administrator Survey Protocol Items to
Research Questions and Theoretical Frameworks 90
Table 3: Alignment of Student Survey Protocol Items to Research Questions
and Theoretical Frameworks 92
Table 4: Data Source Identifiers for Study 101
IMPACT OF GLOBALIZATION 9
List of Figures
Figure 1: Framework for 21st-century student outcomes and support systems 60
Figure 2: “Intel/MNCs have positively influenced STEM curriculum” 111
Figure 3: “Intel has supported my school in improving science and technology
education” 112
Figure 4: “STEM education and the science and technology fair are important
to the future of Costa Rica” 115
Figure 5: “STEM/science and technology fair participation is important to the
economic future of Costa Rica” 116
Figure 6: “Projects in my science class prepared me for the science and tech-
nology fair” 123
Figure 7: “The science and technology fair has positively increased the use of
project- based learning (PBL) 124
Figure 8: “My interest in studying STEM subjects in college increased due to my
participation in the science and technology fair” 129
Figure 9: “Students who participate in science and technology fairs show an
increased interest in studying STEM-related fields in college” 130
Figure 10: “The science and technology fair has been beneficial in preparing
students for postsecondary education” 130
Figure 11: “I am more interested in STEM subjects since participating in the
science and technology fair” 136
Figure 12: “Participation in the science and technology fair has had a positive
effect on my life” 137
Figure 13: “STEM instruction has been an important part of my education” 137
Figure 14: “Science and technology fair participation influences participation
in STEM education” 139
Figure 15: “Interest in STEM has increased as a result of the National Science
and Technology Fair mandate” 139
Figure 16: “Science classes at the school I attended have improved as a result
of the National Science and Technology Fair policy” 142
IMPACT OF GLOBALIZATION 10
Figure 17: “My teacher was an important part of my preparation for the science
and technology fair” 143
Figure 18: “Teachers benefit from participating in science and technology fairs” 143
Figure 19: “As a result of the national science and technology fair mandate, there
has been an increase in teachers’ knowledge of STEM education” 144
IMPACT OF GLOBALIZATION 11
Abstract
Costa Rica has successfully leveraged globalization and foreign direct investment
(FDI) to migrate its economy from primarily an agricultural economy to a knowledge-
based one. The country amazingly transformed its economy within a few decades. This
task was successful due to Costa Rica’s success at attracting the operations of multina-
tional corporations (MNCs) to its soil through tax incentives and a well-educated work-
force. To further enhance its global competitiveness and to cultivate a 21st-century
workforce, Costa Rica established the National Science and Technology Fair (NSTF)
policy that mandated every school in the nation to participate in the science fair. The
NSTF encouraged the use of project-based learning (PBL) in the school curriculum.
This qualitative research case study examined the influence that globalization,
MNCs, FDI, and the NSTF policy have had on the curriculum and instructional practices
in Costa Rican schools. The value of science, technology, engineering, and math (STEM)
education by students, teachers, and educational leaders was investigated, as well as the
extent to which Costa Ricans believed that economic growth and STEM education were
related. The research team was comprised of 14 doctoral students from the University of
Southern California. The data collection instruments consisted of interviews, surveys,
and observation protocols.
The theoretical framework of Thomas Friedman was used in this study to exam-
ine globalization. Tony Wagner’s concepts of 21st-century skills and Scott Slough and
John Milam’s framework on STEM and PBL constituted the lens applied to the research.
Findings indicated that science fairs increased awareness and promoted STEM education.
Additionally, results demonstrated that science fair participants were positively
IMPACT OF GLOBALIZATION 12
influenced to pursue a career in STEM. Analysis of the data indicated that PBL was a
successful pedagogical methodology to teach students STEM. The investigation should
benefit government officials, policymakers, school leaders, and business leaders.
IMPACT OF GLOBALIZATION 13
CHAPTER ONE: OVERVIEW OF THE STUDY
Globalization is a ubiquitous force that has influenced educational, political, and
economic systems worldwide. The globalization process enabled corporations to have
global outreach and these multinational corporations (MNCs), through foreign direct
investment (FDI), have pressured educational systems to produce workers with 21st-
century skills. This study focused on Costa Rica due to its success in attracting MNCs
and FDI. Moreover, Costa Rica implemented educational policies and strategies to
remain an attractive FDI option (Costa Rica Investment Promotion Agency [Coalicion
Costarricense de Iniciativas de Desarrollo; CINDE], 2013; Nelson, 2005; Rodríguez-
Clare, 2001). The impact of globalization, MNCs, and FDI on the Costa Rican educa-
tional system was the focus of this study. The National Science and Technology Fair
(NSTF) policy and its impact on 21st-century skills were investigated, particularly the use
of project-based learning (PBL) to teach science, technology, engineering, and mathemat-
ics (STEM).
Since the beginning of time when humans worked together to hunt big game,
societies have understood that the fruits of collaboration are food, safety, and security
(Chanda, 2008). This understanding still holds true in the 21st century, although MNCs,
FDI, the International Monetary Fund (IMF), and the World Bank have replaced the
warriors and hunters. Food, safety, and security are still important in the 21st century, but
equally important are good jobs (Clifton, 2011) and trade (Chanda, 2008). Trade among
nations has thrived in a globalized world with MNCs’ sales reaching $31 trillion in 2007
(Dias, 2011; Giuliani, 2010). Friedman (2007) outlined 10 major forces that led to the
interconnected world of the 21st century with technology and low-cost transportation as
IMPACT OF GLOBALIZATION 14
the key drivers. These drivers have been leveraged by MNCs to establish operations in
countries throughout the world to gain a competitive advantage over rivals and to produce
products at a lower cost.
The establishment of MNCs’ operations and FDI can lead to an increase in jobs
and a better economy for the host country (Monge-González and González-Alvarado,
2007; Nelson, 2005; Rodríguez-Clare, 2001). The benefits and economic growth that
MNCs can create for a country are highly coveted by nations. As a result, countries have
created various incentives to lure MNCs (CINDE, 2013; Nelson, 2005). In this competi-
tive global landscape, Costa Rica, a small Central American country, has been extremely
successful in attracting FDI (CINDE, 2013; Organisation for Co-operation and Develop-
ment [OECD], 2012; Rodríguez-Clare, 2001). Intel, Cisco, Microsoft, Procter & Gamble,
Abbott Laboratories, Hewlett-Packard, Boston Scientific, Conair, Protek, Sensortronics,
and a multitude of other MNCs have established operations in Costa Rica (CINDE, 2013;
OECD, 2012; Rodríguez-Clare, 2001). However, the attraction of MNCs and, in particu-
lar, high-tech MNCs, has created a human capital problem for Costa Rica.
Costa Rica’s success in attracting MNCs and FDI can be traced to a confluence of
events, but mainly its progressive educational system and strategic economic initiatives
(CINDE, 2013; Rodríguez-Clare, 2001; Spar, 1998). This Central American country has
enacted educational strategies to better prepare its population. Presidential Decree No.
31900 established the NSTF policy in 2004, thereby making participation in the fair
mandatory for all schools in Costa Rica (Valencia, 2008). The goal of the policy is to
prepare students with 21st-century skills through the use of PBL and increased interest in
STEM education.
IMPACT OF GLOBALIZATION 15
This study involved researching the influence that the NSTF policy, globalization,
and MNCs have had on academic curriculum. The research team investigated the value
placed on STEM by students, teachers, and educational leaders as a result of the policy.
Research was conducted on the implementation of 21st-century skills through the use of
PBL in the classrooms.
Background of the Problem
The interconnected world of the 21st century rewards innovation. Countries with
knowledge-based economies fare better than countries that have economies of earlier
periods (Ashton, Brown, & Lauder, 2008). A knowledge-based economy innovates,
creates new knowledge, and generates ideas that are turned into products, processes, and
organizations that fuel development (David & Foray, 2003). A good example of this is
the U.S. economy. Apple, an American MNC, is the inventor of the iPod®, iPhone®; and
iTunes® and its products have become extremely popular worldwide, generating billions
of dollars in revenue (Yoffie & Kim, 2011). In essence, Apple has turned ideas into
products that generate wealth for its shareholders, good American jobs, and that have
increased the gross domestic product (GDP) of the U.S. economy. Knowledge-based
economies require graduates with 21st-century skills. The demands from MNCs for
applicants with 21st-century skills have forced educational institutions to change their
curricula, content, and purpose (Spring, 2008; Wagner, 2008).
In a competitive global landscape, knowledge-based economies depend upon
citizens for innovation, creation of new knowledge, and ideas that require 21st-century
skills (Wagner, 2008, 2012; Spring, 2008). According to Wagner (2008), a country
creates a more competitive and attractive economy when its institutions of learning
IMPACT OF GLOBALIZATION 16
prepare citizens with 21st-century skills. An individual with 21st-century skills would
demonstrate competence through (a) critical thinking, (b) collaboration across networks
and leading by influence, (c) agility and adaptability, (d) the ability to communicate
effectively both orally and written, (e) initiative and entrepreneurship, (f) accessing and
analyzing information, and (g) curiosity and imagination (Wagner, 2008). The shift in
competencies required by knowledge-based economies is shaping school systems (Spring,
2008). Costa Rica has transformed from a primarily agricultural exporting economy to a
services and high-tech exporting economy (Rodríguez-Clare, 2001; Spar, 1998; World
Bank Group, 2006). The transition to a knowledge-based economy (OECD, 2012) has
influenced the academic institutions of Costa Rica (Monge-González & González-
Alvarado, 2007).
Costa Rica’s educational system has been focusing on producing graduates with
21st-century skills since Intel established operations in 1996 (Monge-González &
González-Alvarado, 2007). Intel’s selection of Costa Rica created a signaling effect for
other MNCs, which soon followed the high-tech leader and established operations in the
country (OECD, 2012; Rodríguez-Clare, 2001). Approximately 63% of companies
investing in Costa Rica have invested from 1999 to present (OECD, 2012; World Bank
Group, 2006). High-tech MNCs have created a demand for graduates from STEM fields.
Although Costa Rica has been focusing on 21st-century skills, college students show little
interest in STEM-related studies (Sandoval, 2005). Costa Rica and its educational system
are under pressure to create more STEM graduates to meet the skills demand of its high-
tech MNCs. To generate more interest in STEM fields, the country enacted a NSTF
policy that mandated participation by all schools from preschool to high school
IMPACT OF GLOBALIZATION 17
(Comisión Programa Nacional de Ferias de Ciencia y Tecnología [PRONAFECYT],
2012).
Science fairs have a long history in Costa Rica since the 1960s when they were
first introduced as extracurricular activities (PRONAFECYT, 2012). Deemed a strategic
initiative, Executive Decree No. 31900 established the NSTF policy in 2004 (Valencia,
2008). The goal was to generate interest in science and technology among its students at
an early age. According to Valencia (2011), the policy was designed to stimulate new
generations of Costa Ricans to enter a culture of science and technology through the use
of PBL. Originally, Costa Rican students were competing nationally; however, that situ-
ation changed in 2006 when the NSTF affiliated with Intel’s International Science and
Engineering Fair (ISEF); Valencia, 2011). ISEF is an annual international science fair
hosted by the Intel Corporation (Intel ISEF, 2014). Intel sponsors the champions of the
Costa Rican national fair to attend the ISEF. This is part of Intel’s corporate responsibil-
ity, which also includes investing over $700,000 every year in schools (Monge-González
& González-Alvarado, 2007). The role that a corporation decides to play in the develop-
ment of a host country can make a significant positive or negative difference. On one
hand, MNCs can partner with the local government to invest in schools and democratic
systems. On the other hand, corporations can engage in bribing, unfair labor practices, or
pollution, to name a few examples. The partnership between Intel and the Costa Rican
government has been a positive one, and both view ISEF as a means to generate more
interest in students to pursue a career in a STEM-related fields (Valencia, 2011).
Research conducted in science fairs offer a positive outlook, with Bellipanni and
Lilly’s (1999) findings showing excitement by student participants and increased parental
IMPACT OF GLOBALIZATION 18
involvement. Sahin’s (2013) study in the use of science fairs to promote STEM-related
studies in college found a direct correlation between student participants and their selec-
tion of a STEM-related major in college. However, nominal research exists that analyzes
the outcomes of the science fair policy and its effects on curriculum—in particular, STEM
curriculum. Research is minimal with regard to student selection of a STEM major in
college as a result of participation in a science fair. Moreover, research studying the
relationship between STEM and Costa Rican economic growth is lacking.
One of the challenges faced by Costa Rica is a misalignment between skills and
the demands of MNCs (OECD, 2012). The country is not producing enough STEM
graduates to meet the demands of MNCs. Knowledge-based economies thrive on innova-
tion, yet the OECD (2012) study found low commitment to innovation by the domestic
and private sector in Costa Rica. This disparity is even more troubling because of the
scant development of innovation by universities (OECD, 2012), which will produce the
next generation of leaders and graduates.
Statement of the Problem
Costa Rica has been successful at harnessing the benefits of globalization by
attracting MNC operations and FDI. However, this success in conjunction with the skills
required by MNCs has strained Costa Rica’s academic institutions. The problem is that
the country is struggling to produce enough graduates with 21st-century skills, especially
STEM-educated students, to meet the demands of MNCs and their labor markets (OECD,
2012; Monge-González & González-Alvarado, 2007). Slough and Milam (2013) posited
that PBL is the best method to engage students in learning STEM. Costa Rica has enacted
a NSTF policy that uses PBL to increase student interest in STEM. However, there is not
IMPACT OF GLOBALIZATION 19
enough research in the current literature to ascertain whether the NSTF policy imple-
mented by the country has increased the value of STEM education among students,
faculty, and educational leaders. Furthermore, the influence of this policy on the aca-
demic curriculum has not been researched, particularly in regard to 21st-century skills and
PBL.
Purpose of the Study
The purpose of this study is to examine the influence that globalization, FDI, and
MNCs have on the curriculum and practices in schools. The relationship between STEM
education and Costa Rican economic growth was examined. This study also probed how
the mandated NSTF influences the use of PBL to build human capital and prepare stu-
dents for 21st-century jobs, especially in the STEM fields.
This study was guided by the following three research questions:
1. To what extent do teachers implementing STEM curriculum trace their prac-
tices back to the influence of policy, globalization, and MNCs? To what extent do people
in Costa Rica believe the economic growth of Costa Rica and STEM education are
related?
2. How has mandating the NSTF participation influenced implementation of
21st-century skills through the use of PBL and the use of technology by teachers across all
curricular areas? How has it impacted curriculum and instruction?
3. How has the NSTF policy changed the value for STEM education for students,
teachers, and educational leaders?
The theoretical frameworks of Friedman (2007), Spring (2008), Slough and
Milam (2013), and Wagner (2008) were the blueprints used to analyze the collected data.
IMPACT OF GLOBALIZATION 20
Friedman’s and Spring’s frameworks were used to analyze globalization, while Wagner’s
(2008) framework was used for 21st-century skills, and Slough and Milam’s framework
was the lens from which to analyze STEM and PBL.
Significance of the Study
The Costa Rican government in conjunction with the Minister of Public Education
(Ministerio de Educación Pública; MEP), policymakers, MNCs, nongovernment agencies,
local communities, and the PRONAFECYT, is working synergistically to increase student
interest in STEM fields through the use of the NSTFs. There are considerable resources
in terms of time, academic focus, human labor, and funds involved in conducting these
fairs (Valencia, 2011). This study’s importance is threefold:
1. It provides qualitative evidence on whether the NSTFs increase value in
STEM education among students, teachers, and educational leaders.
2. It generates evidence on the influence that the NSTFs have had on the imple-
mentation of 21st-century skills, PBL, and use of technology in all curricular areas.
3. It provides insight on the perceptions of faculty on the importance of STEM
education and economic growth in Costa Rica.
This study is significant because it should assist policymakers by providing
current and pertinent information that will aid them in making decisions about the Na-
tional Science and Technology Fair policy. This study can also aid the schools participat-
ing in the study to ascertain the value that students, faculty, and educational leaders place
on STEM education. The study can help the leadership in the participating schools
develop strategies to better promote the value of STEM education, if needed. This study
can also inform other countries on what strategies Costa Rica is implementing to increase
IMPACT OF GLOBALIZATION 21
interest in STEM-related fields. These countries can then replicate what Costa Rica is
doing or create their own similar strategies. The aim of the study’s findings is to provide
valuable information and evidence to financial supporters of the fairs as they evaluate the
costs and benefits of the program. There are substantial resources, both human and
capital, spent on the NSTFs programs; therefore, there is significant value in this study.
Limitations and Delimitations
A limitation to this study was time and distance. The research team was in Costa
Rica in June for a period of 10 days, including weekends. The teacher strike that occurred
just before the visit could have negatively affected the data collected. Other limitations
were political influences on participants, efforts by educational leaders to make schools
appear much better than they were, and/or financial influences that could have swayed
participants’ responses. Still other factors that may have restrained or limited responses
were fear of retribution or threat to job security. Finally, the language barrier was a
limitation with the surveys, in particular because terms or questions were not explained in
detail to the participants.
A delimitation of the study is that the research team selected only student partici-
pants who won the science fair and that all schools selected had close partnerships with
Intel Costa Rica and were schools that the student participants attended. This situation
prevents generalizability of the study’s findings. Because Costa Rica is a Spanish-speak-
ing country, language nuances and cultural intonations may be lost in translation uninten-
tionally.
IMPACT OF GLOBALIZATION 22
Assumptions
The following assumptions were made while conducting this research:
1. Globalization, FDI, and MNCs (particularly Intel) have had an impact on the
educational system of Costa Rica.
2. All participants provided truthful information.
3. PBL methodologies were utilized in the instruction of STEM in Costa Rican
schools.
4. All schools from preschool to high school were participating in the NSTF.
Definition of Terms
The terms listed below are used throughout this study and are provided to ensure a
common platform of understanding and to engage in effective discourse.
Corporate Responsibility
The commitment of MNCs to invest in the development of local human capital
through collaboration with the local government and investment in the local educational
system; scholarships to study or train abroad; donation of equipment; training offered
directly to workers at the corporation; supporting formal education; working closely with
higher education institutions to develop new curriculum and funding these efforts;
providing technical support to the various local institutions, and awarding prizes on
research development (Monge-González & González-Alvarado, 2007).
Foreign Direct Investment
An investment made by a company (the source) into another company (based in a
foreign land). The investing company has significant influence and control over the
company into which the investment is made (“Foreign Direct Investment,” 2014).
IMPACT OF GLOBALIZATION 23
Globalization
The integration of economies among nations characterized by the ability of an
individual or corporation to enter into economic transactions with residents from other
countries and the ease of movement of ideas, products, and capital across nations (Fried-
man, 2007; Spring, 2008).
Human Capital
Term used within an economic context and viewed as a production factor. Hence,
it defines the knowledge, skills, or competencies that an individual possesses that were
acquired throughout life. These capabilities can be used to produce goods and services or
to generate ideas in the marketplace. Human capital can bring value to an organization
and country by making it more efficient and competitive (Westphalen, 1999).
International Intel Science and Engineering Fair
An international science fair hosted by the Intel Corporation in which 70 countries
and 1,600 students compete in science projects. It is the world’s largest precollegiate
science competition with affiliated fairs throughout the world (Intel ISEF, 2014).
Knowledge-Based Economy
An economy that is based on innovation, invention, and creation of knowledge
that generate new ideas, which are turned into products, processes, and organizations that
fuel development (David & Foray, 2003).
Multinational Corporations
Corporations with facilities and assets in at least one country outside of its home
country. Interestingly, some very large corporations have annual revenues that exceed the
budgets of small countries (Spar, 1998).
IMPACT OF GLOBALIZATION 24
NSTFs
Fairs mandated by the Costa Rican government throughout the country, including
institutional fairs, circuit fairs, regional fairs, and national fairs. These fairs involve the
participation of schools from elementary through high school (Valencia, 2008).
NSTF Policy
The national decree that made science and technology fairs mandatory from ele-
mentary through high school and incorporated them into the national school calendar
(Valencia, 2008).
Project-Based Learning
A teaching methodology that involves a special case of inquiry. The evolutionary
process of inquiry spans five levels: traditional “hands on,” structured lessons, guided
practice, student directed, and student research. There are six levels of implementation:
topic, question, materials, procedures-design, results-analysis, and conclusions (Slough &
Milam, 2013).
Science, Technology, Engineering, and Math
Adopted as the acronym STEM by countries and educational programs around the
world and viewed as an important focus for educational reform and global competitive-
ness (Breiner, Harkness, Johnson, & Koehler, 2012). Bybee (2010) defined STEM as the
acquisition of science, technology, engineering, and mathematics knowledge that leads to
application of these skills to solve STEM-related issues.
Twenty-First-Century Skills
The seven survival skills necessary to be prepared for 21st-century life, work, and
citizenship—namely, critical thinking and problem solving, collaboration and leadership,
IMPACT OF GLOBALIZATION 25
agility and adaptability, initiative and entrepreneurialism, effective oral and written com-
munication, ability to access and analyze information, and curiosity and imagination
(Wagner, 2008).
Organization of Study
This dissertation is organized into three chapters. Chapter 1 provides an overview
of the study, which includes an introduction, background of the problem, purpose of the
study, research questions, significance of the study, limitations and delimitations, assump-
tions, and definition of key terms. Chapter 2 provides a review of the literature divided
into the following four major headings: globalization, history of Costa Rica, effect of
globalization in education, and science fairs. Additionally, the chapter includes a review
of FDI, the impact of Intel, corporate responsibility, PBL, 21st-century skills, STEM, and
the history of science fairs. This study examined the topics of this research through the
lens of the following three conceptual frameworks: (a) view of globalization and the “flat-
teners” of the world by Friedman (2007) and Spring (2008), (b) Wagner’s (2008) con-
cepts of 21st-century skills, and (c) views of STEM and PBL by Slough and Milam
(2013). Chapter 3 outlines the methodology that was used throughout this study, includ-
ing design, sample and population, instruments used to collect data, how data were
analyzed, limitations of the study, and ethical considerations.
Chapter 4 presents the results and report on the findings. Finally, Chapter 5 out-
lines conclusions and discusses implications for practice while presenting future areas of
research that were revealed during this study. The chapter also provides a recap and
includes final thoughts.
IMPACT OF GLOBALIZATION 26
CHAPTER TWO: REVIEW OF THE LITERATURE
The impact of globalization has reverberated through all areas of the world’s
economies. Governments, corporations, academic institutions, the marketplace, and the
labor market, especially in the area of employees’ skill sets, have all experienced the
effects of globalization. Clifton (2011) posited that the 21st century is mired in a war
between nations over good jobs. Human capital—the skill set that an individual pos-
sesses—is the currency that countries have to grow their economies (Friedman, 2007;
Wagner, 2008). Consequently, countries and their educational systems aim to develop
local human capital that will keep their economies competitive in an ever-changing global
landscape (Spring, 2008; Wagner, 2010). The opportunities afforded to companies as a
result of globalization have enabled MNCs to have global outreach. This development, in
turn, has created FDI, which is highly coveted by all nations (CINDE, 2013; OECD,
2012; Rodríguez-Clare, 2001). The establishment of an operation by a MNC creates
pressure in the local educational system, because MNCs seek employees with 21st-
century skills (Nelson, 2005; Rodríguez-Clare, 2001). In the case of Costa Rica, MNCs
have created pressure on academic institutions to produce more STEM graduates (Monge-
González & González-Alvarado, 2007; Rodríguez-Clare, 2001). Subsequently, countries
and their educational systems are using PBL to teach 21st-century skills and particularly
STEM. The challenge for Costa Rica has been producing enough STEM graduates to
meet the demands of MNCs (World Bank Group, 2006). Costa Rica has been using
science and technology fairs to increase interest in STEM-related fields (Valencia, 2008).
This chapter is divided into five major sections: globalization; the history of Costa
Rica; effects of globalization in education; science fairs; and the theoretical frameworks
IMPACT OF GLOBALIZATION 27
of Friedman (2007), Spring (2008), Slough and Milam (2013), and Wagner (2008). The
first section, globalization, is important to provide a foundation and list the confluence of
events that led to the current state. This section is subdivided into the early beginnings,
three eras of globalization, key globalization drivers, the evolving job market, the impact
of FDI and MNCs, and corporate responsibility.
The second section focuses on the history of Costa Rica and is subdivided into
education, strategic direction, the impact of Intel, and the involvement of the U.S. Agency
for International Development (USAID). In the third section, the effects of globalization
in education, PBL, 21st-century skills, and STEM are reviewed. The discussion of
science fairs, which is the subject of the fourth section, is divided into the history of
science fairs, the structure of science fairs, the Intel international science and engineering
fair, and the effectiveness of science fairs. The fifth section outlines the frameworks of
Friedman (2007) for globalization, Wagner (2008) for 21st-century skills, Spring (2008)
for globalization of education, and Slough and Milam (2013) for PBL and STEM—all of
which were used for this study. Finally, a summary of the literature review is presented in
the concluding section.
History of Globalization
Globalization is a phenomenon that has evolved over many centuries. A historical
perspective is required to gain an understanding of its depth and impact. The section on
early beginnings outlines human nature needs that prompted collaboration and trade as
viewed through the work of Chanda (2008). Through the work of Friedman (2007), the
three eras of globalization and the key globalization drivers sections extend the discussion
on the confluence of events leading to the present day. The evolving job market section,
IMPACT OF GLOBALIZATION 28
as viewed through the lens of Clifton (2011), outlines the personal impact of globaliza-
tion. The sections on FDI, MNCs, and corporate responsibility add a perspective of the
impact on countries worldwide.
Early Beginnings
Humans are interdependent creatures who need one another to survive and thrive.
This situation has held true since the beginning of time when humans worked together to
hunt big game (Chanda, 2008). Human ancestors realized that the rewards of collabora-
tion were food, safety, and security for those willing to join in the hunter-gathering plan
that helped humans not only to survive but also to thrive. The constant migrations of
animal herds and the need for security forced a small number of early humans to walk out
of Africa. Hence began the human inhabitation of the entire planet. It took humans
50,000 years to inhabit all seven continents (Chanda, 2008).
In the thousands of years to follow, explorers such as Hanno the Navigator, Ibn
Battuta, Marco Polo, and Ferdinand Magellan took huge steps in bringing the world’s
societies closer together through their travels and adventures (Chanda, 2008). These
travels were made possible through human innovation that led to the creation of tools—
the technology of the day. The physical separation created by individuals’ exit out of
Africa was diminished through the establishment of connecting routes between the con-
tinents. This was the first step to establish trade between continents and their respective
societies.
Globalization is a nebulous word that requires definition. Globalization, as
defined by the World Bank (as cited in Milanoviæ, 2002), is the “freedom and ability of
individuals and firms to initiate voluntary economic transactions with residents of other
IMPACT OF GLOBALIZATION 29
countries” (p. 3). The beginnings of globalization can be traced back to the end of the Ice
Age when traders, preachers, soldiers, and adventurers from the early civilizations of
Levant, India, and China began to trade with one another (Chanda, 2008). The world
became more interconnected during the imperial wave that saw ambitious men such as
Alexander the Great and Genghis Khan conquer distant lands and vast amounts of terri-
tory. This led to the introduction of spices, foods, and other goods in different societies
(Chanda, 2008). Thus began trade between nations and started the wheels of globaliza-
tion.
These early beginnings established the foundation for world trade that has trans-
formed economies and benefitted Costa Rica.
Three Eras of Globalization
The early beginnings set a foundation for what Friedman (2007) called the three
areas of globalization: Globalization 1.0, Globalization 2.0, and Globalization 3.0. The
first era, or Globalization 1.0, covers from 1492 to 1800 and has Christopher Columbus
as the chief globalizer by setting sail and opening trade between Europe and America.
During this era, the focus was mainly on countries globalizing. Globalization 1.0 was
largely about which country had the largest ships with the most horsepower or the biggest
steam engine. Countries set out to travel the oceans, visit foreign lands, and explore the
world; this activity created tools and pathways that enabled global trade.
The second era, 1800 to 2000, saw the expansion of trade and establishment of
commerce through the creation of the MNC. The first MNCs were the Dutch and English
joint-stock companies (Friedman, 2007). These MNCs took advantage of falling trans-
portation costs that enabled them to reach far-away economies and still be profitable.
IMPACT OF GLOBALIZATION 30
One of the main points that Friedman made is that during each subsequent era, the trend
toward globalization moved faster and faster. In the second half of Globalization 2.0,
technology was introduced and has been the key agent of change. A high amount of
technological innovation took place in the latter part of this era with the introduction of
the telegraph, telephones, personal computers (PCs), satellites, fiber optics, and computer
networks (Friedman, 2007). This era also witnessed the introduction of the Internet or
World Wide Web.
Expanding upon the previous two eras, Globalization 3.0 began in 2000 and con-
tinues today. Countries and companies have already expanded throughout the world and
are engaged in trade. Friedman (2007) denoted that the next step is for the individual to
become globalized. Globalized individuals are ones who can offer their skills to compa-
nies throughout the world and can compete globally without leaving their country of
origin. For example, a person in Costa Rica can now provide technical support to a
person in the United States, in anonymity, without any distinctive differences in service or
transmission delays. This era is also marked by increased competition by non-Western
countries (Friedman, 2007). Developing countries are learning how to find their competi-
tive advantage in this flatter world and to lure investment into their economies.
Key Globalization Drivers
Friedman (2007) presented 10 key globalization drivers that have made it possible
for a person to have global reach. In this section, the defeat of Communism, workflow
software, outsourcing, offshoring, the global supply chain, and low-cost transportation are
presented as the key globalization drivers that afforded Costa Rica the capability to grow
its economy and to be successful at attracting MNCs and FDI.
IMPACT OF GLOBALIZATION 31
The defeat of Communism, symbolized by the fall of the Berlin wall and unifica-
tion of Germany in 1989, signaled to the world that capitalism and open market systems
were the new rules in the global economy (Friedman, 2007). Parallel to this was the
introduction of the PC by Microsoft with a graphical user interface called Windows®.
The proliferation of the PC and specifically Windows as a common standard made it
possible to communicate globally; thus, the individual became empowered to participate
on a global scale.
The second key globalization driver was the introduction of workflow software.
The main advantage of workflow software is that it helps individuals and businesses
collaborate seamlessly across countries and time zones. As an example of how one
innovation built upon the other, the ability to effortlessly collaborate globally without
time delay was made possible only because of fiber optics. Workflow helped business to
focus on innovation, global collaboration, and creativity, which fueled globalization. The
new software enabled companies to have teams of designers or other skilled employees
work on projects in real time, even though all these employees could be in different
locations throughout the world. This situation created an upsurge in sending projects and
traditional work duties to companies across the world (Friedman, 2007).
After the fiber infrastructure and workflow software were established, they paved
the way for the next driver: outsourcing. Succinctly stated, outsourcing is the process of a
corporation to send projects and tasks to any company in the world with the skillset to do
it as opposed to doing the work internally. Outsourcing and the liberation of markets, as a
result of the fall of Communism, truly made the world one giant open marketplace where
companies from Costa Rica, India, or any other country in the world could compete for
IMPACT OF GLOBALIZATION 32
projects globally. American companies with a relentless drive to cut down costs em-
braced outsourcing by sending projects to companies that could perform the work for less,
regardless of the location of these companies (Friedman, 2007).
The entrance of China into the World Trade Organization (WTO) in 2001 enticed
companies to embrace the next globalization driver, offshoring. There is a significant
difference between outsourcing and offshoring. In outsourcing, one sends specific pro-
jects to be conducted by a company anywhere in the world and then reintegrates the work
into one’s company processes. In offshoring, one moves an entire operation, such as a car
assembly plant, to China. Intel is a good example of offshoring with a major component
of its microprocessor assembly based out of Costa Rica (CINDE, 2013). Intel did not
simply outsource the work to a Costa Rican company but rather moved its assembly
operation to Costa Rica. Offshoring exemplifies a true global marketplace with a com-
pany having the ability to set up operations in any country in the world based on criteria
such as best business climate or competitive advantage for the company.
The globalization drivers listed above created a need for a global supply chain,
which is another key globalization driver. The definition of a global supply chain is the
continuous process of procuring raw materials, manufacturing, packing, sorting, distribut-
ing, and reordering of products that supply a retailer or seller (Friedman, 2007). The need
for a global supply chain has interconnected the world and created interdependencies
among companies. These mutually beneficial interdependencies among companies that
are located throughout the world are the product of globalization. MNCs with efficient
global supply chains create a huge competitive advantage over their competitors. Fried-
man (2007) used Wal-Mart as a good example of a MNC with an efficient global supply
IMPACT OF GLOBALIZATION 33
chain that allows it to differentiate itself as a low-price leader. Wal-Mart is able to achieve
this result because of its efficient global supply chain that encompasses a large number of
suppliers from various parts of the world.
A globalized world demands a fine-tuned, low-cost transportation and delivery
system that has fueled the expansion of MNC operations into countries throughout the
world. To show the immensity of this sector and its efficiency, on any given day, United
Parcel Service (UPS) carries 2% of the world’s GDP in its trucks (Friedman, 2007). It is
incredibly easy to purchase flea medicine for one’s dog through the Internet from a
vendor in the United Kingdom and have it delivered to one’s doorstep in 2 days. The
efficiency and low cost of transporting and delivering goods globally have boosted global
business operations and particularly e-commerce. E-commerce enables Intel to distribute
the products made in Costa Rica all over the world at a reasonable cost. UPS has a fine-
tuned logistical operation that MNCs such as Toshiba have incorporated into their busi-
ness operations. This type of collaboration, commonly known in business terminology as
in-sourcing, has proven mutually beneficial to both companies. In-sourcing is a strategy
that has been successfully used by other businesses and organizations throughout the
world.
These globalization drivers have created a truly globalized planet that Costa Rica
has successfully harnessed to its advantage. Globalization has opened opportunities to
Costa Rica and has created a global marketplace where any country, no matter how large
or small, can compete. This historical viewpoint of globalization has outlined how
present-day society has arrived at this point and lays the foundation from which to further
explore how globalization has impacted other areas within Costa Rica.
IMPACT OF GLOBALIZATION 34
The Evolving Job Market
The labor market has seen a significant shift over the last 25 years. The U.S.
economy has seen a drastic transformation away from a manufacturing economy toward a
service economy (Partnership for 21st Century Skills [P21CS], 2008). The new economy
is knowledge based and information services driven. According to P21CS (2008), the
year 1991 was an inflection point wherein national spending in information technology
surpassed production spending. From 1967 to 1997, the share of GDP credited to the
information services sector shifted from 36% to 56% and continues to expand (P21CS,
2008). This fact has not escaped global competitors who are themselves shifting toward
information products and services.
The shift has clearly affected the U.S. job market, skills required, and income gap.
Between 1995 and 2005, the U.S. economy created 17 million service-sector jobs while
shedding 3 million manufacturing jobs (U.S. Department of Labor, Bureau of Labor
Statistics, 2013). A knowledge-based and information-services driven economy requires
a new set of skills. Jobs that required routine manual and cognitive skills now demand
higher levels of knowledge such as expert thinking and complex communication skills
(Saavedra & Opfer, 2012). There is a direct inverse correlation between the skills needed
in the new service-centered economy and those required in the old manufacturing econ-
omy. This shift has also created a wider income gap between educated, highly skilled
workers and those less educated, relatively unskilled workers.
Jobs are the engine of an economy, but they require a knowledgeable workforce.
Clifton (2011) asserted that an all-out war for good jobs is occurring. Historically, ap-
proximately half of all innovative ideas, entrepreneurial activity, and startups have
IMPACT OF GLOBALIZATION 35
originated from top universities (Clifton, 2011). Therefore, universities must capitalize
on and cultivate this great ecosystem of entrepreneurship and innovation. Costa Rica has
followed this model successfully through collaborative relationships among government,
business, and universities. The holistic preparation of a student to be successful in a
global job market is a formidable task for school systems. Educational leaders must think
strategically, collaborate with the business community, and establish relationships with
MNCs to understand the skills required of new employees (Rodríguez-Clare, 2001).
Costa Rica is a good example for this type of model, as will be explained later in this
review. Detroit can serve as a microcosm and warning of what can happen when the good
jobs are gone. The city filed for bankruptcy and is essentially a ghost town because of the
effect of globalization in an evolving job market.
Costa Rica relies on good jobs to grow its economy and improve the standard of
living for its population. To continue to attract FDI, the Central American country must
train its workforce with 21st-century skills to remain competitive in a global marketplace.
The demands from MNCs for STEM-educated labor have pressured the university system
of Costa Rica to produce more STEM graduates.
FDI and MNCs
The benefits of FDI, MNCs, and trade agreements are discussed in this section.
Globalization with its efficiencies and low-cost transportation has made it possible for
corporations to set up operations anywhere in the world. In a competitive global land-
scape, corporations seek to establish operations that afford a competitive advantage over
their rivals. The confluence of global advances (outlined in previous sections), necessi-
ties, and opportunities have created the MNC. All countries actively pursue FDI
IMPACT OF GLOBALIZATION 36
generated through MNC operations. This situation has created intense competition
among countries, especially developing ones, to lure MNCs by offering various incentives
(Nelson, 2005). FDI is an investment made by a corporation in a country outside of its
home headquarters whereby it either acquires an operation or establishes its own opera-
tion from the ground up (“Foreign Direct Investment,” 2014). The new location then
becomes part of the corporation’s global operations. These corporations operate in multi-
ple countries throughout the world hence the name MNC. Costa Rica has benefitted
tremendously from FDI (CINDE, 2013).
MNCs analyze incentives offered by various countries throughout the world. The
opportunities created by globalization has made FDI possible and highly coveted by coun-
tries throughout the world (World Bank Group, 2006). In a competitive global environ-
ment, corporations are in a constant race to continue to produce low-cost products.
Global retailers such as Wal-Mart with their highly efficient global supply chains con-
tinue to apply price pressures on suppliers. MNCs are under constant pressure to find
ways to keep costs down and increase profits. In turn, MNCs analyze the various incen-
tives offered by different countries and select the best positive financial incentive that fits
their strategic goals. The introduction of a MNC operation in a country can reap major
benefits to the host country. FDI can be extremely beneficial in terms of GDP growth,
exports, additional jobs, wages, and it entices suppliers to also establish operations in the
host country (Larraín, López-Calva, & Rodríguez-Clare, 2001). Additionally, the suc-
cessful attraction of FDI can serve as a signaling effect”whereby others countries begin to
seriously consider the host country as an option to setup their operations (World Bank
IMPACT OF GLOBALIZATION 37
Group, 2006). Costa Rica benefitted tremendously from the signaling effect created by
Intel when the MNC decided to establish operations in this Central American country.
Trade agreements between nations boost FDI. Neumayer and Spess (2005)
contended that trade agreements are a tool used to safeguard FDI. According to the WTO
(2013), worldwide merchandise exports increased by 3,200% from 1950 to 2012. During
the same interval, the world’s GDP increased by 900% (WTO, 2013). There is a direct
correlation between exports and GDP. The 2009 recession caused a 12% drop in world
exports and a 2.7% drop in the world’s GDP (WTO, 2013). Trade between nations is
extremely important for GDP growth. As a result, the number of trade agreements sky-
rocketed by 820% from 1990 to 2010 (Caliendo & Parro, 2012). The inflection point was
the North American Free Trade Agreement (NAFTA; Caliendo & Parro, 2012). Because
of this success, a multitude of countries, such as Costa Rica, the United States, China,
Canada, and other countries, have worked on establishing trade agreements.
NAFTA created the largest trading zone in the world. The 1994 trade agreement
created tariff free commerce among the three North American countries—Mexico, United
States, and Canada (Caliendo & Parro, 2012). Trade agreements play a significant role in
attracting FDI, especially to a less developed country (Salacuse & Sullivan, 2005); there-
fore, developing countries such as Mexico engage in trade agreements to attract FDI.
Cuevas, Messmacher, and Werner (2005) found that NAFTA increased FDI flows into
Mexico by approximately 60% during the second half of the 1990s. Because of the trade
agreement, U.S. firms establish export factories in Mexico. These export factories ac-
counted for 47.7% of Mexico’s exports by 2000 (Hanson, 2003). The primary purpose of
developing countries in signing trade agreements is to increase FDI (Cuevas et al., 2005).
IMPACT OF GLOBALIZATION 38
The significant benefits of NAFTA to the Mexican economy were a signaling effect for
other developing countries to engage in trade agreements.
The benefits of FDI surface in the form of increased GDP growth, wages, exports,
jobs, know-how, and the signaling effect previously explained. In a large country like
Mexico, wage benefits were mostly noticeable in the border states closer to the United
States (Hanson, 2003). In other examples of FDI, Alfaro, Chanda, Kalemli-Ozcan, and
Sayek (2009) asserted that the transfer of expertise to Bangladeshis from Daewoo, a
MNC, benefitted Bangladesh’s garment exports to an incredible $1.99 billion over 2
decades. India’s economy created many jobs as a result of all the suppliers sprouted by
Suzuki motors, a MNC. Originally, Suzuki was importing all its parts from Japan, but
within 10 years local Indian suppliers developed and provided 90% of all car parts (Alfaro
et al., 2009). Costa Rica is an excellent example of the benefits of FDI. Costa Rica’s
focus on attracting FDI has been very successful with its FDI per capita being one of the
largest in Latin America (CINDE, 2013). Intel’s plant investment in Costa Rica in 1996
benefitted the country tremendously in terms of GDP growth, jobs, signaling effect, and
exports—among others. FDI was found to be so beneficial by the World Bank that it
considers this type of investment the best tool to fight global poverty (Asiedu & Lien,
2011).
Understanding the value of FDI and MNCs, Costa Rica engaged in a strategy to
attract high-tech FDI in the 1980s (CINDE, 2013). However, these MNCs have a labor
force skills demand that is challenging the academic institutions of the country.
IMPACT OF GLOBALIZATION 39
Corporate Responsibility
The immensity of MNCs in the globalized economy has prompted the public to
demand social responsibility from these conglomerates. MNCs have thrived in the
globalized economy, with sales rising steeply from $5.5 trillion to $31 trillion between
1992 and 2007 (Dias, 2011; Giuliani, 2010). MNCs have accumulated an impressive
amount of power. According to Dias (2011), MNCs touch 86% of the world’s land used
for export crops, control over 60% of aluminum mining, and sell 90% of the world’s
agrochemical products. It is no surprise that over the past 10 years, public interest has
developed in corporate responsibility and the role that MNCs play in creating sustainable
economies. MNCs typically have internal resources and capabilities that far exceed those
of developing countries, as was the case with Intel and Costa Rica. The power of MNCs,
especially so in developing countries, can either have a positive or negative effect in the
country’s development and its environment.
The public demands that MNCs make a contribution to society. Monge-González
and González-Alvarado (2007) posited that MNCs have three ways to make an impact on
the host country’s educational system and human capital: (a) changes created in the
educational system in order to be more competitive and attract MNCs, (b) educational
system changes as a result of the presence of MNCs and the demand of these companies
for qualified human resources, and (c) the creation of knowledge spillover and spin-off
effects reverberating throughout the host country’s economy. However, to take advantage
of the third item, the host country must have the social capability, which is reflected in the
general education of the population, its technical capabilities, as well as the ability of
national firms and institutions to capitalize on the opportunity (Giuliani, 2010). An
IMPACT OF GLOBALIZATION 40
important determinant in ensuring a mutually beneficial relationship between host country
and MNC is the level of the host country’s state capacity—that is, the ability of the state
to enforce contracts, regulate markets, and have a strong and impartial legal system
(Giuliani, 2010). Costa Rica’s educational system and effective government have al-
lowed the country to fully leverage globalization and corporate responsibility to the
advantage of its economy and population (CINDE, 2013).
MNCs can demonstrate social responsibility by ensuring respect for human rights,
investing in training of locally hired employees, incentivizing local firms to become part-
ners, investing in the local educational system, and creating a more transparent form of
governance in the local country. A good example of this is Intel Costa Rica. The techni-
cal giant invests approximately $3.2 million annually in Costa Rica’s educational system
(Monge-González & González-Alvarado, 2007). Additionally, in 2004– 2005, Intel
donated $20 million worth of industrial equipment to the MEP so that it could be distrib-
uted to technical schools. The main focus of Intel’s investment has been in human capital
development. For example, Intel invests around $300,000 to prepare teachers to teach in
the most up-to-date STEM education (Monge-González & González-Alvarado, 2007).
Intel sponsors teachers to travel to the United States to receive a special 2-week training
in mathematics with the intent to have these teachers share the course with 240 other
mathematics teachers. This is an example of corporate responsibility that also aids the
corporation by developing more qualified human capital.
As part of its corporate responsibility, Intel has successfully collaborated with
academic institutions to influence curriculum. According to Monge-González and
González-Alvarado (2007), Intel has partnered with the Universidad de Costa Rica (UCR)
IMPACT OF GLOBALIZATION 41
and the Instituto Tecnológico de Costa Rica (ITCR) to modernize STEM curriculum. The
fact that these two institutions are the most prestigious universities in the country demon-
strates the commitment of Intel to target higher education institutions that can affect the
greatest national change. The collaboration between the MNC and higher education has
led to the creation of a degree in electronics by ITCR that aims to prepare students with
the skills necessary to gain employment at Intel. The results have been astounding, with
333% growth in electrical engineers. These are a few of the many examples of Intel’s
corporate responsibility in Costa Rica that could be used as a model for other MNCs and
other nations.
This research focused on schools that were recipients of Intel’s corporate dona-
tions. Of interest was whether faculty traced back STEM curriculum modifications as a
result of the influence of MNCs, such as Intel.
Discussion: History of Globalization
The research questions of this study focused on the impact of globalization on
Costa Rican educational institutions. The evolving job market, as posited by Clifton
(2011), also affects Costa Rica because it competes on a global scale. The lens presented
by Friedman’s (2007) view of globalization demonstrates the competitive environment in
which Costa Rica operates. The establishment of Intel’s operation has immensely bene-
fitted Costa Rica and its place in the competitive world of FDI. Moreover, Intel has
contributed to the development of the country through investment in education and
sponsorships. The evolution of globalization is the foundation that enables Costa Rica to
be in its present form economically.
IMPACT OF GLOBALIZATION 42
History of Costa Rica
Costa Rica has leveraged globalization to its advantage and has successfully
grown its GDP and per capita income of its citizens. The successful attraction of high-
tech MNCs combined with its progressive educational system has enabled Costa Rica to
have a per capita income higher than Brazil’s, which is the largest Latin American coun-
try (IMF, 2013a). A historical perspective of its educational system, business catalysts,
the impact of Intel, and the role of the USAID provides the foundation for the selection of
Costa Rica as a country to conduct research.
Costa Rica is one of seven countries located in Central America. It has a popula-
tion of approximately 4.7 million with a GDP of $59.8 billion (Central Intelligence
Agency [CIA], 2013). Costa Rica’s per capita income of $12,545 is the seventh largest of
all Latin America countries and higher than Brazil’s (IMF, 2013a). The labor force of
Costa Rica consists of 2.2 million people; 64% of these individuals work in the services
industry (CIA, 2013). The services industry sector generates 72.4% of the nation’s GDP.
The country has a robust export industry, totaling $11.4 billion in 2012 (CIA, 2013). By
various measures, the country is a success and a model to be replicated by other develop-
ing nations.
Costa Rica has been a success story. However, to completely understand how this
small Central American nation arrived at its current economic success, it is necessary to
have a historical perspective of the country and the events that contributed to this success.
The educational system, strategic directions, impact of Intel, and the contributions of the
USAID are outlined to provide a deeper understanding of Costa Rica. These areas of
IMPACT OF GLOBALIZATION 43
review have all been contributing factors to the success of the nation and should assist any
country seeking to replicate Costa Rica’s success.
Education
Costa Rica’s success is not happenstance but rather the result of investment in
education, a sound strategic direction for the country, the impact of Intel, and a heavy
investment by the USAID. Costa Rica has had a long history of investment in education.
Through a constitutional mandate created in 1871, Costa Rica was one of the first coun-
tries in the world to offer a free education to its populace (Biesanz, Biesanz, & Biesanz,
1999). The first public university, UCR, was opened in 1941 (Mitchell & Pentzer, 2008).
The university became the producer of scientists and engineers whom the country needed
for its manufacturing sectors and various governmental institutions, such as the electric
company, telecommunications, and infrastructure. Through the decades of the 1950s,
1960s, and 1970s, the Costa Rican government made education a top priority. This com-
mitment came with funding; educational spending accounted for 22.9% of the national
budget in the 1950s and reached 30% in the 1970s (Mitchell & Pentzer, 2008). During
this period of emphasis on education, three more public universities were established.
During the 1980s, Costa Rica experienced an economic depression that led to a
decrease in educational spending (Mitchell & Pentzer, 2008). Nevertheless, a forward
thinking strategy during this dark decade was the installation of computer labs in ele-
mentary schools. The idea to make a substantial impact early in a learner’s life was inno-
vative because it used the computer as a learning tool (Rodríguez-Clare, 2001). The
country rebounded in the 1990s from the depression with an influx of FDI and export
promotion (Mitchell & Pentzer, 2008; Rodríguez-Clare, 2001). This situation led to an
IMPACT OF GLOBALIZATION 44
increase in educational spending, and over a 14-year period (1990–2004), the number of
schools increased by 150%. According to Mitchell and Pentzer (2008), there were 50
universities throughout Costa Rica by 2000. These institutions of higher education were a
combination of public and private universities.
Based on the 2013 World Fact Book by the U.S. CIA, Costa Rica spends 6.3% of
its GDP on education and ranks 32nd when compared to all other nations, including the
United States. The expenditures in education have been fruitful judging from the coun-
try’s high literacy rate of 96.1%, which is one of the highest in the world (CINDE, 2006).
Costa Rica ranked 21st in the world for its quality educational program (CINDE, 2013).
Realizing the realities of a global world in which English is the primary language of
business, the country has embarked on an ambitious plan to have all its high school gradu-
ates be proficient in English (CINDE, 2012). Since Intel established operations in Costa
Rica in 1996, the government has focused the schools toward science, technology, engi-
neering, and mathematics. The impetus on STEM education was a consequence of the
demands from MNCs to have qualified personnel and to keep the country competitive in
an evolving global job market. As a result, the schools participate in an annual science
and technology fair that generates friendly competition among all schools in the nation.
Strategic Direction: CINDE as the Catalyst
Costa Rica’s phenomenal economic transformation from an agricultural-based
economy to a service-based economy within a relatively fast time frame is unprecedented.
Rodríguez-Clare (2001) propositioned that the country’s transformation was not the effect
of a single person, policy, or vision but rather a confluence of policies and events. Edu-
cation was one of those key variables, but just as important was the formation of CINDE.
IMPACT OF GLOBALIZATION 45
CINDE is the Costa Rican investment promotion agency that was founded in 1983 by a
group of well-established business leaders and government officials. Its charter was to
help develop the national economy with a focus on attracting FDI. Although the Costa
Rican government supported CINDE, it was primarily financed through grants from the
USAID. CINDE operated outside of the government and could focus on long-range
strategic planning as opposed to short-term political wins (Rodríguez-Clare, 2001). This
procedure afforded CINDE a tremendous advantage over government agencies.
CINDE was one of the drivers behind Costa Rica’s impressive economic transfor-
mation and the primary player in attracting FDI. The formation of CINDE was a sound
strategic investment that paid many dividends in the years ahead, and those dividends are
still fruitful to this day. Prior to 1982, Costa Rica focused primarily on exporting to the
Central American Common Market (CACM), which was comprised of all Central Ameri-
can countries. During the recession of 1982, it was clear that the current strategy of tra-
ditional exports to the CACM was not a sustainable economic strategy that would yield
continued economic growth. At this point, the government decided to diversify its
exports away from the traditional coffee and bananas to nontraditional exports. These
were assembly corporations and high-value agricultural exports such as flowers, pineap-
ples, and ornamental plants. The business model of assembly corporations was to import
all inputs, assemble them in Costa Rica, and export the finished product to various coun-
tries throughout the world. The World Bank and the U.S. Government Accounting Office
were skeptical of this strategy and questioned projected non-traditional export growth
rates. Surprisingly, the nontraditional export strategy was a complete success and
IMPACT OF GLOBALIZATION 46
exceeded projected growth rates of 18% by reaching 25% through 1995 (Fox, 1998).
Shortly after CINDE’s success, it became a national strategy.
CINDE was the promotional, sales, and main implementer of the nontraditional
export strategy. To lure investment, the Costa Rican government and CINDE established
export-processing zones that extended tax-free import inputs and equipment, no income
tax for 8 years, and only 50% taxes for 4 years to all corporations operating in these zones
(CINDE, 2006). These zones also provided a 10% export subsidy incentive to all compa-
nies. This was meant as an export incentive to local companies. The export-processing
zones proved to be a total success in attracting FDI. The World Bank ranked Costa Rica’s
strategy as one of the best in the world (OECD, 2012).
FDI from electronic and telecommunications corporations mainly drove the non-
traditional exports. CINDE’s first major recruiting success in the electronic and telecom-
munications industry was DSC Communications Corporation. The establishment of DSC
operations was an inflection point because it was the first printed circuit board assembly
company in Costa Rica (Rodríguez-Clare, 2001). This paved the way for other corpora-
tions within the industry to establish operations in Costa Rica and served as a learning
platform for CINDE. Through the knowledge gained in these recruitments, CINDE was
able to become more sophisticated in attracting FDI and understanding the electronic and
telecommunications industry.
Because of CINDE’s knowledge of the electronic industry and connections estab-
lished, it became aware of Intel’s search for a new assembly plant location. CINDE’s
expertise in attracting FDI helped it to fine tune a well-drafted campaign to be included in
Intel’s list of potential countries. The political stability, business friendly climate with a
IMPACT OF GLOBALIZATION 47
non-union work environment, export processing zones, and CINDE’s aggressive but
effective lobbying were key to attracting Intel to Costa Rica. In 1996, Intel announced its
plans to establish the assembly plant in Costa Rica. This announcement served as a
signaling effect for other MNCs. In the competitive world of globalization where no one
wants to miss out on a potential competitive advantage, other MNCs took notice and
began looking at Costa Rica as a possible location for their corporations. MNCs could
avoid the expense and time dedicated to researching a viable foreign country by simply
following Intel’s lead (Rodríguez-Clare, 2001).
Impact of Intel
Original Intel plans were to build the assembly and test plant and employ up to
2,000 employees. By September 1999, those employment numbers had been exceeded by
10.9%, with Intel employing 2,217 Costa Ricans (Larraín et al., 2000). This number
constitutes 0.16% of the total 1999 Costa Rican workforce. The true power of jobs is in
the fiscal impact and contribution to the local economy. In a sign of fast growth and
hiring, Intel’s salaries to its Costa Rican employees jumped from $5.5 million to $25
million between 1997 and 1999 (Larraín et al., 2000). Intel also helped to put pressure on
wages. Intel’s employee compensation is considerably higher than that of employees in
other areas of the Costa Rican manufacturing sector. According to Larraín et al. (2000),
the average Intel manufacturing employee made 51% higher wages than those working
for other manufacturing sector companies.
Intel’s original investment plan of $300 million was increased by 30% in 1999 to a
total of $390 million (Larraín et al., 2000). This investment represented 2.6% of Costa
Rica’s GDP. The World Bank Group (2006) estimated Intel’s accumulated investment to
IMPACT OF GLOBALIZATION 48
be $770 million by 2006, reflecting a doubling of the initial investment. Although Costa
Rica benefitted tremendously from Intel’s investment, the relationship reaped additional
benefits by serving as a signaling effect to other MNCs. The signaling effect informed
companies that Intel, the leader, had vetted Costa Rica as a great place to invest and
establish an operation. For other companies looking to setup operation in a different
country, Intel had spent the time and resources in vetting Costa Rica. This lowered the
search costs for other MNCs. MNCs followed the leader and soon after Intel’s announce-
ment, Costa Rica attracted Procter & Gamble and Abbott Laboratories (World Bank
Group, 2006). An extremely positive side effect to Intel’s investment was the number of
suppliers that accompanied it. The research of Larraín et al. (2000) revealed 200 local
Intel suppliers. Amazingly, 10% of these suppliers sell over 50% of their products exclu-
sively to Intel with an additional 8% selling between 10% and 50% of their products to
this same company (Larraín et al., 2000).
The presence of Intel created a boom for Costa Rican exports. According to
Larraín et al. (2000), exports in 1997, 1998, and 1999 grew 12%, 31%, and 19%, respec-
tively. Within 4 years of the construction of the Intel plant, Costa Rican exports doubled
(Spar, 1998). Intel’s net exports increased drastically from $205 million in 1998 to $1.5
billion in 1999 (Larraín et al., 2000). Intel’s net export for 1999 represented 9.8% of
Costa Rica’s GDP. On an even more positive note, natural resource exports have seen a
decline as a percentage of total exports, which is a side benefit to Costa Rica (Larraín et
al., 2000). By increasing manufacturer exports, Costa Rica saves its finite natural re-
sources. Additionally, the diversification of exports benefits the Costa Rican economy
and leverages it against potential recessions in specific sectors.
IMPACT OF GLOBALIZATION 49
The benefits of Intel to Costa Rica were not only financial but also knowledge
transfer, know-how, and engineering interest. As a requirement of the Intel investment,
Costa Rica was to develop a program that prepared students with the engineering and
technical skills to be employable at Intel. This requirement led to the development of an
enhanced training program that involved a 1-year technical certificate, a 1-year associate
degree focused on semiconductors, and Spanish for foreigners and English classes for
Costa Rican employees. Two of the main providers of this training were the ITCR and
the UCR. The program was very successful, attracting a large number of students into the
engineering field with the two most recognized higher education institutions experiencing
a 100% enrollment increase in 2 years (Larraín et al., 2000). The interest in engineering
by Costa Rican students is of benefit to the social fabric of the country and enhances its
local know-how.
Additionally, Intel has invested in programs to facilitate the technical training of
primary and middle school teachers (World Bank Group, 2006). This investment
strengthens the technical know-how of Costa Rican educators, who in turn transfer the
knowledge to all students. Intel also implemented a Students as Scientists program to
promote scientific research in schools. As part of the program, the MNC aimed to train
2,000 high school teachers to stimulate student interest in the sciences (World Bank
Group, 2006). Intel invested heavily in its employee professional development as well.
Costa Rican employees were sent abroad to learn best practices and skill building. The
combination of all these investment programs contributed to a more competitive Costa
Rica due to the best practices and know-how gleaned from Intel by Costa Ricans. The
IMPACT OF GLOBALIZATION 50
educated citizenry used their skills in all areas of the economy by using best practices in
all sectors and spreading their knowledge throughout the Costa Rican economy.
USAID
The success of Costa Rica was indeed dictated by a confluence of events, as
asserted by Rodríguez-Clare (2001). In addition to the focus on education and the non-
traditional export strategy, the linchpin of Costa Rica’s success was the substantial invest-
ment made by the USAID. From 1945 to 1995, a fragile development era for Costa Rica,
the United States provided $2 billion in economic aid. This was the highest amount of
aid provided to any Latin American country. In fact, it was the fifth highest amount of
foreign aid provided worldwide, with only citizens of Israel, Vietnam, Egypt, and Jamaica
receiving more per capita. The citizens of Costa Rica were clear beneficiaries of the U.S.
war on Communism.
Fox (1998) listed four broad categories where USAID persistently focused its
investments and made the most impact in the country. The first category was technical
assistance, which mainly projected itself through the teaching of know-how and transfer-
ring of knowledge. USAID brought thousands of experts and consultants to Costa Rica
and focused heavily on agronomy. USAID was promoting a scientific view to all pro-
cesses but primarily agriculture. In fact, Costa Rica quadrupled its yield of coffee as a
result of the knowledge gleaned from USAID’s professional experts. Additionally,
USAID sponsored 5,000 Costa Ricans to study abroad mainly at U.S. universities, thereby
contributing tremendously to Costa Ricans’ societal knowledge and intellect. To put this
situation in perspective, at one point, 40% of all Costa Ricans studying abroad were
IMPACT OF GLOBALIZATION 51
sponsored by USAID. The echelons of government, education, and other institutions are
filled with USAID-sponsored scholars (Fox, 1998).
High development was the second broad category of USAID investment. This
development focused on economic reforms and government investments, with the objec-
tive to make Costa Rica ripe for foreign investment and sustainable economic growth.
There was heavy investment in building institutions, which resulted in creating grants for
the funding of CINDE in 1983. With birth rates of seven babies per female, there was
concern about adverse effects due to high population growth. USAID provided grants to
family planning institutions and local family planning associations. These grants pro-
duced extremely successful results, judging by the birth rates of three births per female as
of 1995. One of the greatest benefits of U.S. aid was the funding of the Inter-American
Highway. This highway became the backbone of Costa Rica connecting the Caribbean to
the Pacific and making road travel possible to Panama and Nicaragua (Fox, 1998). Costa
Rica could now move product between countries and it was no longer isolated.
The third category was the reduction of poverty and basic human needs. The
sectors of regional agricultural schools, infrastructure-housing, food and agriculture, and
education received $428 million between 1982 and 1995 (Fox, 1998). This investment
made it possible for Costa Rican organizations to provide better nutrition to all areas of
the country. Additionally, there was a focus on economic integration for all sectors of
Costa Rica. USAID focused on getting resources directly to those who were in poverty.
Major projects in this category included a national poverty database, nutritional loans,
low-cost housing, urban improvement, and ecological conservation (Fox, 1998).
IMPACT OF GLOBALIZATION 52
Stabilization and restructuring was the fourth category. The United States came to
the aid of Costa Rica during its worst recession. In 1980–1982, Costa Rica suffered a
severe recession and lost 8.1% of its GDP (IMF, 2013b), primarily due to heavy borrow-
ing by the government to finance its deficits and the very high oil prices of that time.
According to Fox (1998), the recession was so severe that Costa Rica defaulted on its
international loans. The U.S. government contributed the largest amount of aid, $1.4
billion from 1982 to 1992 (Fox, 1998), without which Costa Rica would have faced dire
consequences and the economy would have taken much longer to rebound. To stabilize
and grow the economy, the United States provided dollars to the Costa Rican Central
Bank with the aim of financing imports. The inflow of dollars helped to stabilize the
economy, and by 1986 wages had rebounded to pre-1980 levels.
These four broad categories of investment by USAID helped Costa Rica prosper
and are responsible for the country’s vibrant economy. At the highest level of U.S.
investment, the strategic collaboration between USAID and the Costa Rican government
was so intertwined that some critics charged that this close relationship constituted the
existence of “parallel governments” (Fox, 1998). Costa Rica benefitted tremendously
from U.S. aid and would not have rebounded so quickly from its recession or be where it
is today if it were not for the generous contribution of the United States. The GDP for
Costa Rica increased by 74% from 1982 to 1995. In contrast, the rest of Latin America as
a whole experienced 33% growth. USAID was a total success.
Effects of Globalization on Education
One of the major benefits to education as a result of globalization has been easier
access to learning. According to Saavedra and Opfer (2012), access to learning is easier,
IMPACT OF GLOBALIZATION 53
faster, and less expensive. In today’s Internet-driven world, information is accessible to
anyone and research is shared; therefore, educational theories, methods, and best practices
can be implemented in any country. Countries that can harness the benefits of globaliza-
tion can create lasting effects for their economies. Through the assistance of USAID and
MNCs, the Costa Rican government has enacted educational changes to position its popu-
lation and economy to benefit from globalization (Fox, 1998; Monge-González &
González-Alvarado, 2007; Rodríguez-Clare, 2001).
Change is difficult, especially in a highly politicized environment such as educa-
tion. As opposed to the United States, which has independent boards of education, Costa
Rica has a MEP who is in charge of all the schools in the nation, including higher educa-
tion (Biesanz et al., 1999). This type of centralized educational governance can be more
responsive and implement educational reforms more quickly, thus giving Costa Rica a
competitive advantage. Understanding the needs of the labor market and adhering to its
strategy of attracting high-tech MNCs, the Costa Rican government enacted a NSTF
policy, which aims to increase student interest in STEM-related fields (Valencia, 2011).
The policy makes participation in the academic fair mandatory for all schools from pre-
school to high school (Valencia, 2008). These academic fairs use PBL as the teaching
methodology. According to Thomas (2000), the University of Indiana’s Center of Excel-
lence in Leadership of Learning (CELL; 2009) and Markham (2013), PBL is an effective
method to teach STEM.
The rapid innovations and technologies presented by globalization forces coun-
tries to analyze and rethink the type of learning currently taking place in the classrooms.
Wagner (2008) contended that 21st-century skills are an absolute necessity for any school
IMPACT OF GLOBALIZATION 54
graduate. Utilizing readily available research, Costa Rica is employing PBL to prepare its
students with 21st-century skills. There is a focus on STEM education due to the
demands of MNCs based in Costa Rica. An analysis of 21st-century skills, PBL, and
STEM are presented in the following sections.
PBL and 21st-Century Skills
Educational systems have various methods of transferring data to students with
PBL recognized as an effective method to teach STEM (Bender, 2012; Markham, 2013).
However, PBL is not broadly used in all classrooms (Slough & Milam, 2013). Educa-
tional institutions have been around for thousands of years and utilize numerous methods
of instruction. One of the most popular teaching methods that was heavily used in the
previous century and still continues to be used is rote memorization (Wagner, 2008). The
typical method of teaching through rote memorization is forcing students to learn facts or
processes through repetition and memorization. The students are then assessed via a
summative evaluation, usually through an exam that measures how well the student
memorized the information. This is the rote memorization of teaching; and although
students might be able to regurgitate all the information seamlessly, they do not truly
comprehend how to apply what was learned (Wagner, 2008).
Rote memorization poses a challenge in the 21st century because employers seek
graduates who can apply what they learn. According to Anderson, Krathwohl, and Bloom
(2001), the inability of rote memorization to connect the learning to a real-world problem
leaves the student without a connection and hence an inability to recall. This problem
leaves a gap between the skills required by employers and the skills being taught in the
classrooms, yet there are learning methods that can lead to student engagement and teach
IMPACT OF GLOBALIZATION 55
applicability of ideas to real-world problems. Slough and Milam (2013) posited that PBL
is one of the most effective ways to produce engagement among students. PBL is pre-
sented as the teaching methodology that will best achieve this objective and is a method
that Costa Rica is using in the classroom. Furthermore, 21st-century skills are discussed
in terms of how they differentiate from other skills.
PBL Defined
This section presents a definition of PBL and how it is different than other meth-
ods of instruction. Further discussion on how PBL engages students is outlined, along
with delineating its benefits in teaching 21st-century skills. Also discussed is the applica-
bility of PBL regardless of income, ethnicity, or previous experience.
PBL is a teaching methodology that has been successful in engaging and teaching
students 21st-century skills required in a globalized world (Slough & Milam, 2013;
Wagner, 2008). In the more traditional style of teaching, students are given information
and shown how to solve a few problems. The students are then asked to complete some of
the problems in the back of the chapter. The problems in the back of the chapter have no
relevance to the students’ lives or interests. Students are not motivated or excited by this
mode of instruction. In contrast, PBL is an instructional approach that uses real-world,
relevant, challenging problems to guide students into deeper inquiry with the goal to find
solutions while acquiring knowledge and skills (Bender, 2012; Markham, 2013; Thomas,
2000). Because of PBL’s success, Costa Rica has employed this teaching methodology in
the National Science and Engineering Fairs.
One of the key differences between PBL and other teaching methods is that PBL
begins the learning experience with a project or problem that relates directly to the
IMPACT OF GLOBALIZATION 56
students’ lives or interests. Larmer and Mergendoller (2012–2013) recommend introduc-
ing the project through a video, a lively discussion, or a field trip. This method helps
generate interest among students as opposed to a teacher distributing a packet with a
predetermined project in it. The packet looks like another chore and “busy work” for
students, which does not generate interest. Drafting a good driving question that will
guide the inquiry further activates students’ interest and serves as a motivation tool.
Significant content, a need to know, a driving question, student voice and content, 21st-
century skills, inquiry and innovation, feedback and revision, and a publicly presented
project are the eight essential components for successful PBL teaching (Larmer &
Mergendoller, 2012–2013).
Costa Rican students must design and implement a science or technology project
to enter the mandated academic fairs. Schools use PBL as the primary method to engage
students in the development of their science and technology fair projects. PBL is a
learning methodology that aids in teaching the 21st-century skills outlined by Wagner
(2008). Slough and Milam (2013) posited that PBL engages students to work collabor-
atively with a group of their peers as a team, uses their skills to research potential solu-
tions to a problem, synthesizes their research findings, and finally presents their work to
an audience. This process aids students in learning the vital skills that employers are
seeking. By connecting the learning material to a real-world problem, the information
learned can be recalled easier by the learner (Anderson et al., 2001). Working in teams
with people who have different skills, synthesizing information, and presenting findings
to internal or external audiences are all crucial skills required in a global job market. In
contrast to rote memorization, PBL is more likely to prepare students with 21st-century
IMPACT OF GLOBALIZATION 57
skills that will make them successful and productive members in an organization (Slough
& Milam, 2013).
A common theme from the literature is the effectiveness of PBL to teach students
decision making, collaboration, and complex processes (CELL, 2009; Markham, 2013;
Thomas, 2000). This theme is exhibited through the ability of students to apply the
theories and content learned (Smith & Ravitz, 2008). Bender (2012) posited that PBL
motivates students to greater levels of involvement and achievement. He further encour-
aged all teachers to use PBL in their classrooms and deemed it the chief innovative
teaching approach of the new century. In a comparative quantitative study of four
college-level economics classes, with one group receiving a PBL curriculum while
another received a non-PBL curriculum, Smith and Ravitz (2008) found that students who
received a PBL curriculum acquired and retained learning better than their counterparts
and also performed better in assessments. Costa Rica is testing Smith and Ravitz’s
findings by applying PBL throughout all schools in the country by mandating the partici-
pation in the academic fairs.
Costa Rica is a developing country with low levels of income as compared to the
United States. This factor poses a question on whether the benefits of PBL can be gener-
alizable to the Costa Rican population. Ravitz’s (2008) findings show that PBL can be
effective regardless of income, ethnicity, or previous achievement. This is valuable
information because most schools in Costa Rica, especially those sponsored by MNCs,
have students from low socioeconomic backgrounds and skill levels (Monge-González &
González-Alvarado, 2007). The benefits of PBL are further supported by Thomas (2000),
who noted that students and teachers find PBL valuable and effective as a learning
IMPACT OF GLOBALIZATION 58
modality. Additionally, Markham (2013) stated that PBL is effective at all levels of
instruction from elementary to college-level courses. Chu, Tse, Low, and Chow (2011)
found that PBL enhanced student interest in reading at an elementary school and created
positive attitudes toward the subject.
In summary, PBL has extensive research studies demonstrating its benefits as a
successful and effective teaching methodology (Markham, 2013). PBL can be valuable
for Costa Rica in terms of increasing interest in STEM-related fields. Although the popu-
lation of Costa Rica has a per capita income much lower than that of the United States,
Ravitz’s (2008) findings demonstrate that the benefits of PBL are still applicable.
Twenty-First-Century Skills
There are numerous definitions of 21st-century skills, but all share a common
theme. The definition of 21st-century skills by the Metiri Group and the North Central
Regional Educational Laboratory is captured in four broad categories: digital-age literacy,
inventive thinking, effective communication, and high productivity (Lemke, 2003).
Wagner (2008) defined 21st-century skills by listing seven inclinations or skills needed to
survive in this globalized century. Individuals with the capability to think critically and
problem solve exhibit 21st-century skills. The capability to collaborate across networks
and lead by influence is yet another skill within this realm. Agility and adaptability in an
ever-changing global landscape are a must in the 21st century. Those individuals display-
ing initiative and entrepreneurialism demonstrate 21st-century skills, as well as those with
effective oral and written communication skills. The large volume of information avail-
able requires the skills to access and analyze this information. The 21st century rewards
innovation (Friedman, 2007), and individuals with curiosity and imagination are valuable
IMPACT OF GLOBALIZATION 59
resources. As Costa Rica has shifted to a knowledge-based economy, the population and
college graduates must learn 21st-century skills to remain competitive and provide the
needed human capital demanded by the MNC and economy.
Griffin, MacGaw, and Care (2012) constructed their definition based on four
categories. First, individuals must engage on a certain way of thinking, including having
metacognition, knowing how to make decisions, engaging in critical thinking, being
innovative, and knowing how to problem solve. The second category is being a good
communicator and team player. The third category relates to having the right tools for
working and includes general knowledge and literacy of information technology. The
fourth category involves being a good citizen by participating in governance, exhibiting
social responsibility that includes cultural awareness and competence, and developing
skills that will lead to a career.
The common thread among the definitions for 21st-century skills outlined above
is that some of the skills listed are not skills per se but rather inclinations, such as creativ-
ity, innovation, curiosity, agility, and adaptability. Clifton (2011) posited that nations are
in an all-out war for jobs. Globalization has shifted the skillsets required to get a good
job. Trilling and Fadel (2009) pointed out that in the 21st century, the good jobs are in
the creative section. This factor validates the various definitions for 21st- century skills
discussed above, all of which involve creativity in their definitions. Yet another similar-
ity in the definitions presented above cut across various disciplines and take into consider-
ation the complexities of a globalized world.
The P21CS (2013) is a leader in advocacy for 21st-century skills and has been
promoting these skills since 2002. P21CS (2008, 2009) developed a learning framework
IMPACT OF GLOBALIZATION 60
that encapsulates the complete process from expected student outcomes to learning
support systems required to ensure proper implementation of 21st-century skills. The
framework is holistic, depicting the expected student outcomes on the top while outlining
the learning support systems at the bottom. The competencies that a learner should
exhibit are represented by the various colors of the rainbow in Figure 1.
Figure 1. Framework for 21st-century student outcomes and support systems. Diagram
illustrates the skills required for a student to succeed in work and life in the 21st century.
Taken from Overview: Framework for 21st Century Learning, by Partnership for 21st
Century Skills, 2009, retrieved from http://www.p21.org/overview/skills-framework
P21CS (2008) posited that the rainbow competencies are necessary for a student
to succeed in work and life in the 21st century. The gray arches at the bottom of the
rainbow outline the various assessments, ways of instruction, and instructional tools used
to attain the competencies. The implementation of PBL and STEM education is an
IMPACT OF GLOBALIZATION 61
example of how Costa Rica is using curriculum and instruction to teach its population
21st-century skills.
P21CS (2008) presents three drivers for the need for 21st-century skills. The first
driver is the widening gap between the learning that students are receiving and the skills
required to be successful in a globalized, 21st-century workplace. The changes in the
world’s economies created by globalization, the labor market, and corporations’ human
capital demands are another driver. The various innovations, an evolving society, and the
relentless advance of technology as a result of globalization require new and different
worker skills. Furthermore, the availability of a tremendous amount of data requires that
schools teach students how to teach themselves (P21CS, 2007).
Costa Rica has shifted to a knowledge-based economy (Monge-González &
González-Alvarado, 2007). This shift brought with it innovative industries and a com-
plex economy that necessitate higher level thinking workers with the ability to problem
solve, communicate, and collaborate effectively, and to be technology literate. The Costa
Rican government could use the framework presented in Figure 1 to develop educational
strategies to help it adapt to the demands of a complex economy and its innovative indus-
tries. The research team visited Costa Rica to investigate whether academic institutions
are teaching 21st-century skills to students. Moreover, the study will examine whether
PBL is used during instruction.
STEM
STEM was used extensively through this study and was a part of the research
questions guiding this investigation. A brief history of STEM, its definition, contribution
to global economies, and importance to local economies in the 21st century are outlined.
IMPACT OF GLOBALIZATION 62
According to Breiner et al. (2012), STEM was born from an initiative by the National
Science Foundation (NSF), a governmental agency. The acronym was first used in 2001
by a former director of NSF and is now used extensively throughout education and the
literature (Breiner et al., 2012). STEM became even more popular when Friedman (2007)
informed everyone that the world is flat, referring to an interconnected world with coun-
tries having access to all markets and where an individual can work for any company
regardless of its physical location geographically. After Friedman’s book, funding started
to flow and STEM became well known; however, there is confusion on the definition of
STEM (Breiner et al., 2012; Sanders, 2009). In a study conducted by Breiner et al.
(2012), the percentage of faculty who responded they did not know or understand what
STEM is was a shocking 27.5%.
There are differing views in the literature on the proper context when using the
word STEM and its definition. STEM is often criticized as lacking a cohesive approach
and just another traditional disciplinary coursework (Breiner et al., 2012). Sanders (2009)
made a case that educators teaching STEM should use the term STEM education as
opposed to STEM. The term by itself should be reserved for scientists, technologists,
engineers, and mathematicians who actually work in these fields (Sanders, 2009). Bybee
(2010) defined STEM as the acquisition of science, technology, engineering, and mathe-
matics knowledge that leads to the application of these skills to solve STEM-related
issues; STEM literacy involves inquiry, design, and analysis. Still others have used
STEM as a call for renewed competitiveness in the United States (Breiner et al., 2012). It
is difficult to obtain agreement in the literature on a set definition for STEM by all
IMPACT OF GLOBALIZATION 63
scholars, and this was also the finding of Breiner et al. (2012). The present research will
adhere to Bybee’s definition as it discusses STEM and its implementation in Costa Rica.
Innovation is key in a global competitive world. The majority of breakthroughs in
recent history have involved STEM. For example, fiber optics, the smartphone, iPad,
Internet, and social networking have all derived from the STEM fields. The importance
for STEM education is directly connected to future jobs. Breiner et al. (2012) pointed out
that data demonstrate that the highest paying jobs in the future will require STEM skills.
Countries in the 21st century are seeking to increase their GDP, provide for their citizens,
and improve their way of life. Jobs are key to the aforementioned goals. Every country in
the world seeks to provide good paying jobs for their citizens (Clifton, 2011), thus accen-
tuating the necessity for STEM education.
STEM graduates with their innovations and creativity are extremely valuable to an
economy (Wagner, 2008). STEM has been deemed such a national urgency that in 2010
the United States spent $3 billion in 209 programs to increase learning in STEM fields,
attract students to pursue careers in STEM fields, and improve acquisition of STEM
degrees (Scott, 2013). Funding was increased by 23% in 2011 to $3.7 billion (Breiner et
al., 2012). Bybee (2010) listed the following categories where STEM can make a signifi-
cant contribution: (a) infectious diseases, (b) conservation of energy, (c) population
growth, (d) sustainability, (e) biodiversity, (f) pollution, (g) climate change, (h) explora-
tion of space, (i) extinction of species, and (j) structure of the universe. Nations seek to
leverage the knowledge of their human capital to develop and implement new innova-
tions, which lead to increased GDP and jobs. It is no wonder that all nations seek to
increase STEM graduates.
IMPACT OF GLOBALIZATION 64
STEM education develops the next generation of great thinkers and innovators.
The products, processes, or scientific breakthroughs that these innovators create help
sustain economies both local and global. Take, for example, the creation of the micropro-
cessor. This innovation made the PC possible and, in turn, has created a global explosion
in job creation, innovation, jobs, and GDP growth. The microprocessor has benefitted not
only the United States but also other nations where microprocessors are now being devel-
oped, such as Costa Rica. Innovations make other ideas and auxiliary innovations possi-
ble that lead to explosions in growth. The microprocessor made the PC possible, which
then triggered the Internet that made social networking, Amazon, Ebay, cloud computing,
and online education possible. The microprocessor triggered a digital revolution that has
led to an explosion of global growth that was all made possible through STEM education.
Discussion: Effects of Globalization on Education
The effects of globalization have had a far-reaching influence on education (P21,
2008). The speed of change combined with the persistent advancement of technology and
the enormous growth of knowledge have influenced governments to analyze the skills
required for individuals to be successful in work and life in the 21st century. Costa Rica
has a progressive educational system, and this study will investigate the extent to which
schools in the country are teaching 21st-century skills. Due to its success at attracting
high-tech MNCs, Costa Rica must increase the number of STEM graduates to meet the
demands of MNCs and keep the economy competitive. Larmer and Mergendoller
(2012–2013) found increased student engagement in STEM when PBL was used. The
present study will be investigating whether PBL is used in the classrooms in Costa Rica.
IMPACT OF GLOBALIZATION 65
Science Fairs
Globalization, with the creation of MNCs and subsequent FDI, has created im-
mense competition among countries that are continuously seeking to gain a competitive
advantage over one another. There is a general consensus among countries throughout
the world that getting students interested in a career in STEM can boost a country’s econ-
omy and competitive advantage (World Bank Group, 2006). The Internet, microproces-
sors, unmanned aerial vehicles, satellite technology, and nanotechnology are all STEM-
generated innovations fueling the global economy and keeping countries such as the
United States as economic powerhouses. A strategy aimed at motivating student interest
in STEM fields is science fair competitions. Costa Rica views science fair competitions
as a viable strategy for generating interest in STEM fields and even made participation of
all schools mandatory (PRONAFECYT, 2012). The history of Costa Rican science fair
competitions will be reviewed as well as the structure of these competitions; Intel’s ISEF
competition will be presented; and, finally, an analysis on whether science fair competi-
tions attract students into STEM fields will be presented.
History of Science Fairs
Costa Rica is implementing PBL through the use of science fairs. The work of
Larmer and Mergendoller (2012) found a correlation between student interest in STEM
fields and participation in science fairs, which substantiates the educational strategy used
by the Central American nation. This section will present information about the inception
of science fairs in Costa Rica, the policies established by the government, and its subse-
quent affiliation with the global science fair known as the Intel ISEF.
IMPACT OF GLOBALIZATION 66
Costa Rica has a long history of science fairs dating back to the 1960s when they
were first introduced as extracurricular activities (PRONAFECYT, 2012). In the 1970s,
science fairs were incorporated into the School of Education curriculum for future teach-
ers at the UCR. These were divided into 2 semesters. One was the design of the science
fair, and the other semester was used for implementation at a high school during the
teaching internship. The early 1980s saw the first competition between high school
students who, with the help from teaching internship students at the UCR, created sci-
entific projects for evaluation. By the late 1980s, the science fairs were formalized and
given the title of NSTF. The science fairs were deemed a national strategy; therefore, the
Science and Technology Development Promotion Act No. 7169 was passed into law. The
law basically stated that science fairs would be held every year with the aim to generate
interest in students in the areas of science and technology (PRONAFECYT, 2012).
The Costa Rican government continues the expansion and integration of science
fairs into the academic curriculum. The early years of the science fairs saw the participa-
tion of a few schools, mostly urban high schools (Valencia, 2008). However, in 2000,
there was a concerted effort for inclusion, thereby creating and promoting the Regional
Science and Technology Fairs. These included all 20 regions available at that time (27
regions as of 2013). During the 1st decade of the 21st century, the science fairs became a
strategic imperative and, in 2004, Executive Decree No. 31900 established the creation of
the NSTFs Program (PRONAFECYT, 2012; Valencia, 2008). The decree also estab-
lished specific dates on school calendars when the fairs would be held and identified
national competition formats. The executive decree further outlined PRONAFECYT’s
(2012) objectives and institutional responsibilities. The Ministry of Science and Technol-
IMPACT OF GLOBALIZATION 67
ogy is charged with coordinating the fairs with support from state universities, the Na-
tional Board of Scientific and Technological Research, and the MEP. During this decade,
a Students as Scientists initiative was launched with funding from Intel Costa Rica and
the support of the MEP, the Ministry of Science and Technology, and the UCR
(PRONAFECYT, 2012). In keeping with Costa Rica’s emphasis on science and technol-
ogy, the fairs were expanded to preschool. However, preschools compete only at the
local, institutional level.
The Science and Technology Fairs were successful, but Costa Rica wanted to
further promote engineering (Valencia, 2011). The driving force for the emphasis on
engineering was the government’s realization of the importance of engineering and of
creating interest among its students at an early age. Intel’s heavy presence in the country
and its need for engineers were also an influence. Drawing from its success from the
NSTF, the government created an engineering fair and called it the National Engineering
Fair, with the first pilot conducted in 2008. Its main objective was to generate interest in
engineering through hands-on projects, research, and real-world applications. Its target
population was private and public high school students from academic, technical, and
scientific schools. The name was changed a year later to EngineeringExpo. The
EngineeringExpo is a collaboration of the Minister of Science and Technology, the MEP,
and Intel (PRONAFECYT, 2012). In contrast to the 27 regional areas of the NSTF, the
EngineeringExpo has only 12 geographical areas. With the EngineeringExpo, Costa Rica
seeks to creatively originate a new venue to gain student involvement in STEM-related
fields.
IMPACT OF GLOBALIZATION 68
Although Costa Rica has had a long history of science and technology fairs, it was
simply competing at a national level as opposed to an international level. This situation
changed in 1999 when the NSTF became affiliated with the Intel ISEF. Intel is a major
supporter of the fairs in Costa Rica. The corporation supports 20 regional fairs, the
EngineeringExpo, and the NSTF. Intel (2013) also sponsors the first and second place
winners of the NSTF to attend Intel ISEF each year. Costa Rican students have been
quite successful in ISEF competition, winning a number of awards and honors (Valencia,
2008). There have been 65 students representing Costa Rica at Intel ISEF since its affilia-
tion with the ISEF.
The incorporation of the science and technology fair program into the Costa Rican
school curriculum can be viewed as a success, judging by the third place and first place
awards received by its students at Intel ISEF (Valencia, 2008). The over 400% growth in
participation by schools (Valencia, 2011) can be pointed to as evidence that the fairs are
working. However, Sandoval (2005) found that there is a lack of interest by students in
STEM education. The research questions guiding this study, with the researcher serving
as the instrument, will collect evidence to add to this research.
The Structure of Science Fairs
The structure of the science fairs and the subsequent executive policy that fol-
lowed has changed the curriculum at all schools in Costa Rica. The projects admissible
for participation target STEM subjects. This section outlines the structure of the fairs, the
establishment of the government policy, and the project categories for the fairs.
The science fairs evolved over the decades as the Costa Rican government recog-
nized their importance to the economy and the nation as a result of a globalized, competi-
IMPACT OF GLOBALIZATION 69
tive world. The institutionalization of the fairs into the school calendar by executive
decree further emblazoned them into the fabric of all educational levels, including pre-
school (Valencia, 2008). The fairs originally started as science extracurricular activities;
however, the importance of technology during the 1980s saw the inclusion of the word
technology into the name, thereby, becoming the NSTF (PRONAFECYT, 2012). Origi-
nally, the fairs included only a select number of schools, mostly in urban areas; today,
they include all 27 regions. The fairs are the central educational strategy to generate
student interest in the STEM fields (Valencia, 2011).
The Costa Rican government’s PRONAFECYT (2012), under executive decree
31900, creates a yearly calendar outlining all of the dates for the fairs. The Science and
Technology Fair’s manual establishes all rules and regulations down to membership and
committee responsibility. According to Valencia (2011), there are three fairs—institu-
tional, circuit, and regional—structured into a competitive playoff bracket with the best
entries moving forward. The fairs culminate with the NSTF that in turn, feeds into the
Intel ISEF. The process begins in June with the institutional fairs. As the name implies,
these are projects developed at the various institutions and coordinated by the principal,
faculty, and community members (Valencia, 2008). They are followed by the circuit
fairs, which are coordinated by a Circuit Fair Supervisor from the MEP. The circuit fairs
are held in August and attract the best projects from the Institutional Fairs. During
September, the Regional Science and Technology Fair is held and attracts the “best of the
best” from the circuit fairs (PRONAFECYT, 2012). The MEP, through regional science
advisors, coordinates the regional fairs. All this activity leads to the Costa Rican grand
IMPACT OF GLOBALIZATION 70
finale in November: the NSTF. The UCR coordinates the national fair and also serves as
the chair of the NSTF’s Academic Board.
The admissible science and technology projects are based on five broad categories
and comply with the Intel ISEF categories: (a) Experiences in Science for Preschool
Education, (b) Monographs, (c) Demonstration of Scientific or Technological Principles
or Processes, (d) Scientific Research Projects, and (e) Technology Research and Develop-
ment Projects. The subject areas, as dictated by the fairs manual, are biology, environ-
mental science, computer science, earth and space science, social and behavioral sciences,
physics and mathematics, engineering and technology, chemistry, and health science. A
manual is made available to all schools and participants and outlines all rules, dates, and
regulations applicable (PRONAFECYT, 2012). Admissible projects have to fall within
one of the permitted subject areas and fit into one of the five categories. The best projects
from the National Fair are then selected to compete in the Intel ISEF.
The structure and timelines of the fairs ensure direct involvement by all schools
and students. Because this is an annual event, schools are teaching students research and
inquiry year after year, utilizing the PBL methodology. All schools from preschool to
high school are mandated to participate, thereby affording Costa Rican students with a
number of years of instruction in STEM and PBL. The present research will collect
evidence to analyze the impact of these fairs.
Intel International Science and Engineering Fair
A description of Intel ISEF, its relation to the Costa Rican NSTF, Intel ISEF’s
origination, and global reach are outlined below. The Intel ISEF takes place the next
calendar year after the conclusion of the Costa Rican NSTF. The Intel ISEF brings
IMPACT OF GLOBALIZATION 71
approximately 1,600 competitors from over 70 countries and provides an opportunity for
students and countries to gauge themselves globally (Society for Science & the Public
[SSP], 2013). Costa Rica has been affiliated with the Intel ISEF since 1999 and has fared
rather well in competition, with third place finishes in botany and environmental sciences
(Valencia, 2008).
The SSP (2014), a U.S. nonprofit corporation, created the first National Science
Fair in 1950 that was held in Philadelphia. Its primary audience was high school students.
It became international in 1958 when Japan, Germany, and Canada joined the competi-
tion. Because of Intel’s sponsorship, the National Science Fair is currently known as the
Intel ISEF. According to SSP (2014), the fair is a truly global event with 70 countries
sending representatives and 450 regional and Intel-affiliated fairs participating. Over $4
million is awarded to various winners of the 17 categories (SSP, 2014). The Intel ISEF is
held every year and is hosted in a different city in the United States. The objective of the
Intel ISEF is to bring together the brightest young minds and showcase science and
engineering projects.
Intel sponsors the top high school winners of the Costa Rican NSTF. Because
Intel ISEF is always hosted in a city in the United States, Costa Rican students are excited
to travel abroad and present their work. The global competition is used as a barometer by
participating countries to gauge the knowledge of their students and success of their
academic institutions. Projects based on inquiry and research that culminate with presen-
tation of the project to an audience match Slough and Milam’s (2013) PBL and STEM
framework.
IMPACT OF GLOBALIZATION 72
Effectiveness of Academic Fairs
Numerous academic fairs take place every year in many countries. A considerable
amount of resources and funds are invested in these fairs, but do these fairs produce the
desirable results and entice students to seek careers in science and technology? In busi-
ness parlance, is there a return on the investment? The literature is mostly positive on
science fairs and the benefits obtained from them. For example, Bellipanni and Lilly
(1999) found academic fairs to be a success because they bring communities together,
excite students, and increase parental involvement. On a study of high school students in
Houston, Sahin (2013) found a direct correlation between science fair participation and
the selection of a STEM major in college. This speaks well of Costa Rica’s strategy to
invest heavily in science fairs. Sonnert, Sadler, and Michaels (2013) stated that science
fairs have long been a staple of U.S. education and that these fairs attract students into the
STEM fields. Nevertheless, Abernathy and Vineyard (2001) warned that science fairs can
also have a negative impact on students if not conducted properly. Parental pressure,
mandatory participation, stress, and excessive teacher or adult control are a few of the
negative aspects experienced by some student participants in science fairs. Judging by
participation in Intel ISEF, it is clear that academic fairs have gained traction worldwide
and in some countries, such as Costa Rica, they have become mandatory.
Discussion: Science Fairs
Costa Rica has an extensive history of government involvement in establishing
policies that affect all academic institutions in the country. Because the MEP governs all
academic institutions, educational policies can be mandated for all schools in the country.
The NSTF policy is the most recent national educational policy that aims to prepare
IMPACT OF GLOBALIZATION 73
students for life and work in the 21st century. On one hand, evidence demonstrates
participation by schools in Costa Rica and success based on the third place finishes by
Costa Rican students at Intel ISEF (Valencia, 2008). On the other hand, Sandoval (2005)
found that Costa Rican students are not interested in STEM. In other words, there is a
gap in the literature regarding the success of the Costa Rican NSTF policy.
This research focuses on the effects of the NSTF policy on student interest in
STEM—in particular, whether the policy has increased the value placed on STEM by
students, faculty, and educational leaders. Evidence will be collected to investigate
whether the curriculum has been affected as a result of the policy.
Theoretical Frameworks
The present study will use the work of Friedman (2007) as a framework to analyze
the various facets of globalization. Friedman’s work is invaluable because it provides an
in-depth perspective of the various events, innovations, and technological advances that
contributed to the transformation from global disconnectedness to the current intercon-
nected world. Of particular interest are the 10 “flatteners” outlined by Friedman: (a) the
Internet browser, (b) the Windows operating system, (c) work flow software, (d) the
ability to upload files, (e) outsourcing, (f) offshoring, (g) supply chains, (h) insourcing, (i)
informing, and (j) the steroids. These 10 items have created a competitive global land-
scape and enabled corporations to have global outreach.
In a globalized, interconnected world, MNCs are looking beyond their home
nation and searching for the best business climate in any country that can lead to a com-
petitive advantage over their rivals. In today’s world—or Globalization 3.0, as Friedman
(2007) described it—the 10 forces listed above have leveled the playing field among
IMPACT OF GLOBALIZATION 74
nations, enabling them to compete globally. Countries are in constant competition to lure
FDI into their economies that can lead to economic growth and good jobs (Clifton, 2011).
This global competition among nations put pressure on countries to have an attractive
business climate and the human capital to attract FDI via MNC operations. Costa Rica is
operating in this competitive global climate and has been very successful at attracting
MNCs; however, the country is struggling to produce STEM graduates to meet the de-
mands of the labor market (OECD, 2012). As a result, the country is looking for creative
ways to incentivize its population to seek STEM-related majors.
The work of Wagner (2008) will be used in this study as the framework to analyze
21st-century skills needed to have a competitive labor force in the country of Costa Rica.
In conjunction with its universities, business leaders, and MNCs, the Costa Rican govern-
ment seeks to enhance the country’s human capital through the teaching of 21st-century
skills (Monge-González & González-Alvarado, 2007). Wagner (2008) defined 21st-
century skills as a list of inclinations whereby students show an aptitude for collaboration,
critical thinking, adaptability, initiative, communication, analysis, and curiosity. Along
the same vein, Griffin et al. (2012) posited that 21st-century skills fall within four catego-
ries: ways of thinking, ways of working, tools for working, and living in the world.
P21CS (2008) consider 21st-century skills as the bedrock of competitiveness and the
crucial component for countries that are seeking to attract MNCs and jobs. Educational
systems that prepare their students with 21st-century skills are enabling them to thrive in
the global economy (Wagner, 2008).
Slough and Milam’s (2013) work will serve as the framework to investigate the
teaching of STEM, through the PBL teaching methodology, in Costa Rican schools. The
IMPACT OF GLOBALIZATION 75
teaching of STEM through PBL aims to engage students through active participation by
doing hands-on projects and conducting structured research on a unit of analysis. The
NSTFs are an excellent example of STEM PBL. Costa Rican students at all educational
levels participate in the academic fairs, thereby engaging in STEM PBL. The students
select a project, engage in hands-on design and implementation, conduct research, collab-
orate with other students, and present their final work to an internal and external audi-
ence. However, Costa Rican students are showing little interest in pursing STEM-related
studies in college (Sandoval, 2005), thus creating a shortage of qualified candidates for
MNC jobs and putting the country at risk of losing its competitive advantage. The frame-
work outlined by Slough and Milam will serve as a tool to investigate how Costa Rican
schools are responding to this challenge.
Chapter Summary
Key innovations throughout the centuries have created an interconnected world
that enables societies to purchase online items produced anywhere in the world and have
them delivered to their doorsteps. In this globalized world, MNCs have thrived and
expanded their operations throughout the world. The 21st-century world is one giant
global marketplace (Friedman, 2007). FDI from MNCs with all its benefits is highly
coveted by countries. Costa Rica has been very successful at attracting FDI (CINDE,
2012, 2013).
The literature review provided a historical perspective on the policies, strategies,
MNCs, and agencies that enabled Costa Rica to be successful at attracting FDI. Further-
more, this review established a foundation for the importance of globalization and how it
has affected Costa Rica. On one hand, CINDE (2012) has demonstrate the success of the
IMPACT OF GLOBALIZATION 76
Costa Rican economy and its ability to attract FDI. On the other hand, Sandoval (2005)
posited that Costa Rica is struggling to generate interest in its students to pursue careers in
STEM-related fields. The Costa Rican government has established educational policies
to ameliorate the situation and to increase interest in STEM (PRONAFECYT, 2012). The
present investigation will collect data to aid in understanding the impact of the policies,
specifically the NSTF policy and its effect on schools and student interest in STEM-
related fields. Additionally, the investigation will collect data to understand the impor-
tance of STEM for Costa Ricans and whether educational institutions teaching 21st-
century skills through PBL are implementing this as a result of the NSTF policy.
The country of Costa Rica, with a population of slightly more than 4 million, has
been very successful with a GDP greater than that of most Latin American countries,
including Brazil (IMF, 2013a). Costa Rica has invested substantial monetary and human
resources in science fairs. A national educational policy establishing science fairs in the
school calendar was mandated; however, there is a lack of research in the literature about
the impact of science fairs on Costa Rican schools. This research aims to supplement the
literature on this particular area. This study will use the theoretical frameworks of
Friedman (2007) for globalization, Wagner (2010) for 21st-century skills, and Slough and
Milam (2013) for PBL and STEM as blueprints when conducting analysis of the data
collected throughout the investigation.
IMPACT OF GLOBALIZATION 77
CHAPTER THREE: METHODOLOGY
Costa Rica has been successful at positioning its economy to attract FDI. Accord-
ing to Clifton (2011), globalization with all its technological advances has created a very
competitive landscape where corporations seek to gain a strategic advantage over their
rivals. Low-cost transportation options have fueled efficient supply chains, thus enabling
corporations to set up operations in almost any country in the world (Friedman, 2007).
Corporations evaluate incentives offered by countries worldwide that seek their invest-
ment, and they select countries that best fit their strategic plans. The FDI of a MNC can
bring enormous economic benefits to a country (Larraín et al., 2000). In this global
competitive environment, Costa Rica has been very successful in luring MNCs to estab-
lish operations on its land.
The successful FDI attraction by Costa Rica of a technology leader, Intel, created a
signaling effect for other MNCs to set up operations in the country. Costa Rica’s econ-
omy shifted primarily from the exportation of bananas and coffee beans to the exportation
of high-technology products and services (Monge-González & González-Alvarado,
2007). Although the country has a high literacy rate and a well-established educational
system, secondary graduation rates are low and statistics demonstrate that the pursuit of
STEM fields in higher education is lacking (Román, 2013). After the late 1990s, Costa
Rica faced a high-tech skills shortage because the majority of its population did not
possess the required skills for this new high-tech industry that was flourishing (Román,
2013). MNCs created new job opportunities for Costa Ricans that created pressure on
educational institutions to produce more knowledge-ready employees. Schools now face
IMPACT OF GLOBALIZATION 78
the challenge of helping students to develop 21st-century skills in STEM in order to
prepare the next generation of workers.
To promote and gain interest in STEM fields, the Costa Rican government estab-
lished a NSTF policy. The policy mandates that all primary and secondary schools
participate in science fairs (PRONAFECYT, 2012). PBL is the method utilized in the
Costa Rican educational system to teach 21st-century skills to all students. The goal of
the Costa Rican government is to provide an instructional curriculum that will incorporate
21st-century skills through the use of PBL and promote the value of STEM education in
students, teachers, and educational leaders.
Researcher Dr. Michael Escalante led this study with assistance from 14 doctoral
candidates from the Rossier School of Education (RSOE) at the University of Southern
California (USC). The research team met twice a month to establish research questions,
present potential research literature, create research protocols, and discuss conceptual
frameworks that would aid in the study. The aim was to properly align research tools to
help the research team study the influence of globalization, MNCs, and the NSTF policy
on the Costa Rican educational system—in particular, the use of STEM, 21st-century
skills and PBL.
The RSOE utilizes thematic dissertations that create similarities in dissertations
among the thematic group. The research team will visit exemplary schools where the
effects of the NSTF policy can be observed. The goal of this study is to conduct research
that will aid governments, policymakers, school leaders, and those seeking to replicate the
successes of Costa Rica.
IMPACT OF GLOBALIZATION 79
The purpose of this study was to examine the influence that globalization, FDI,
and the responsibilities of MNCs have on schools’ curriculum theories and instructional
practices. The relationship between STEM education and Costa Rican economic growth
will be assessed. This study also analyzed how the mandated NSTF policy influenced the
use of PBL to build human capital and prepare students for 21st-century jobs, particularly
in the STEM fields. The following three research questions guided this study:
1. To what extent do teachers implementing STEM curriculum trace their prac-
tices back to the influence of policy, globalization, and MNCs? To what extent do people
in Costa Rica believe the economic growth of Costa Rica and STEM education are
related?
2. How has mandating the NSTF participation influenced implementation of
21st-century skills through the use of PBL and use of technology by teachers across all
curricular areas? How has it impacted curriculum and instruction?
3. How has the NSTF policy changed the value for STEM education for students,
teachers, and educational leaders?
Research Methodology and Design
This section deals with the type of research method selected for this dissertation
and supporting information that substantiates the decision. Globalization, continuous
improvements in technology, and MNCs have had a significant impact on educational
systems (Bottery, 2006; Spring, 2008). Costa Rica has been especially successful at
attracting MNCs and, as a result, has seen educational policies and curriculum impacted
(Rodríguez-Clare, 2001; Spar, 1998). The emphasis of this qualitative case study was to
comprehend the scope in which globalization, MNCs, and national educational policies
IMPACT OF GLOBALIZATION 80
have influenced academic curriculum in Costa Rica. The causal relationship between
curriculum changes and economic growth will be investigated.
The qualitative method was employed for this study because of its emphasis on
descriptions, influences, and causal explanations. The researcher was the primary instru-
ment in the data collection and analysis of the data constituting it qualitative research
(Merriam, 2009). This qualitative research study sought to understand the process,
meaning, and value associated with the changes in the educational system of Costa Rica
and their relation to its economic growth. Unlike quantitative methods that would aim to
demonstrate a statistical relationship among variables, this qualitative study sought to
explain the why behind curriculum changes and the how in terms of implementation
(Maxwell, 2013). The investigation was performed in a systematic manner that Merriam
(2009) defined as research.
The use of the qualitative method was further substantiated because the purpose of
the research questions was to answer the how and the why; the investigator has no control
over behavioral events, and the qualitative method focuses on contemporary activities
(Yin, 2009). Merriam (2009) described a case study as a bounded system, meaning that
there are limits to what is being studied. A case study provides flexibility to the re-
searcher because one is not restricted on the method of gathering data. Merriam states
that “any and all methods of gathering data, from testing to interviewing, can be used in a
case study” (p. 42). The research team was interested in discovering the impact of global-
ization, MNCs, and national educational policies on the Costa Rican academic systems,
as well as in gaining insights from observations and interpretations of students, teachers,
and educational leaders. These factors are the impetus for using a qualitative case study.
IMPACT OF GLOBALIZATION 81
The goal of this research was to inform governments, policymakers, and school
leaders, which defines it as applied research (Merriam, 2009). The desired outcome was
to provide valuable information to decision makers, thereby improving their practice.
Merriam (2009) characterized case studies as having particularistic, descriptive, and
heuristic features. As the name implies, particularistic case studies focus on a situation,
program, or event. The end product of this study was intended to provide a thick descrip-
tion of the phenomenon researched. The researcher conducted a heuristic case study that
Merriam (2009) has defined as seeking to generate new meaning, going beyond the expe-
rience of readers, or being an affirmation of what is already known. The definition of a
case study was further encapsulated by Merriam, who pointed out that it is not to be
confused with casework, case method, case history, or case record, which have their own
very distinct definitions. This is qualitative case study research.
Site Selection
The selection of Costa Rica as the country of research is outlined in this section as
well as some important details about the country. Costa Rica was selected because of its
successful transformation from an agricultural-based economy to a high-tech economy in
a relatively short time frame (Rodríguez-Clare, 2001). This small Central American
country has been extremely adept at leveraging the advantages of globalization to attract
FDI through the establishment of MNC operations on its soil (CINDE, 2013). The subse-
quent successful implementation of national educational policies, which have strength-
ened its competitive advantage in a cutthroat global landscape, beckoned the researchers
to conduct an in-depth investigation on its successes. The lead researcher, Dr. Michael
Escalante, was already conducting a very similar study and had established relationships
IMPACT OF GLOBALIZATION 82
that can prove advantageous. The relative proximity to the United States, increased
awareness about globalization and jobs, and potential usefulness of this study for other
comparable countries were added reasons for site selection.
Costa Rica is one of seven Central American countries. It has a well-established
democratic government with high standards of living, population literacy rates of 96.3%,
and universal access to education and healthcare. A per capita GDP of $12,900 sets Costa
Rica apart from its neighbors, and its per capita GDP is larger than that of Brazil, which is
the largest Latin American country geographically (CIA, 2013). Costa Rica spends 6.3%
of its GDP on education and has 57 public and private universities (Ministry of Public
Education [MEP], 2014). It is ranked 34th in the world, ahead of the United States, based
on public expenditure on education as a percentage of GDP (CIA, 2013).
Sample and Population
The selection process of individuals who aided in this study was carefully ana-
lyzed to ensure the obtainment of rich information from the participants. According to
Creswell (2009), when a study selects individuals who can contribute to answering the
research questions, it is using purposeful selection. Interestingly, there is a lack of nam-
ing uniformity in the literature for this type of sampling, as it appears with names such as
purposive sampling (Palys, 2008) and purposeful sampling (Merriam, 2009). This study
will use the term purposeful sampling defined by Merriam (2009) as follows: “Purposeful
sampling is based on the assumption that the investigator wants to discover, understand,
and gain insight and therefore must select a sample from which the most can be learned”
(p. 77). This definition most closely aligns with the terms used in this investigation, as
well as the goals of the study. Purposeful sampling is a type of nonprobability sampling
IMPACT OF GLOBALIZATION 83
that is the most commonly used in qualitative research (Merriam, 2009). The research
team selected individuals who could provide the richest data to answer the three research
questions driving this study. A typical sample approach was used, as it reflected the
average instance of the phenomenon. The research team interviewed 17 people. The
participants selected for this study were the following:
• José Somarribas Escalante, former Intel ISEF student
• José Eduardo Vargas Solis, former Intel ISEF student
• Alejandro Loria Jimenez, Don Bosco teacher
• Carlos Acosta, Don Bosco teacher
• Christian Jimenez Fonseca, principal, Don Bosco
• Jorge Emilio Fonseca, Technology Director, Don Bosco
• Fabrizio Mendez, Academic Director, Don Bosco
• Don Bosco teachers
• Sixaola teachers
• San Carlos teachers
• Dr. Alicia Fonseca, National Assessor, MEP
• Sylvia Arguello Vargas, Director of Human Capital, Ministry of Science and
Technology
• Professor Jonnathan Monge, former General Coordinator of the NSTF, UCR
• Professor Silas Martinez, former General Coordinator of the NSTF, UCR
• Vanessa Gibson, Director of Post-Establishment, CINDE
• Franklin Chang Diaz, business executive, Adastra
• Mary Helen Bialas, Director of Educational Outreach, Intel
IMPACT OF GLOBALIZATION 84
Political Leaders and Policymakers
Dr. Fonseca and Mrs. Arguello were interviewed and asked to provide their per-
spectives on the impact of globalization on school curriculum, the value of STEM, the
relationship between STEM and economic growth, and the influence of MNCs on the
educational system. Additionally, the research team gathered data from these participants
on the outcomes of the NSTF policy and its effect on producing graduates and employees
with 21st-century skills. Because these leaders are instrumental in policymaking and
implementation, the researcher was seeking rich data to answer the research questions.
Faculty, Students, and Administrators
The Intel ISEF is the Holy Grail for Costa Rican students who participate in the
country’s mandated science fair. Because the science fair is a competition beginning with
local school science fairs up to and including the national fair, those who reach this pres-
tigious honor are considered the top scholars that the country has to offer. The research
team sought to understand the experience and perspective of faculty on how the science
fair policy, globalization, and MNCs have affected STEM and curriculum. Faculty has an
opportunity to inform the researcher whether PBL is implemented as a way to teach 21st-
century skills. The students offered a personal perspective on the fair’s impact on STEM
field interest and whether the fair played a role in their pursuit of a STEM education.
Administrators can enhance the data collected and provide implementation strategies and
its efficiencies.
MNC Executives and Business Leaders
The researcher was seeking to gather data on the impact of globalization and
MNC operations on educational curriculum. MNC executives and a business leader
IMPACT OF GLOBALIZATION 85
informed the researcher whether the changes have produced enough qualified workers
with 21st-century skills and, in particular, STEM graduates. The participants provided
data on their company’s growth and availability of STEM graduates. The researcher was
striving to gather information from this third data point that assisted in triangulation
(Merriam, 2009).
According to Maxwell (2013), the main strengths of qualitative research are its
focus on particular persons, the emphasis on descriptions, and understanding of meaning.
The qualitative study research team selected these participants because they are the ones
identified to provide the richest data to answer the research questions. The research team
determined from a previous similar study which participants could provide the most
valuable, pertinent information to answering the research questions. This was the process
utilized by the research team to select the participants.
Costa Rica has a large primary and secondary educational system with a higher
education system that encompasses four public universities and 53 authorized private
universities (MEP, 2014). The MEP oversees all public schools and heads the Superior
Council of Education, which makes educational policy decisions (MEP, 2014). The
country has a democratic government with many business groups and a multitude of
MNCs, such as Intel, Microsoft, and Cisco. This was the population from which partici-
pants were chosen for this study. Selecting the right participants who could provide rich
data from such a large population pool created a sampling conundrum. However, the
research team had learned vital lessons from a recent similar study led by Dr. Escalante
and felt very confident with the choice of participants selected.
IMPACT OF GLOBALIZATION 86
Instrumentation
The researcher will serve as the research instrument for data collection during this
study. As stated earlier, one of the advantages of qualitative research is that it affords the
researcher the ability to use any data gathering method (Merriam, 2009). The research
team agreed to use three methods of data collection: interviews, observations, and sur-
veys. By using three methods of data collection, the research team sought to gather a rich
description of the phenomenon and to triangulate the data in order to increase the validity
of the research study (Merriam, 2009).
This study used the following three conceptual frameworks: (a) Friedman’s (2007)
and Spring’s (2008) view of globalization, (b) Wagner’s (2008) concepts of 21st-century
skills, and (c) the STEM and PBL views of Slough and Milam (2013).
Interview Protocols
Four similar interview protocols were utilized to gather information. One was
created for faculty and school leaders, another for policy and government officials, a third
for business leaders, and a fourth for students (see Appendices A to D). There were many
commonalities among the four interview protocols, which were just slightly customized
to better align with the knowledge base of the interviewees. Merriam (2009) stated that
interview questions should be formulated in a manner that generates the information
necessary to answer the research questions. The research team took a systemic approach
and began by listing the research questions and drafting interview questions that would
generate rich, pertinent information and aid participants in answering questions. Each
interview protocol consists of the same three sections: (a) NSTF policy and STEM; (b)
Curriculum and Instruction; and (c) Influence of Policy, Globalization, MNCs on STEM
IMPACT OF GLOBALIZATION 87
education. All four protocols concluded with a question asking the participant if they had
documents that they wished to share to further aid in the study.
The interview protocol sections were aligned to the research questions. For exam-
ple, the first section was composed of questions to gather rich data that helped answer
Research Question 1. The questions in the second section were aimed at gathering rich
data to answer Research Question 2; the questions in the third section aimed to answer
Research Question 3. Table 1 depicts the alignment of each interview question with the
research question and its applicable theoretical framework.
The questions used in the interview protocol were primarily semistructured, with a
few structured questions (Merriam, 2009). For instance, the first two questions were
structured because they were designed to gather factual information, such as position title
and tenure. The other questions were more open ended, targeting opinion, value, knowl-
edge, experience, and behavior. Open-ended questions are good interview questions
(Merriam, 2009) because they free the participants to share more information in their
responses and can thus yield descriptive data. The research team asked the same ques-
tions of all participants within the category. For example, all business leaders were asked
the same questions in the order specified on the interview protocol. The interviews lasted
approximately 60 minutes.
Survey Protocols
The thematic dissertation team collaboratively created two survey protocols.
Surveys are an excellent and quick way to gather data (Fink, 2013; Maxwell, 2013). One
survey was sent to faculty and administrators to gather information on the impact on cur-
riculum of globalization, MNCs, and the NSTF policy (see Appendix E). A total of 300
IMPACT OF GLOBALIZATION 88
Table 1
Alignment of Interview Protocols to Research Questions and Theoretical Frameworks
Item RQ1 RQ2 RQ3 Friedman
a
Spring
b
Wagner
c
Slough/Milam
c
Section I
1 X X
2 X X X
3 X X X X X
4 X X X
Section II
1 X X X
2 X X X
3 X X X
4 X X X
5 X X X X
6 X X X X X
Section III
1 X X X
2 X X X X X
3 X X X X X
a
The World Is Flat: A Brief History of the Twenty-First Century, Further Updated and
Expanded 3.0, by T. L. Friedman, 2007, New York, NY: Picador.
b
Globalization of
Education: An Introduction, by J. Spring, 2008, New York, NY: Routledge.
c
The Global
Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our
Children Need—and What We Can Do About It, by T. Wagner, 2008, New York, NY:
Basic Books; Creating Innovators: The Making of Young People Who Will Change the
World, by T. Wagner, 2012, New York, NY: Scribner Books.
d
”Theoretical Framework
for the Design of STEM Project-Based Learning,” by S. W. Slough and J. O. Milam, in
STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and
Mathematics (STEM) Approach (pp. 15–27), by R. M. Capraro, M. M. Copraro, and J.
Morgan (Eds.), 2013, Rotterdam, The Netherlands: Sense.
IMPACT OF GLOBALIZATION 89
surveys were distributed. The second survey was sent to students to obtain their feelings
on the NSTF, curriculum changes, STEM, and how well they have been prepared for
entering the workforce (see Appendix F). The surveys consist of closed-ended questions
using a 5-point Likert scale: strongly agree, agree, disagree, strongly disagree, and don’t
know. The use of ordinal scales has the benefit of ease of use and interpretation (Fink,
2013).
The teacher and administrator survey protocol consisted of 23 questions, and each
question aligns to the proper research question and framework(s). The first six questions
of the survey sought to gather rich information to aid the researcher in answering Re-
search Question 1. The next eight questions were aimed at helping the researcher answer
Research Question 2; the last nine questions captured data to answer Research Question
3. Table 2 illustrates the alignment of each question to the research question and its
applicable framework(s).
The student survey protocol was more concise than the teacher and administrator
survey. This survey was comprised of 14 questions with each question aligning to a par-
ticular research question and its applicable framework(s). The first four questions sought
to gather rich information to aid the researcher in answering Research Question 1. The
subsequent six questions were aimed at helping the researcher answer Research Question
2, and the last four questions were aimed at capturing data to aid in answering Research
Question 3. Table 3 illustrates the alignment of each question to the research question
and its applicable framework(s).
IMPACT OF GLOBALIZATION 90
Table 2
Alignment of Teacher–Administrator Survey Protocol Items to Research Questions and
Theoretical Frameworks
Item RQ1 RQ2 RQ3 Friedman
a
Spring
b
Wagner
c
Slough/Milam
c
1 X X
2 X X X
3 X X
4 X X X X X
5 X X X X X
6 X X X
7 X X
8 X X
9 X X X
10 X X X
11 X X
12 X X
13 X X X X
14 X X X X X
15 X X
16 X X X
17 X X
18 X X
19 X X X X X
20 X X X X
21 X X X
22 X X
23 X X X X X
a
The World Is Flat: A Brief History of the Twenty-First Century, Further Updated and
Expanded 3.0, by T. L. Friedman, 2007, New York, NY: Picador.
b
Globalization of
Education: An Introduction, by J. Spring, 2008, New York, NY: Routledge.
c
The Global
Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our
Children Need—and What We Can Do About It, by T. Wagner, 2008, New York, NY:
Basic Books; Creating Innovators: The Making of Young People Who Will Change the
World, by T. Wagner, 2012, New York, NY: Scribner Books.
d
”Theoretical Framework
IMPACT OF GLOBALIZATION 91
Table 2 (continued)
for the Design of STEM Project-Based Learning,” by S. W. Slough and J. O. Milam, in
STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and
Mathematics (STEM) Approach (pp. 15–27), by R. M. Capraro, M. M. Copraro, and J.
Morgan (Eds.), 2013, Rotterdam, The Netherlands: Sense.
IMPACT OF GLOBALIZATION 92
Table 3
Alignment of Student Survey Protocol Items to Research Questions and Theoretical
Frameworks
Item RQ1 RQ2 RQ3 Friedman
a
Spring
b
Wagner
c
Slough/Milam
c
1 X X
2 X X X
3 X X
4 X X X X
5 X X
6 X X X X
7 X X
8 X X
9 X X
10 X X X X
11 X X
12 X X
13 X X X X
14 X X X X
a
The World Is Flat: A Brief History of the Twenty-First Century, Further Updated and
Expanded 3.0, by T. L. Friedman, 2007, New York, NY: Picador.
b
Globalization of
Education: An Introduction, by J. Spring, 2008, New York, NY: Routledge.
c
The Global
Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our
Children Need—and What We Can Do About It, by T. Wagner, 2008, New York, NY:
Basic Books; Creating Innovators: The Making of Young People Who Will Change the
World, by T. Wagner, 2012, New York, NY: Scribner Books.
d
”Theoretical Framework
for the Design of STEM Project-Based Learning,” by S. W. Slough and J. O. Milam, in
STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and
Mathematics (STEM) Approach (pp. 15–27), by R. M. Capraro, M. M. Copraro, and J.
Morgan (Eds.), 2013, Rotterdam, The Netherlands: Sense.
IMPACT OF GLOBALIZATION 93
Observation Protocols
The research team developed two observation protocols for this study. One proto-
col was used when observing a classroom (see Appendix G), while the second was used
when observing the science and technology fair (see Appendix H). The two protocols
share the same conceptual frameworks, and Wagner’s (2008) 21st-century skills and
Slough and Milam’s (2013) STEM and PBL were used to design the observation proto-
cols. For 21st-century skills, the research team were looking to capture evidence of the
following: critical thinking and problem solving, collaborating across networks, agility
and adaptability, initiative and entrepreneurialism, effective oral and written communica-
tion, accessing and analyzing information, and curiosity and imagination. Of keen inter-
est in STEM-PBL, the research team captured evidence of the following: making content
accessible, making thinking visible, helping students learn from others, and promoting
autonomy and lifelong learning. These three data collection methods provided valuable
information and aid in triangulation. These perspectives were equally important to create
a rich understanding of the situation and provide answers to the research questions. The
researcher served as the data collector during the observation of schools.
The classroom setup, overview of the lesson, and materials used were captured on
the classroom observation protocol. Additionally, the actions observed and conversations
in the classroom were matched to match Wagner’s (2008) 21st-century skills framework
as well Slough and Milam’s (2013) STEM-PBL framework. The observation protocol
also had two specific questions to guide the researcher in capturing data to aid in answer-
ing Research Question 1, three specific questions for Research Question 2, and one
specific question for Research Question 3.
IMPACT OF GLOBALIZATION 94
The science and technology fair observation protocol captures the setup of facili-
ties, overview of events and themes, and types of materials used. Similar to the classroom
observation protocol, this protocol will match actions observed and conversations to
Wagner’s (2008) framework and Slough and Milam’s (2013) framework. Included in the
observation protocol were one question guiding the research to capture rich information
to aid in answering Research Question 1, four questions for Research Question 2, and one
question to aid in answering Research Question 3.
Data Collection
The thematic dissertation group led by lead researcher, Dr. Michael Escalante,
visited Costa Rica to collect data in June 2014. As stated previously, the following three
methods of data collection were used: interviews, surveys, and observations. The inter-
views were no more than 60 minutes in length and were recorded to maximize accuracy
of information and guard against loss of detail. Participants were informed how findings
would be used and why certain sites were selected (Bogdan & Biklen, 2003; Merriam,
2009). The researcher took the stance of observer as participant (Merriam, 2009) and
attempted to be as unobtrusive as possible as well as humble and respectful (Bogdan &
Biklen, 2003).
The research team collaboratively developed and sent a letter of recruitment to the
various participants to ensure their availability and to set up appointments (see Appendix
I). The letters were professionally translated to Spanish to aid in understanding (see Ap-
pendix I). Dr. Oryla Wiedoeft, who is assisting Dr. Michael Escalante in the research,
guided the process of selecting participants because she had first-hand experience of the
research, country, and contacts. Additionally, in March 2014, the research team had
IMPACT OF GLOBALIZATION 95
dinner with Sylvia Ugalde, Costa Rican consulate general based in Los Angeles. Ms.
Ugalde provided insights on potential participants and the best way to get in contact with
them.
Data Analysis
According to Merriam (2009), data analysis is unique in a study because there is a
preferred way of doing it that involves analyzing the data while it is being collected.
Creswell (2009) used a similar strategy, although it is more prescriptive and characterized
by a six-step approach. Analysis of data is more effectively and efficiently accomplished
when researchers follow a comprehensive process. The researcher will conduct data
analysis using Creswell’s (2009) six steps, as outlined below:
1. Organizing and preparing data for analysis
2. Reading through all the data
3. Coding the data
4. Generating a description and themes of the setting or people
5. Representing descriptions and themes in the qualitative narrative
6. Interpreting data (p. 166)
Through the process of data analysis, the researcher was seeking to comprehend all of the
data (Merriam, 2009). The researcher collected voluminous data that were coded and
themes generated in an effort to make meaning of the data. The collected data were
analyzed using the conceptual framework of Friedman’s (2007) globalization and 10 flat-
teners, Spring’s (2008) and Wagner’s (2008) 21st-century skills, and Slough and Milam’s
(2013) STEM and PBL.
IMPACT OF GLOBALIZATION 96
Validity and Reliability
Merriam (2009) stated that researcher’s biases and positions are sometimes not
clearly evident to the researcher. This researcher was cognizant of the threats to validity
and reliability and attempted to mitigate these threats by employing strategies such as use
of evidence to rule out threats to interpretations and explanations by the researcher (Max-
well, 2013). Qualitative studies have inherent bias because the researcher is the main
instrument of data collection and interpreter of data. At the beginning of the study, the
researcher understood and was aware of the potential for these biases and has been care-
fully moving forward to conduct an honest and ethical study. Triangulation is the collec-
tion of data through various methods with a diverse participant population that minimizes
the risk of biases (Maxwell, 2013; Merriam, 2009). Interviewing, surveying, and observ-
ing diverse participants and sites will aid in the triangulation of data, thereby reducing the
risk of researcher bias. Overall, the acknowledgment of threats to validity and reliability
by the researcher and the employment of strategies to mitigate these concerns will be of
the upmost importance to the researcher.
Limitations
A clear limitation to this study was time and distance. The research team was in
Costa Rica for a period of 10 days total, including weekends. Any unforeseen situations
such as labor strikes or unavailability of participants due to emergencies can negatively
affect data collection. Other limitations were political influences on participants, desires
by educational leaders to make schools appear much better than they are, or financial
influences that could have swayed participants’ responses. Fear of retribution and/or loss
of job security constituted yet another influence that may have restrained or limited
IMPACT OF GLOBALIZATION 97
responses. Finally, the language barrier is a limitation, particularly in cases where survey
terms or questions could not be explained in detail to the participants.
Ethical Considerations
The research team involved in this study followed the university’s Institutional
Review Board (IRB) application process. All members of the research team successfully
completed the Collaborative IRB Training Initiative (CITI). The training provided the
researchers with relevant knowledge about responsibility in protecting human subjects
and following ethical practices. The research team was bound by the IRB to behave in an
ethical manner throughout the study. Additionally, the IRB approved the interview
protocols.
IMPACT OF GLOBALIZATION 98
CHAPTER FOUR: RESULTS
The findings of the qualitative case study conducted in Costa Rica are the main
purpose of this chapter. The data were collected through the research efforts of 14 doc-
toral candidates from USC’s RSOE. Each research team member was assigned a former
Intel ISEF student participant, which afforded a unique perspective for each member of
the cohort. Additionally, the research team was divided into three groups: San José,
Sixaloa, and San Carlos. This division enabled the team to gain varying perspectives of
the Costa Rican schools by conducting research in different and diverse geographical
areas.
Business leaders, students, government officials, and school leaders were inter-
viewed in an effort to collect data that would answer the research questions. Surveys
were utilized to gather data from students, teachers, and administrators. Conducting
classroom observations triangulated the data. The results of the study are presented in a
narrative analytical approach while including data points from the surveys to provide
further understanding of the findings. The theoretical frameworks of Friedman (2007),
Slough and Milam (2013), Spring (2008), and Wagner (2008) were the prisms applied
during the data analysis.
The purpose of this study was to examine the influence that globalization, FDI,
and MNCs have on the curriculum and instructional practices in schools. The relation-
ship between STEM education and Costa Rican economic growth was also examined.
This study probed how the mandated NSTF influences the use of PBL to build human
capital and prepare students for 21st-century jobs, especially in the STEM fields.
IMPACT OF GLOBALIZATION 99
This study was guided by the following three research questions:
1. To what extent do teachers implementing STEM curriculum trace their prac-
tices back to the influence of policy, globalization, and MNCs? To what extent do people
in Costa Rica believe the economic growth of Costa Rica and STEM education are
related?
2. How has mandating the NSTF participation influenced implementation of
21st-century skills through the use of PBL and the use of technology by teachers across all
curricular areas? How has it impacted curriculum and instruction?
3. How has the NSTF policy changed the value for STEM education for students,
teachers, and educational leaders?
This chapter presents the participants of the study followed by each research
question and a brief discussion and presentation of the results. The themes that surfaced
after the analysis of the data are presented after each research question. A summary of the
chapter is presented at the end.
Participants
This qualitative study selected participants based on their ability to answer re-
search questions for the case study. Students, teachers, educational leaders, and govern-
ment officials were the primary sources utilized to gather the data for this research. The
data gathering instruments were interviews, surveys, and observations. Fourteen partici-
pants were selected for this investigation: two students, five school leaders, four policy-
government officials, and three business leaders. A brief description of each participant
follows to provide some background and enhance the understanding of the data collected
and its source. Table 4 outlines the 14 participants denoting their title, respective
IMPACT OF GLOBALIZATION 100
organization, data classification, and protocol utilized to gather the data. Additionally, 45
teachers and 237 students were surveyed. There were nine classroom observations con-
ducted to aid in collecting and triangulating the data. The teachers and students surveyed
were from Cedes Don Bosco in San José, Liceo Académico in Sixaola, and Colegio Cien-
tífico in San Carlos. A total of 45 teachers surveyed: five from San Carlos, 30 from Don
Bosco, three from Sixaola, and seven who answered the survey online. A total of 237
students answered the survey. The majority, 168, were from Don Bosco, followed by 32
surveys from San Carlos, 23 from Sixaola, and 14 students who completed the survey
online.
All the participants were from high schools that successfully send one or more of
their students to the Intel ISEF. Cedes Don Bosco had the highest representation of par-
ticipants in this study. It is a Catholic religious high school that aims to provide a good
education to underprivileged students. It is located in one of the poorest neighborhoods
of San José. San Carlos is a high school in a rural area of Costa Rica in the northern part
of the country with a mostly low-socioeconomic-status student population. The third high
school, Liceo Académico, is located in Sixaola, the southernmost part of Costa Rica,
bordering the country of Panama. Of the three schools, Liceo Académico was the most
rural with a very low-socioeconomic-status student population.
Fourteen participants were interviewed for this study based on the information or
knowledge that they could contribute to answer the research questions. José Somarribas
Escalante is a previous student from Don Bosco and a former participant in the Intel
ISEF. At the time of this study, he was attending college as a part-time student studying
engineering; his interview offered a very valuable student perspective. Because he was
IMPACT OF GLOBALIZATION 101
Table 4
Data Source Identifiers for Study
Name and Title Organization
Data classifi-
cation Protocol(s)
José Somarribas Escalante, former Intel
ISEF student participant
Intel student interview
(6/19/14)
José Eduardo Vargas Solis, former
Intel ISEF student participant
Instituto Tec-
nológico de Costa
Rica
student interview
(6/12/14)
Alejandro Loria Jimenez, teacher Don Bosco school leader interview
(6/16/14)
Carlos Acosta, teacher Don Bosco school leader interview
(6/19/14)
Christian Jimenez Fonseca, Principal Don Bosco school leader interview
(6/19/14)
Jorge Emilio Fonseca, Technology
Director
Don Bosco school leader interview
(6/16/14)
Fabrizio Mendez, Academic Director Don Bosco school leader interview
(6/18/14)
Don Bosco teachers Don Bosco school leaders surveys
Sixaola teachers Liceo Académico school leaders surveys
San Carlos teachers Colegio Aca-
démico
school leaders surveys
Dr. Alicia Fonseca, National Assessor Ministry of Public
Education
policy/govern-
ment agency
interview
(6/19/14)
Sylvia Arguello Vargas, Director of
Human Capital
Ministry of Sci-
ence and Technol-
ogy
policy/govern-
ment agency
interview
(6/17/14)
Professor Johnnatan Monge, General
Coordinator of the NSTF
UCR policy/govern-
ment agency
interview
(6/19/14)
IMPACT OF GLOBALIZATION 102
Table 4 (continued)
Name and Title Organization
Data classifi-
cation Protocol(s)
Professor Silas Martinez, former Gen-
eral Coordinator of the NSTF
UCR policy/govern-
ment agency
interview
(6/16/14)
Vanessa Gibson, Director of Post-
Establishment
CINDE business leader interview
(6/16/14)
Franklin Chang Diaz, business execu-
tive
Adastra business leader interview
(6/12/14)
Mary Helen Bialas, Director of Educa-
tional Outreach
Intel business leader interview
(6/23/14)
Note. ISEF = International Science and Engineering Fair; NSTF = National Science and Technology
Fair; UCR = University of Costa Rica; CINDE = Costa Rica Investment Promotion Agency.
also employed at Intel, he added insights into the value of STEM education and the bene-
fits of the NSTF in his career choice. José Eduardo Vargas Solis is another former Intel
ISEF participant who attended Don Bosco high school. At the time of this study, he was
attending ITCR on a 5-year scholarship from Intel. He was studying engineering; his
views on the MNC, Intel, and the science fair were instrumental in corroborating the data
and gaining a different perspective from a full-time college student.
The five school leaders interviewed were all from Don Bosco. Alejandro Loria
Jimenez is a teacher instructing engineering. He tutors and prepares students for the
NSTF. The students interviewed mentioned Mr. Jimenez as a very enthusiastic teacher
who goes out of his way to engage students in the material, motivate, and prepare them
for the academic competition. Carlos Acosta is a science teacher who is also very
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instrumental in the preparation of students. Mr. Acosta has almost a cult-like following
from his pupils and is well respected among his peers. He was the godfather of the
science fair and has worked on preparing students for the academic fair since its inception
in the 1990s.
Christian Jimenez Fonseca is the principal of Don Bosco and is the strategic
leader for the school and all of its programs. As a person with the most influence over the
school, Principal Fonseca was instrumental in providing strategic information on the
direction of the school, the influence of globalization, and the contributions of Intel.
Jorge Emilio Fonseca is the director of technology programs, which are very similar to
career technical education programs. He provided an insightful perspective on STEM
education, Intel contributions, and impact on the curriculum as a result of the NSTF.
Fabrizio Mendez, the director of Don Bosco’s academic programs, is the counterpart to
Mr. Fonseca at Don Bosco. The academic programs are nontechnology or career techni-
cal education programs. Mr. Mendez was instrumental in providing the other side of the
curriculum and whether globalization and the NSTF had impacted instruction in the
traditional courses such as writing, history, and so on.
Four policy-government officials were interviewed. Dr. Alicia Fonseca is the
National Assessor in the MEP, and she was instrumental in the creation and promotion of
the NSTF program. The historical perspective she provided during the interview was
very valuable and added depth to the research study. The Ministry of Science and Tech-
nology helped triangulate the data by providing a different perspective. Sylvia Arguello
Vargas, the Director of Human Capital, shared very insightful information on the NSTF
program. These two policy-government officials create educational policy and therefore
IMPACT OF GLOBALIZATION 104
are influential in school curriculum and programs. The UCR is the higher education
partner of the science fair charged with providing guidance and coordination. Johnnatan
Monge, UCR professor and general coordinator of the NSTF, enriched the study by
sharing with the researchers the connection among all the various entities—high schools,
higher education, businesses, and government. As the current coordinator, he works
closely with all the various entities as well as with the students attending the Intel ISEF.
Because Mr. Monge is relatively new in his position, in order to gain a deeper perspec-
tive, the previous coordinator, Silas Martinez, was also interviewed. Mr. Martinez is a
professor at UCR and served as the coordinator of the NSTF for years. He was the
mentor for the Costa Ricans who attended the Intel ISEF in Los Angeles in May of 2014.
One of the main stakeholders in STEM education and educational policies is
businesses. These companies benefit from a well-educated workforce that can meet the
needs of day-to-day operation, expansion, and growth. The input of business leaders was
very valuable because ultimately they are the main recipients of graduates. Vanessa
Gibson is the Director of Post-Establishment at CINDE and, in this role, she is an advo-
cate and a resource for MNCs once they establish an operation in Costa Rica. Her valu-
able input into STEM education, the role of MNCs, and the changes in human capital
development as a result of the NSTF enriched the study. As the liaison of MNCs, she
understands their needs and challenges. Franklin Chang Diaz is a renowned and well-
respected figure in Costa Rica. As the first Costa Rican astronaut, Mr. Diaz is a very
popular scientist and business leader. He is an entrepreneur and his company, Adastra,
has operations in both Costa Rica and the United States in the state of Texas. He hires
engineers from Costa Rica; therefore, his interview revealed some very important insights
IMPACT OF GLOBALIZATION 105
and added depth to the study. Mary Helen Bialas, Director of Educational Outreach,
shared the perspective of Intel; her interview yielded some powerful insights on the future
strategies of Intel. This MNC is looking to strengthen its ties with Costa Rica but focuses
mainly on higher research as opposed to lower-level operational items. Sadly, Ms. Bialas
was released from her position weeks after the interview.
The surveys of Don Bosco, Sixaola, and San Carlos teachers were conducted from
all disciplines within the school as opposed to only STEM teachers. Each of these
sources contributed to the results presented. Student input was very valuable and is cited
in each finding to highlight the perspective of the students. The results presented use the
information offered by all the sources listed in Table 4 to enhance the study.
Results: Research Question 1
Research Question 1 inquired, “To what extent do teachers implementing STEM
curriculum trace their practices back to the influence of policy, globalization, and MNCs?
To what extent do people in Costa Rica believe the economic growth of Costa Rica and
STEM education are related?” The first question of this investigation focused on teachers
and aimed to pinpoint the influences on their STEM curriculum practices. In particular,
this question focused on governmental educational policy, globalization, and MNCs as
the potential three areas of teacher influence. The intention was to understand the influ-
ence of globalization and the educational policies on STEM curriculum. More specifi-
cally, the research focused on the influence on STEM curriculum due to globalization and
the involvement of companies such as Intel. The second part of this research question
was to gain an understanding from Costa Ricans regarding their perception of STEM
education and the economic growth of their country. The frameworks of Friedman (2007)
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and Spring (2008) were utilized to analyze the perspective of globalization and MNCs.
The advent of globalization with all its interconnectedness has created a global market-
place facilitating production and investments (Spring, 2008). Friedman pointed out that
in a flat world, competition has increased among countries. The intense competition
among countries to make their economies attractive to investors has forced them to invest
in human capital development. The impact of globalization forces social changes with
geopolitical and cultural consequences.
Costa Rica is one of the most dynamic and progressive countries in Latin America
when it comes to education. It has enacted educational policies in an effort to position its
populace to reap the benefits of globalization and grow its economy (Fox, 1998; Monge-
González & González-Alvarado, 2007; Rodríguez-Clare, 2001). The presence of the
MNC Intel has been highly beneficial to Costa Rica in terms of economic investment; but
equally or even of greater importance are the educational investment and influence on the
country’s educational system. Monge-González and González-Alvarado (2007) noted
that the $3.2 million annual investment that Intel makes in the educational system of
Costa Rica has afforded it substantial influence, especially in STEM curriculum. To
kickstart a substantial change in STEM education, Intel donated $20 million worth of
industrial equipment to the MEP with the aim to have it distributed to technical schools
(Monge-González & González-Alvarado, 2007).
Intel’s investment strategy within the Costa Rican educational sector has been in
human capital development. Teachers were the main focus of this investment, with Intel
spending $300,000 in teachers’ professional development emphasizing up-to-date STEM
curriculum (Monge-González & González-Alvarado, 2007). Furthermore, teachers are
IMPACT OF GLOBALIZATION 107
sponsored by Intel to travel to the United States and receive a special 2-week training in
mathematics. The company uses the “train-the-trainer” staff development model, and
each teacher who receives the training is expected to train 240 other mathematics teachers
upon their return to Costa Rica.
STEM careers lead to high-paying jobs (Breiner et al., 2012), which contribute to
economic growth. Clifton (2011) asserted that the goal of every country should be high-
paying jobs, thus making STEM education very important. The Costa Rican government,
in partnership with Intel, has implemented a NSTF to increase interest in STEM-related
fields. The three data collection instruments were created to obtain answers to the re-
search questions. The data collection was extensive and provided an opportunity to comb
through the data and look for general themes. Two themes naturally emerged during the
data analysis for Research Question 1. Government officials, school leaders, and students
associating Intel with a positive influence on STEM education was the first theme. The
second theme was students, school leaders, government officials, and business leaders
interrelating STEM education with the economic growth of the country.
Theme 1: Intel and STEM Education
Government officials, school leaders, and students associated Intel with a positive
influence on STEM education. This was a recurring theme among all key stakeholders
interviewed and surveyed students, government officials, business leaders, and school
leaders. The reference points for this theme were interviews and surveys. Intel is the
MNC with the most notoriety among Costa Rican educational institutions, particularly in
the school of Don Bosco. The influence of Intel in the educational sector was made
evident during the data collection phase of the research, as each of the research
IMPACT OF GLOBALIZATION 108
participants shared anecdotal comments on how Intel has positively influenced and con-
tributed to STEM education. However, the researcher pondered how the study’s partici-
pants viewed the influence of Intel and wanted to gain deeper understanding of their
attitude toward this influence.
Three out of four government officials supported the theme of the positive influ-
ence of Intel on STEM education. Intel’s contributions were made evident by Sylvia
Arguello’s statement that “the contribution in kind makes all the difference.” This senti-
ment was further echoed by Alicia Fonseca, National Assessor with the MEP, who noted
that “other important companies have given us support, too. But, I do not know, Intel has
maintained its leadership in this; they are the ones who provide assessment for what is
going to happen outside of here.” She further said: “Intel has given that assessment, and
the judges have been very important—the judges they give us for the fair and, naturally,
the economic support.” Professor and General Coordinator of the NSTF, Johnnatan
Monge added:
In Costa Rica’s case, particularly, Intel has been the multinational that has had the
most influence. Ever since 1997 when it came into Costa Rica, 17 years ago, it
has been important to them to support and give to the educational field.
The evidence provided by these three government officials through interviews points to a
positive influence of Intel regarding STEM education in Costa Rica.
The positive influence of Intel on STEM education was more fervent among
school leaders, with 100% of them voicing positive comments on Intel. For example,
Alejandro Loria noted “that is one of the advantages that we have at least with the Intel
donations which facilitates us a lot of electronic and electrical equipment that we use here
IMPACT OF GLOBALIZATION 109
and at electro-mechanics.” It was made clear that Don Bosco received excellent support
from Intel and that the school was very appreciative of this support. Alejandro Loria, a
key teacher involved in training students for the NSTF, realized that educational funds are
tight and that without Intel’s support, the school would find it difficult to provide the
STEM training necessary to be competitive. Mr. Loria conveyed his attitude this way:
Intel already does it with us; they support us a lot with equipment donation, ma-
chinery, computers. So that is something helpful due to if it was with the ordinary
budget that the institution has, which the ministry has for other schools, acquiring
certain equipment, machinery and trainings cost a lot.
STEM education changed as a result of Intel’s influence, as communicated by
Don Bosco teacher, Carlos Acosta: “From the time Intel intervened—helping, motivating,
giving classes, giving prizes—from there it changed.”
Don Bosco School Directors, Jorge Emilio Fonseca and Fabrizio Mendez, also
voiced the positive influence of Intel on STEM education. Mr. Fonseca noted:
When they [Intel] arrive and get installed, their impact is very, very strong. Not
only in the economic situation and the amount of jobs that it generates, but also in
their projection in education. Because effectively from the direct support that is
delivered at a school, and they say, we offer you this, that . . . schools have been
equipped with full laboratories with this type of equipment.
Mr. Mendez added that “if it wasn’t for them [Intel], we would not have the materials or
tools necessary so that the young people here could practice.”
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One hundred percent of students interviewed also noticed the positive influence
that Intel had in the STEM curriculum. José Somarribas Escalante, former Intel ISEF
participant and current employee of Intel, mentioned:
Sure, INTEL has a program of equipment donation. They donated lots of equip-
ment to us—lots of machines where we could practice, where we could learn a lot
of new things. In fact, from there various projects came out, also. And one that
just went to California, Los Angeles, came from an Intel machine. So that and the
investment, too—because Intel by bringing interns, by bringing students that are
graduating to practice, is indeed an investment for them, too. So they invest a lot
in the schools of Costa Rica. Software, I do not have knowledge right now.
ITCR student, José Eduardo Vargas Solis’s comment that “Intel helped a lot with
machines. Most of the equipment that is in electronics is mostly provided by Intel. The
trainings, it offered us lots of training for the students as well as for the professors for
project development” further validated José Somarribas Escalante’s sentiment. Intel has a
steadfast commitment to STEM education, as is evident of the scholarships they provide
to college students pursuing STEM studies. José Eduardo Vargas Solis, who was study-
ing STEM at ITCR, said, “I have received a 5-year scholarship from Intel to continue my
studies here at Tec.”
This theme was further supported by the teacher–administrator surveys conducted.
Question number 5 of the survey inquired whether Intel-MNCs had positively influenced
the STEM curriculum. A total of 45 teachers-administrators answered the survey. Figure
2 depicts the results of the findings with 78% of respondents either agreeing or strongly
agreeing with the question. Only 2% strongly disagreed, and 20% did not know. The
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Figure 2. “Intel/MNCs have positively influenced STEM curriculum.” N = 45. MNCs =
multinational corporations; STEM = science, technology, engineering, math.
data sub-
stantiated the theme that Intel has been a positive influence on STEM curriculum in Costa
Rican schools.
In corroboration of the teachers–administrators survey, the student survey illus-
trated a 76% agreement among student respondents on the question of whether Intel has
supported their school in improving science and technology education, or STEM. Only
10% of students disagree and 3% strongly disagree with this question; 11% did not know
(see Figure 3). There were a total of 237 student respondents to this survey.
The stakeholders of this study had a positive view of the efforts that Intel is
making in STEM education. The evidence for this theme was derived from the analysis
of the interviews of students, school leaders, and government officials. The evidence was
interpreted as demonstrating a shared common theme among these three stakeholders—
pointing to a positive influence in STEM education by Intel. The comments from
participants provided the evidence to support this theme, which was further corroborated
IMPACT OF GLOBALIZATION 112
Figure 3. “Intel has supported my school in improving science and technology educa-
tion.” N = 237.
by the interpretation of the analysis of the student and school leader surveys. The inter-
pretation of the surveys indicated strong support for Intel’s positive influence on STEM
education. Upwards of three quarters of the respondents provided strong positive support
to two key survey questions on the topic of Intel and its influence on STEM education.
The evidence from the interviews and surveys were interpreted as supporting the theme of
the positive influence of Intel and STEM education.
Theme 2: STEM Education and Economic Growth
Students, school leaders, government officials, and business leaders interrelated
STEM education with the economic growth of the country. The analysis of the data col-
lected pointed to this recurring theme, which was supported by evidence collected from
interviews and surveys. The very high percentages of participants agreeing or strongly
agreeing with two key interview questions inquiring about STEM education and eco-
nomic growth provided the reference for this theme. Additionally, the comments
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provided by the participants were also reference points for this theme. Costa Rica has
done an admirable job of attracting MNCs, especially technology companies such as Intel,
to set up operations in the country. In a very competitive, interconnected world, eco-
nomic growth is highly reliant on a well-prepared citizenry that can exhibit 21st-century
skills such as STEM (Spring, 2008; Wagner, 2008).
The participants in this study understood the role that STEM education has played
in the growth of their country. The two students interviewed provided supporting evi-
dence. First, José Somarribas Escalante commented that “the future of Costa Rica is
software development, information technologies, technical and engineering careers.”
When he was asked whether STEM was important to the growth of the country, he
replied, “Yes, emphatically yes, because the future of Costa Rica is this: the technology,
software development, networks, wireless, all that.” This opinion was further substanti-
ated by José Eduardo Vargas Solis, another student:
I think so because right now, or better said, in the past Costa Rica was known for
exporting a lot of raw materials, but like coffee and fruits and all that. Right now
we are seeing that Costa Rica has a lot of capability in engineering.
Forty percent of school leaders clearly voiced their understanding of the connec-
tion between STEM education and economic growth. Don Bosco Principal, Christian
Jimenez Fonseca, voiced that “linking ourselves to STEM will make companies want us
and will give us the chance to respond to those special demands and have the required
trained human capital to face what is coming.” Don Bosco teacher, Carlos Acosta, com-
mented:
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Well-prepared—young people are well-prepared professionals; above all, they
have initiative and creativity to make things. I believe that the economy improves
with new ideas and new ways of doing things. If that kind of person did not exist,
we would stay the same. But the sort of people we are preparing with the science
fairs are completely different. They have a spark that can push a complete change
in Costa Rica to a developed country. I have no doubt in that, absolutely none.
Two out of four government officials saw a complete alignment between STEM
education and economic growth. Alicia Fonseca, a key government official, opined that
almost all of the specializations in all fields that are in demand by the business
sector require math and science. If the business sector needs engineers, precision
mechanics, information systems, electro-mechanical, all of them require science,
require math. Therefore, we cannot distance ourselves—they are completely
aligned.
College Professor and General Coordinator of NSTF, Johnnatan Monge, echoed
this sentiment: “I think that the development of science and technology in a country is
important to help it develop.” Sixty-six percent of business leaders supported this theme,
with Vanessa Gibson commenting on STEM education that “it is the fuel of Costa Rican
development.” Franklin Chang Diaz opined on economic growth: “Basically, the country
cannot maintain that level of standard living on agriculture.”
From the surveys, students and schools leaders were asked whether STEM educa-
tion was important to the economic future of Costa Rica. Students overwhelmingly con-
nected STEM education and future Costa Rican economic growth, with 95% of students
strongly agreeing or simply agreeing with the notion. Figure 4 depicts the findings with
IMPACT OF GLOBALIZATION 115
237 respondents answering the question. The survey responses paralleled the views of the
interviewees.
Figure 4. “STEM education and the science and technology fair are important to the
future of Costa Rica.” N = 237. STEM = science, technology, engineering, and math.
Teachers and administrators emulated the answers of students with 89% agreeing
or strongly agreeing of the connection between STEM education and the growth of their
country (see Figure 5). The number of participants in this survey was 45. It is clear that
the people of Costa Rica, through the data collected, primarily surveys and interviews,
understood the value of STEM education and the connection it had to the economic
growth of the country. Stakeholder understanding is a clear advantage for the country as
it competes in a globalized environment. Spring (2008) posited that a country with a well-
developed educational system focusing on 21st-century skills gains a competitive advan-
tage over other countries. Based on the data collected, Costa Rica has done an outstanding
job of informing its population of the value of a STEM education.
IMPACT OF GLOBALIZATION 116
Figure 5. “STEM/science and technology fair participation is important to the economic
future of Costa Rica.” N = 45. STEM = science, technology, engineering, and math.
The interpretation of two key questions inquiring about the importance of STEM
education and economic growth demonstrated strong positive support from students and
teachers-administrators. The responses from these key stakeholders that either strongly
agreed or agreed were 95% and 89%, respectively. The very high positive percentage was
interpreted as a strong indicator that these stakeholders valued STEM education and
unmistakably connected it to the economic growth of Costa Rica. This theme was further
supported based on the evidence provided through the interviews of students, school
leaders, and government officials. The comments provided by these participants were
interpreted as corroborating the evidence from the surveys and indicating strong support
for STEM education and how valuable it is to the future growth of the country.
STEM education is the central tenet of the globalization of education; hence,
countries benefit economically from the inventions and innovations of scientists,
IMPACT OF GLOBALIZATION 117
engineers, mathematicians, and technologists. Spring’s (2008) discussion on the global-
ization of education aligned with the evidence presented in the themes above. Costa Rica
seeks to create a competitive advantage by developing its human capital with 21st-century
skills —in particular, with a STEM education. One of the findings of this research was
that the participants placed a high value on STEM education. This opinion aligned with
the frameworks of Spring (2008) and Wagner (2008), who asserted that countries with
STEM graduates are more competitive and attract FDI. Costa Rica successfully attracts
FDI and has increased interest among its students to seek STEM degrees. Costa Rica is
cultivating its future leaders to fully comprehend the value of a STEM education, which
aligns with the strategies for economic success posited by Spring and Wagner (2008).
Discussion: Research Question 1
The Costa Rican government comprehends global dynamics and implemented the
NSTF policy to position the country to be competitive in a globalized marketplace. A
well-educated citizenry is key to staying competitive, especially if the population attains
21st-century skills, particularly in STEM. Research Question 1 aimed to determine the
influence that MNCs, particularly Intel, have had on the STEM curriculum. A general
theme was the importance and positive influence that Intel had on STEM education. As
supported by the evidence from interviews of students, school leaders, and government
officials, Intel has influenced the Costa Rican educational system substantially in a
positive way. This theme was further revealed through the analysis of the survey re-
sponses from students and teachers-administrators.
The second part of Research Question 1 investigated the connection between
STEM education and economic growth. The participants’ understanding of the value of
IMPACT OF GLOBALIZATION 118
STEM education for Costa Rican economic growth was the second theme derived from
interviews of students, school leaders, and government officials. This theme also
emerged during the analysis of the survey responses from students and teachers-
administrators. A clear understanding by the population of the connection between
STEM education and economic growth is key because without buy-in from the populace
on the value of STEM education, the country would find it challenging to stay competi-
tive in a global marketplace. These two themes, with evidence from key stakeholder
interviews and surveys, supported the finding that the participants of this study placed a
high value on STEM education.
Results: Research Question 2
Research Question 2 asked: “How has mandating the NSTF participation influ-
enced implementation of 21st-century skills through the use of PBL and use of technology
by teachers across all curricular areas? How has it impacted curriculum and instruction?”
A key educational policy enacted by the Costa Rican government is the NSTF.
The second research question of this investigation concentrated on understanding its
influence on the use of PBL and technology. Costa Rica has attracted many high-tech
MNCs, thereby necessitating a modification in curriculum and instruction. High-tech
MNCs require a workforce with 21st-century skills, and the aim of this particular research
question was to understand how the Costa Rican educational system has adapted to edu-
cate its populace in these skills. The impact on school curriculum and instruction is the
focus of the second part of this research question. This part sought to understand whether
the teaching methodology, PBL, is used during the instruction of STEM education.
Countries that innovate are rewarded (Friedman, 2007), and innovation is one of the key
IMPACT OF GLOBALIZATION 119
student skills required in the 21st century. This research question was analyzed through
the lens of Wagner (2008) and his understanding of 21st-century skills. The work of
Slough and Milam (2013) in PBL also guided the analysis of this research question.
Both Markham (2013) and Thomas (2000) agreed that PBL is an effective peda-
gogical methodology to teach STEM. The effectiveness of PBL comes from student
engagement in real-world, relevant problems that require students to conduct research,
find solutions, and gain a deeper understanding of problem solving (Bender, 2012). Al-
though the literature on PBL has been positive (Thomas, 2000; Markham, 2013; Bender,
2012; University of Indiana, CELL, 2009; Slough & Milam, 2013), this instructional
methodology is not broadly used in every classroom (Slough & Milam, 2013). Through
an educational mandate, the NSTF policy, the Costa Rican government has attempted to
influence the curriculum by requiring that all schools participate annually in this com-
petitive science fair. The fair requires student participation through projects that are eval-
uated by judges. Students must develop a science or technology project for the fair with
the assistance of a teacher. Hence, in essence, teachers must use PBL as they guide
students through the process of selecting a project, researching it, formulating solutions,
and having it ready for submission to the NSTF.
The advent of technology has placed large volumes of data at the fingertips of
students. A key skill required in the 21st century is the ability to access and analyze the
vast amounts of data available. Companies seek graduates with these skills, and the Costa
Rican government is influencing the curriculum to ensure that its populace is acquiring
them. A typical student possessing these skills will exhibit the ability to think critically
and solve a problem, will be a leader and collaborator, will be nimble and adaptable,
IMPACT OF GLOBALIZATION 120
show initiative and curiosity, communicate effectively, and have a process to effectively
access and analyze information (Wagner, 2008). PBL is a means to acquire 21st-century
skills, and Costa Rica is focusing its schools on this methodology through the use of the
NSTF.
The interviews, surveys, and observations provided rich data to analyze. From the
analysis of data collected, the following two themes for Research Question 2 emerged:
The first theme, derived from the data, was that PBL is the main pedagogical tool used to
instruct 21st-century skills. The second theme indicated was that more students are pur-
suing STEM majors in college as a result of the NSTF.
Theme 1: PBL and 21st-Century Skills
PBL is used as the primary tool, especially in the technology area, to teach 21st-
century skills. The instruction of a complicated science project can be difficult and
tedious to a student; however, engaging students through an interesting project that
applies to their daily lives can change the classroom dynamics. The theme of assigning
relevant, real-world projects to teach students 21st-century skills was substantiated
through the following reference points: classroom observation, interviews of students,
school leaders, business leaders, and a government official. The survey results of students
and teachers-administrators also constituted a reference point supporting this theme.
Don Bosco’s educational curriculum was observed to be structured into two areas.
The first is educational theory, whereby students learn through the traditional method of
reading, rote memorization, and some word problem solving. The second area is based
on PBL, whereby a student is expected to select a project, research it, generate solutions,
and conduct a presentation at the end of the project. PBL was the pedagogical method
IMPACT OF GLOBALIZATION 121
used by teachers to prepare students for the science fair, with the teacher acting as a
facilitator for the students. The two students interviewed provided positive evidence
substantiating the theme. Because the projects are very challenging, the teacher might not
know the answer to a problem and the student is expected to conduct his or her own
research and find solutions. This fact was confirmed by José Eduardo Vargas Solis, who
stated:
Sometimes there is information that they do not give us because there are things
one has to investigate and realize them yourself. So we did not just keep the
material given in class but also the research in Internet, watch videos, information
from the TV, and pages well recognized like Discovery [the Discovery Channel]
or things like that.
PBL utilization in the technology area was further confirmed by José Somarribas Esca-
lante: “It is yourself and you investigate what is needed, what problem, how you are going
to solve it, etcetera.” This information demonstrated that 100% of the students were
experienced with the use of PBL in technical classes.
During classroom observations, this researcher witnessed the utilization of PBL
and its effectiveness. During the observation of a 10th-grade software development class,
the researcher observed a student struggling with creating a window field that matched
her graphical unit interface design. Instead of going to the teacher and asking for assis-
tance, the student asked fellow students sitting close to her. Because they did not know
the answer, the student researched it on the Internet, found a solution, applied it, and
solved the problem. This particular student exhibited the use of PBL and acquisition of
21st-century skills by conducting research, collaborating with others, and demonstrating
IMPACT OF GLOBALIZATION 122
initiative and resourcefulness by finding a solution. Because students are exposed to PBL
from early in their academic studies, resourcefulness and research appeared to be fully
embedded in the students. This observation was confirmed by Christian Jimenez’s
comment that “once the student has developed the project and is clearly reflected, . . . we
consider the fact that project-based learning is a part of his everyday life.”
The use of PBL in the classroom and teaching of 21st-century skills were sup-
ported and confirmed by 50% of business leaders who benefit from well-educated stu-
dents. Franklin Chang Diaz commented:
Project based is not just a technical part of a project, but also the execution part,
and the sequencing of the steps, the sequencing of the tasks that you have to do to
accomplish your project in the least amount of time with the least amount of
money. That is a skill that many engineers come out of school without. I think
that we are seeing more and more emphasis in that in Costa Rica.
The 21st-century skills possessed by Costa Rican students and ability to conduct research
was also corroborated by Mary Helen Bialas, who declared “how specifically they follow
project-based learning guidelines and procedures, I do not know. They have got projects
out there. We have over a half a million kids working, so it has to have happened.” The
use of PBL in the classroom was seen as a given, as Alicia Fonseca noted, “Well, I think
that now almost everything is done at that level—that is a little constructivist, isn’t it?
Projects, that is to say, that now almost all learning is through doing.”
The student and teacher surveys supported the interview data that PBL is used in
the classroom. PBL is about engaging students through projects, and a survey question
asked whether the projects that they conducted in class prepared them for NSTF. The
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responses of 237 students validated that PBL is used in the classroom. The data demon-
strated that 66% agreed or strongly agreed with the question; 26% disagreed or strongly
disagreed (see Figure 6).
Figure 6. “Projects in my science class prepared me for the science and technology fair.”
N = 237.
In support of this theme, the teacher survey asked whether the use of PBL had
increased as a result of the NSTF, and the data illustrated that 76% agreed or strongly
agreed (see Figure 7). This result corroborated the findings from the observations and
interviews supporting the theme that PBL is used in the Costa Rican classroom. Valencia
(2011) posited that the goal of the mandated NSTF was to stimulate generations of Costa
Ricans into the use of PBL, as is congruent with the data collected.
The observations, interviews, and surveys all provided evidence that PBL is
utilized in the classroom as the primary pedagogical tool in teaching 21st-century skills to
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Figure 7. “The science and technology fair has positively increased the use of project-
based learning (PBL).” N = 45.
students. One hundred percent of the students interviewed in this study expressed their
support for this theme, and 66% of business leaders indicated support for the theme. The
fact that the use of PBL in the classroom was observed provided additional evidence for
the theme. The survey responses constituted another reference point and established that
the majority of teachers, administrators, and students agreed with the theme. The combi-
nation of this evidence was interpreted as supporting the theme that PBL is the main
teaching method used in the instruction of 21st-century skills, especially STEM.
Theme 2: NSTF and STEM Majors
Students were more interested in pursuing a STEM career in college as a result of
NSTF participation. This theme was echoed throughout the interviews of students, school
leaders, and government officials. One hundred percent of students interviewed provided
positive comments in support of this theme. Additionally, the theme was revealed
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through the analysis of survey responses from students and teachers-administrators. The
reference points for this theme were interviews and surveys. Products and services gener-
ated from a creative workforce can reap major benefits to the local economy. Wagner
(2008) made a connection between STEM graduates and creative innovations. Through
the use of educational policies, Costa Rica is developing its human capital to leverage it
toward the goal of meeting the demands of the labor market, thereby increasing GDP and
the number of jobs. According to the World Bank Group (2006), the challenge that Costa
Rica is facing is generating enough STEM graduates to keep up with the demands of
MNCs. This demand puts pressure on educational institutions to generate more STEM
graduates. Because students are pursuing more STEM majors in college, the theme
demonstrated that Costa Rican educational institutions are responding and doing a good
job at creating interest among its students to pursue a career in STEM.
STEM graduates generate innovative products that help their country progress and
compete in a global economy (Wagner, 2008). This factor is congruent with the goal of
Costa Rican student, José Eduardo Vargas Solis, who was pursuing a career in STEM:
Well, more than anything, in the part of the specialty, to me the electronic part I
liked it a lot. That is why I chose the career I did, because one wants a wider field
to create devices and help different kinds of people.
Yet another student, José Somarribas Escalante, attributed the science fairs to his pursu-
ance of a STEM career:
Thanks to all those science fairs and my involvement in the entire process, well,
not only did I decide to start my electronics career, but it also opened many doors
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for me, like it was to find a good job, a job at Intel. I was able to continue my
studies. It opened a lot of doors for me, the process of scientific science fairs.
Sixty percent of school leaders had witnessed the increased interest in students to
seek a STEM career in college. The interviews of school leaders were the reference
points. According to Don Bosco teacher and school leader, Alejandro Loria,
at the end you can see them more motivated and more interested in going to that
line of study, any engineering, whether it is in electronics or industrial mainte-
nance, computer. Seeing all they can achieve with that knowledge, the students
then focus on engineering.
Christian Jimenez Fonseca, another school leader, validated this opinion:
Yes, there is definitely a tendency, of 95% of these students that continue to study
in these fields, but also that are linked to companies that have to do with technol-
ogy, science, and research. So, then, I believe that there is definitely a relationship
between the kids that have been successful in science fairs and that have come to
know the system and their tendency to continue that road, which later becomes a
successful situation. Meaning that they continue to study that and to have success
in their activities.
The increase in student interest in STEM has been paying off with innovations that have
been patented. Fabrizio Mendez mentioned:
Now, well, important projects that have changed the thinking and interest among
young people have made many contributions at the national level. An example,
more or less, that was not mentioned yesterday concerns two six-grade students
from last year who made an orthopedic apparatus to be used in the hospital. The
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product was subsequently jointly patented by the student inventors and the hospi-
tal.
Fifty percent of government officials supported this theme by stating how govern-
ment promotion of the science fair has made a significant increase in students seeking
STEM careers in college. According to Professor Johnnatan Monge, who was also the
General Coordinator of the NSTF, out of all students who present their projects at the
national level, over 60% of them seek STEM careers in college:
Ever since the law of promotion of scientific and technology development—we
are talking about 1990, up to today, in which the science fairs make up a part of
that process—there has been a significant increase in the number and type of
students pursing scientific careers, in general.
He presented the following statistic:
After the science fair process, a large percentage—I could not estimate how much
—it is a risk to think of a number, but a great percentage of that population, maybe
over 60% of them, end up convincing themselves that their career is in the scien-
tific field, engineering field, or a field within science.
Of significant importance to note is the high increase in interest among female students,
as indicated by Professor Monge:
What is important to point out in these changes is that there has been a significant
increase in the participation of the female population because, before 1990, the
percentage of male scientists or technologists was very disproportionate—maybe
of a 70%-to-30% female ratio. Now, the tendency has been balanced, we could
IMPACT OF GLOBALIZATION 128
say that they are in very similar percentages—almost 50/50, predominantly
women, in these careers.
This fact bodes well for Costa Rica because the production of STEM graduates can
increase rapidly if 50% of the population, females, are pursing STEM degrees. Yet
another government official, Silas Martinez, noticed a connection between the NSTF and
student career choice when he remarked:
From the conversations we have had with them, but it is simply an experimental
observation. They say that there is a very strong influence in their career decision,
in the transformation of their vision of what is science, math, technology.
The comments by these two government officials, captured through interviews,
constituted the reference points for this theme. Both of these government officials serve
or have served as General Coordinator of the NSTF, a position that affords them in-depth
operational knowledge regarding the outcomes of the NSTF initiative. Additionally, they
are both UCR professors, and this combination allows them access to statistics that
proved very valuable for this study.
Students were surveyed to further comprehend the impact of the NSTF in their
choice of college study. The great majority of students (76%) agreed or strongly agreed
that their interest in pursuing a STEM major in college was positively influenced by their
participation in the science fair (see Figure 8). This sentiment paralleled what Professor
Monge stated during his interview. Ten percent of participants responded that they did
not know, perhaps indicating ambivalence on their future area of study. Thirteen percent
of respondents reported that the science fair had not piqued STEM interest in all students.
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Figure 8. “My interest in studying STEM subjects in college increased due to my partici-
pation in the science and technology fair.” N = 237. STEM = science, technology,
engineering, and math.
Teachers were also surveyed to inquire whether the NSTF created student interest
in pursing a STEM major in college. Congruent with the findings of the student survey,
80% of the teachers agreed or strongly agreed (see Figure 9). To further comprehend the
benefits of the science fair on student education, the teachers were asked if the fair helped
in preparation for postsecondary education. An overwhelming number of teachers (92%)
agreed or strongly agreed with the question (see Figure 10). This result convincingly
demonstrated the value of the science fair toward preparing students for college. The
combination of increased student interest in STEM majors in college and preparation for
postsecondary education bodes very well for the NSTF.
One hundred percent of the students interviewed commented that the NSTF
increased their interest to pursue a career in STEM. Additionally, school leaders posited
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Figure 9. “Students who participate in science and technology fairs show an increased
interest in studying STEM-related fields in college.” STEM = science, technology,
engineering, and math.
Figure 10. “The science and technology fair has been beneficial in preparing students for
postsecondary education.”
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that they noticed an increased enthusiasm in students. This opinion was echoed by 50%
of government officials who also noticed an increased interest among students to study
STEM in college. The interview data were corroborated through student surveys and
teachers–administrators surveys. The data were interpreted to support the fact that the
NSTF has increased interest in students to pursue STEM studies in college that can lead
to a career in STEM. The theme was validated through interview and survey data.
Discussion: Research Question 2
The data collected through the interviews of students, school leaders, government
officials, and business leaders resulted in evidence demonstrating that the NSTF has
shifted the curriculum toward PBL. The use of PBL in the classroom as the primary
pedagogical tool to teach 21st-century skills was a theme that was revealed through the
analysis of the data. This theme was supported through personal classroom observations
and surveys of students and teachers-administrators. The survey responses from students
and teachers-administrators, ranging from a high of 92% to a low of 66%, validated that
the NSTF has positively influenced the use of PBL in the curriculum. Validated by data
from interviews of students, school leaders, and government officials, the second theme
illustrated that the science fair has increased student interest in STEM majors in college.
This theme emerged in the analysis of the student surveys and teachers–administrators
surveys as well. In line with the goals of the mandate to participate in the science fair,
Costa Rican educational institutions are using PBL to teach 21st-century skills, which are
increasing interest in students to pursue a career in STEM, which ultimately produces a
more well-educated workforce qualified to take advantage of MNC job opportunities.
These two themes with evidence from key stakeholder interviews, surveys, and personal
IMPACT OF GLOBALIZATION 132
observations supported the findings that PBL is the preeminent pedagogical methodology
used in technical classes and that the NSTF has made STEM feasible subjects of study in
college.
Results: Research Question 3
Research Question 3 pondered, “How has the NSTF policy changed the value for
STEM education for students, teachers, and educational leaders?” Costa Rica has
invested financial and human capital resources in the NSTF. The impetus for the NSTF
and its mandate for all schools to participate was human capital development with an aim
to create a workforce with 21st-century skills, particularly in STEM. The key to success-
ful policy implementation is the perception of those on the front lines who are tasked with
implementing the policy. The major frontline stakeholders in this study were students and
school leaders, including teachers. If these key stakeholders do not see value in the out-
comes of the policy, the policy will likely fail. The third research question investigates
changes in the value of STEM by these key stakeholders as a result of the policy.
This research question was analyzed through the prism of the frameworks of
Spring (2008) and Slough and Milam (2013). The globalization of education brings
opportunities and helps to level the playing field for all countries because access to infor-
mation is readily available through the Internet. Countries seek to gain a competitive
advantage by educating their populations and producing a workforce that possesses 21st-
century skills (Spring, 2008). The importance of STEM education is well understood by
countries, and the nation with the largest GDP, the United States, spent $3 billion in 2010
to increase student interest in STEM (Scott, 2013). Although STEM can be complicated
IMPACT OF GLOBALIZATION 133
to teach, Slough and Milam found that PBL is the best instructional method to teach
STEM.
Costa Rica is a very progressive country that implements best practices in educa-
tion. The implementation of a mandated NSTF indicates that Costa Rica understands the
crucial role that PBL plays in teaching STEM. Clifton (2011) posited that the main goal
of a country is to provide good-paying jobs for its citizens. STEM careers lead to good
paying jobs, and Costa Rica’s government understands this concept; hence, it mandated a
science fair policy with the objective to increase interest in STEM education. The percep-
tion of key stakeholders, students and school leaders, was revealed during the analysis of
the data collected. The evidence of the success of the NSTF and how it changed the
perceptions of both students and teachers was illustrated through two themes that
emerged from the data analysis. The first theme revealed that students are enthusiasti-
cally learning about STEM as a result of the NSTF. This theme was indicated through the
analysis of interview responses of students, school leaders, and government officials and
was further supported by teachers–administrators surveys and student surveys. The
second theme demonstrated that students and educational leaders have witnessed in-
creased enthusiasm in STEM among faculty as a result of the NSTF. Students and school
leader interviews provided the evidence for this theme, as well as the responses to student
surveys and teachers–administrators surveys.
Theme 1: Students and STEM Education
Students were enthusiastically learning about STEM as a result of NSTF. For
Costa Rica to be competitive in a globalized marketplace, it must generate more STEM
graduates to meet the demands of the MNCs. This process begins with ensuring that the
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key stakeholders, students, are eager to learn STEM. Costa Rica is optimistic that the
NSTF will generate STEM enthusiasm among students. There was a recurring theme
among students, school leaders, and government officials, manifested through interview
responses, that students have increased their level of enthusiasm for STEM education as a
result of their participation in the NSTF. The theme also emerged through the analysis of
survey responses of students and teachers-administrators.
The two students interviewed for this qualitative study provided comments sup-
porting the theme. José Eduardo Vargas Solis, who was studying technology in college,
noted:
And, well, that is what happens with my degree. I sometimes go to bed late study-
ing and things like that, but I like what I do, so I do not have a problem doing it.
And science fairs did help me a lot to choose what degree I wanted to study.
This testimony illustrates that once a student is interested in and committed to a STEM
degree, the amount of effort and long hours are no longer a deterrent. It also demonstrates
that the NSTF generated interest in STEM education and had an impact on the type of
major studied in college. The theme of increased enthusiasm about STEM, combined
with students’ willingness to continue STEM studies in college, was a significant valida-
tion of the benefits of NSTF. The educational science fairs motivate students to learn
STEM, as echoed by student, José Somarribas Escalante: “They motivate us with the
ISEF thing.” He added:
So, from that point they do motivate us a lot and they focus on that, so they give us
special education. We have tutoring that are outside the normal academic pro-
gram in an effort to produce a project of better quality.
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This particular student explained that the NSTF strengthens and heightens enthusiasm as
he voiced, “But more than changing my interest, what it has done is—it has increased it
more. It has propelled it; it has given it more strength. It has given me more motivation.”
José Somarribas Escalante’s comments captured the general theme that as a result of the
NSTF, students were more enthusiastic about learning STEM.
Students’ enthusiasm for STEM was noticed by 40% of school leaders. Teacher
Carlos Acosta observed, “The changes in young people, at this time, after participating in
a science fair, and things like that—they change completely. I feel they gain a great
enthusiasm for life, all things like that.” Other school leaders communicated the effects
of NSTF on students in terms of how positive it has been. Alejandro Loria articulated,
“The school has been making institutional science fairs for more than 20 years and the
reaction of people here is always positive.” Twenty-five percent of government officials
echoed this sentiment, with Alicia Fonseca expressing “a national science fair bringing
their projects, and they come to these companies, and we have judges, and you see that
the students are more interested in studying.”
Students were asked various questions in a survey about their interest in and the
importance of STEM education, as well as how it has affected their life. A key question
supporting student enthusiasm toward STEM as a result of the NSTF was whether stu-
dents are more interested about STEM education since participating in NSTF. Out of 237
student respondents, 73% agreed or strongly agree that the NSTF had increased their
enthusiasm about STEM education (see Figure 11).
To understand the value of STEM education in students’ lives and therefore their
enthusiasm, a survey question asked whether the NSTF had had a positive impact in their
IMPACT OF GLOBALIZATION 136
Figure 11. “I am more interested in STEM subjects since participating in the science and
technology fair.” N = 237. STEM = science, technology, engineering, and math.
lives. A resounding 94% of student participants agreed or strongly agreed that NSTF has
had a positive effect on their lives (see Figure 12).
Because the NSTF is directly related to STEM education, the answer to survey
question two is interpreted as illustrating the enthusiasm students display toward the
NSTF and STEM education. Yet another data collection point zeroed in exclusively on
how important STEM education has been on the students’ overall education. Echoing the
positive responses in this particular area, 85% of respondents either agreed or strongly
agreed that STEM education had been an important part of their education (see Figure
13). The responses to survey question 1 was interpreted as students placing a high value
on STEM education. This is further interpreted as students demonstrating enthusiasm
about STEM education because of the high value they place on learning STEM.
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Figure 12. “Participation in the science and technology fair has had a positive effect on
my life.” N = 237. STEM = science, technology, engineering, and math.
Figure 13. “STEM instruction has been an important part of my education.” N = 237.
STEM = science, technology, engineering, and math.
IMPACT OF GLOBALIZATION 138
The teachers–administrators survey responses indicated similar evidence in
support of increased enthusiasm by students in learning STEM. One question on the
survey asked whether student participation in the NSTF influenced student engagement in
STEM education. Paralleling the positive responses in the student survey, 86% of re-
spondents agreed or strongly agreed (see Figure 14). This result strongly indicated that
the NSTF influences student engagement in STEM education, which was interpreted to
originate from the increased student enthusiasm about STEM. Teachers-administrators
were asked if STEM interest had increased as a result of the NSTF mandate. The major-
ity of respondents (65%) agreed or strongly agreed (see Figure 15).
The increased interest in STEM education was interpreted to illustrate increased
student enthusiasm in STEM. This particular question had 27% of participants answering
that they did not know. This response was interpreted to indicate that there was increased
student interest but the respondents were not sure that it could be attributed to the NSTF.
Overall, the evidence from the interviews of students, school leaders, and government
officials combined with the positive responses to the student and teachers–administrators
surveys were interpreted as supporting that students were more enthusiastically learning
about STEM as a result of the NSTF.
Theme 2: STEM Education and Teacher Enthusiasm
Both students and educational leaders have witnessed increased enthusiasm in
STEM education among faculty as a result of the NSTF mandate. The analysis of student
and school leader interviews revealed this theme. Student and teacher–administrator
survey responses also illustrated this theme. The reference points for this theme were
interviews and surveys. The key stakeholders in providing a good STEM education for
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Figure 14. “Science and technology fair participation influences participation in STEM
education.” STEM = science, technology, engineering, and math.
Figure 15. “Interest in STEM has increased as a result of the National Science and
Technology Fair mandate.” N = 237. STEM = science, technology, engineering, and
math. students are teachers.
IMPACT OF GLOBALIZATION 140
NSTF policy can only be successful if this policy gains traction among teachers. Re-
search Question 3 sought to understand the value that teachers placed on STEM education
and whether the NSTF policy had changed the value.
During the data analysis, a theme emerged that teachers had been positively influ-
enced by the NSTF and, as result, had shown enthusiasm for STEM education. One
hundred percent of students interviewed voiced support for this theme. José Somarribas
Escalante expressed the following sentiment about his teacher, Alejandro Loria:
Something that always amazed me of Alejandro, like you tell me, is that we would
go outside of the scheme, that is, we would go outside the normal curriculum and,
okay, you want to do something on automation that is not in the curriculum but I
will teach it to you. So, Alejandro would give more and we would give more, so
we could learn, too. So, that extra effort was what made us get farther, obviously
from both sides, the professors and ourselves.
Teachers shared their insights and experiences with the students to help them
move along their STEM projects at the Intel ISEF. Another student, José Eduardo Vargas
Solis, mentioned, “I mean that part of their experience in electronics did help us a lot, and
that was how we got to the International Fair.”
The vast majority of school leaders (80%) also provided comments in support of
the theme. According to Don Bosco Principal, Christian Jimenez Fonseca, the NSTF
produces an innate competitive feeling among teachers:
I believe that the greatest effect is the challenge in terms of two things. First, the
fact that we made these projects today and that we are at this level. For the fol-
lowing year we want to make other projects, and we want to be in another level
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that requires the teacher to have better qualifications and besides that, it requires
that the teachers have a different relationship with the students.
Teacher enthusiasm was demonstrated also through their willingness to update their skills
that would enable them to provide better guidance for students. Christian Jimenez Fon-
seca added: “I believe that there is also a situation of self-discipline in teachers where he
has to be updated, and he is always receiving feedback because the situation itself requires
him to be one step ahead.”
Jorge Emilio Fonseca, Don Bosco’s Technology Director, echoed this sentiment:
“So it is more motivating, and the teachers who get this rhythm of work are also moti-
vated—not only their students. They are also people who get updated by themselves.”
The innovation and eagerness that comes from the students propel teacher enthusiasm,
according to Don Bosco’s Academic Director, Fabrizio Mendez:
We saw the teachers 100% involved and then the projects that they did, right?
That way when a student made a determined project, that motivated them and the
importance of being able to try to raise up and to be able to try to give them some
type of benefit at the national level.
The theme that students and educational leaders had witnessed increased teacher enthusi-
asm in STEM was further validated by students’ responses to the survey. A key indicator
of increased teacher enthusiasm was whether STEM classes had improved as a result of
the NSTF mandate. On a student survey asking students whether STEM classes had
improved as a result of the NSTF, 64% agreed or strongly agreed (see Figure 16). The
percentage of students stating that they did not know (18%) was interpreted as agreeing
that the classes had become better but they did not know whether the NSTF attributed to
IMPACT OF GLOBALIZATION 142
this improvement. Students are the ultimate recipients of instruction and provide the
most in-depth data points on teacher enthusiasm.
Figure 16. “Science classes at the school I attended have improved as a result of the
National Science and Technology Fair policy.”
The survey further inquired whether teacher involvement was an important part of
student preparation for the NSTF. Similar to the evidence provided during interviews,
83% of students agreed or strongly agreed that teachers had played a valuable role to
prepare them for the NSTF (see Figure 17). This is interpreted as demonstrating teachers’
enthusiasm about STEM education since all NSTF projects are STEM related.
The support for this theme was further accentuated by three key survey questions
asked of teachers-administrators. These questions targeted their perceptions and view-
points. One survey question asked whether teachers benefitted from participating in the
NSTF. This question provides deeper insight into the value placed by teachers-adminis-
trators on the NSTF by correlating it to a perceived self-benefit. Respondents resound-
ingly agreed or strongly agreed, with 80% of positive responses (see Figure 18). This
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Figure 17. “My teacher was an important part of my preparation for the science and
technology fair.”
Figure 18. “Teachers benefit from participating in science and technology fairs.” N = 45.
IMPACT OF GLOBALIZATION 144
result was interpreted as indicating that through teachers’ perceptions of a self-benefit, the
NSTF has increased teacher enthusiasm.
Another valuable question that provides more insightful information was whether
the NSTF has increased teachers’ knowledge about STEM education. This information is
valuable because the distribution of knowledge begins with teachers, who then pass this
knowledge on to students. Although the majority of teachers-administrators (54%) agreed
or strongly agreed with the question, this question did not have strong support (see Figure
19). However, the responses were interpreted as further supporting the theme that teach-
ers had increased enthusiasm in STEM as a result of NSTF because the majority of them
had reported gaining knowledge in STEM.
Figure 19. “As a result of the national science and technology fair mandate, there has
been an increase in teachers’ knowledge of STEM education.” N = 45. STEM = science,
technology, engineering, and math.
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Support for initiatives from administrators can influence the perception of teach-
ers and consequently affect their efforts and enthusiasm. A key survey question asked
was whether administrators demonstrated an increased awareness and support of STEM
education as a result of the NSTF. This question generated a very positive response, with
72% agreeing or strongly agreeing. This question was crucial because teacher enthusiasm
can wane if teachers perceive a lack of interest from administrators on STEM education.
Discussion: Research Question 3
Policies will be successful only if key stakeholders are supportive of the initia-
tives. The NSTF has been a success for the Costa Rican government and economy; how-
ever, evidence supporting this success has been absent. Research Question 3 aimed to
research how the NSTF policy changed the value of STEM education by students, teach-
ers, and educational leaders. The results were positive with the data revealing that stu-
dents were enthusiastic about learning STEM as a result of the NSTF mandate. This
theme emerged from the analysis of interviews of students, school leaders, and govern-
ment officials. Surveys of students and teachers-administrators provided additional
points of reference for the theme.
Analysis of the data further revealed that students and educational leaders wit-
nessed increased enthusiasm in STEM among faculty as a result of the NSTF policy.
Interviews of students and school leaders provided the points of reference for this theme.
Data analysis of survey responses from students and teachers-administrators revealed and
supported the theme. This finding is extremely valuable to Costa Rica because it proves
that buy-in for the NSTF has been achieved from key stakeholders: students and teachers.
The evidence from key stakeholder interviews and surveys revealing the themes
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supported the findings that the participants of this study placed a high value on STEM
education and that the NSTF has increased student exposure to STEM education and
made STEM feasible subjects of study in college.
Chapter Summary
The advent of globalization has been not only beneficial to Costa Rica but also
challenging. The country has reacted very progressively in opening its market to MNCs
and creating very enticing incentives to lure them to its soil. The success of its incentives
have created a challenge for its educational system due to the high demand from MNCs
for graduates with 21st-century skills, especially those with a STEM education. The
government has adjusted accordingly and mandated a NSTF policy to influence its educa-
tional system to increase interest in STEM education and generate more STEM graduates.
The focus of this research was to investigate the success of governmental policy in educa-
tion.
The investigation, data collected, and subsequent analysis of the data yielded three
findings. The first finding of this research was that the NSTF has increased student ex-
posure to STEM education and made STEM feasible subjects of study in college. The
evidence for this finding was revealed during the analysis of the data collected to answer
Research Questions 2 and 3. The second research question investigated the impact of the
NSTF policy on curriculum. The second theme of Research Question 2 was very power-
ful and spoke to the future of Costa Rica. Evidence illustrated that students were more
interested in pursuing a STEM career in college as a result of the NSTF policy. This
finding was interpreted as students realizing that STEM is a good subject of study in
college that can lead to a good career.
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The third research question investigated the value of STEM education among
students, teachers, and educational leaders. The themes from Research Question 3 pro-
vided evidence for this finding, with the first theme illustrating that all students were
enthusiastic about learning STEM as a result of the NSTF policy. Student enthusiasm
was interpreted as students viewing STEM as a good subject of study in college. Addi-
tionally, the second theme revealed that students and educational leaders had witnessed
increased enthusiasm in STEM among faculty as a result of NSTF. Teacher enthusiasm
was interpreted as willingness to expose students to more STEM education. The themes
and evidence supported the finding that the NSTF policy has increased student exposure
to STEM education and has made STEM feasible subjects of study in college.
The second finding was that the participants of this study placed a high value on
STEM education. This finding was supported by three themes that were revealed during
data analysis for Research Questions 1 and 3. The first research question focused on the
impact of globalization, MNCs, and the educational policy. Two general themes emerged
from the data analysis, with the second theme illustrating that there was agreement among
students, school leaders, government officials, and business leaders on the benefits of
STEM education for the country’s economy. The theme was interpreted as these stake-
holders’ understanding of the value of STEM education.
This theme was further supported by the two themes and evidence that resulted
from the analysis of data for Research Question 3. The first theme revealed that students
were enthusiastically learning about STEM as a result of the NSTF. Teachers also dem-
onstrated enthusiasm about STEM education, which was the second theme. The themes
illustrated that Costa Rica successfully attained buy-in from all key constituents, with all
IMPACT OF GLOBALIZATION 148
stakeholders moving toward human capital development and economic growth. Buy-in
from key stakeholders was interpreted as these key constituents valuing STEM education.
The evidence for these three themes supported the finding that the participants of this
study placed a high value on STEM education.
The third finding was that PBL was the preeminent pedagogical methodology
used in technical classes. The evidence from Research Question 2 and the theme
originating from this research question supported this finding. The first theme in re-
sponses to Research Question 2 was that PBL is used as the primary pedagogical tool
used to teach 21st-century skills, especially in the technology area. This issue is very
positive because the literature views this methodology as the most successful in teaching
STEM education (Markham, 2013; University of Indiana, CELL, 2009; Thomas, 2000).
This finding was also supported via classroom observations, with the researcher observ-
ing the use of PBL in technical classes. The theme and evidence supported the finding
that PBL is the preeminent pedagogical methodology used in technical classes.
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CHAPTER FIVE: DISCUSSION, IMPLICATIONS, AND CONCLUSIONS
Globalization is a powerful force that has affected the world’s economies in the
areas of production, consumption, and investment (Spring, 2008). As a consequence of
globalization, MNCs have the ability to establish operations in foreign countries (Fried-
man, 2007). The establishment of a MNC operation in a foreign country creates a posi-
tive economic benefit for the host country because of the investments made by the MNC
(Monge-González & González-Alvarado, 2007; Nelson, 2005; Rodríguez-Clare, 2001).
Costa Rica has been successful in attracting high-tech MNCs and transforming its econ-
omy from an agricultural economy to a knowledge-based one (Monge-González &
González-Alvarado, 2007; Nelson, 2005). The effects of a MNC operation reach beyond
economic considerations. They influence the culture, geopolitical spectrum, and social
mores that encompass the educational system (Spring, 2008). These foreign corporations
created demand for a 21st-century workforce with STEM knowledge and abilities
(OECD, 2012). Costa Rica is not supplying enough STEM graduates to meet the demand
of MNCs (World Bank Group, 2006). This issue has exerted substantial pressure on the
Costa Rican educational system to develop human capital with 21st-century skills and to
produce more STEM graduates (Monge-González & González-Alvarado, 2007; OECD,
2012).
According to Sandoval (2005), Costa Rican students demonstrated very low
interest in STEM fields of study. The government of Costa Rica has mandated participa-
tion in the NSTF in an effort to increase interest in STEM education, develop a knowl-
edgeable citizenry with 21st-century skills, and produce more STEM graduates (Valencia,
2008, 2011). The fact that supply and demand for STEM graduates is incongruent poses a
IMPACT OF GLOBALIZATION 150
challenge for Costa Rican economic growth (OECD, 2012). The government’s goal with
the NSTF policy is to fuel economic growth by supplying a 21st-century skilled work-
force to MNCs. This research is valuable because the literature on science fairs and the
impact of these fairs has been minimal. The research by Bellipanni and Lilly (1999)
found increased STEM excitement among participants in science fairs, and Sahin’s
(2013) research indicated a relationship between participants and their desire to seek a
STEM degree in college. Costa Rica has made considerable investments in the NSTF
(Valencia, 2011), but there has been a lack of research on whether the NSTF has created
increased interest in STEM studies.
The research conducted during this study focused on the problem that Costa Rica
faces in terms of STEM education interest, the impact of globalization and MNCs, and
the result of the NSTF policy. The study examined the impact of globalization and MNCs
on the educational system of Costa Rica. The study also investigated the impact of the
NSTF policy and its influence on school curriculum, specifically the use of PBL as a
pedagogical methodology to teach 21st-century skills. Finally, the value placed on STEM
education by students, teachers, and educational leaders, as a result of the NSTF policy,
was analyzed. These areas of focus were important to investigate due to the severe
impact they can have on the future economic growth of Costa Rica.
The purpose of the study was to investigate the influence of the NSTF policy on
instruction and, in particular, whether PBL was used in the classroom. The impact of
globalization on schools and the influence of MNCs on the curriculum and instructional
practices of schools were also investigated. The study was guided by the following three
research questions:
IMPACT OF GLOBALIZATION 151
1. To what extent do teachers implementing STEM curriculum trace their prac-
tices back to the influence of policy, globalization, and MNCs? To what extent do people
in Costa Rica believe the economic growth of Costa Rica and STEM education are
related?
2. How has mandating the NSTF participation influenced implementation of
21st-century skills through the use of PBL and the use of technology by teachers across all
curricular areas? How has it impacted curriculum and instruction?
3. How has the NSTF policy changed the value for STEM education for students,
teachers, and educational leaders?
The best approach to utilize when conducting research with multiple sources of
data collection and analysis while establishing clear boundaries is a case study (Creswell,
2009). A qualitative approach was the methodology used for this study. The data collec-
tion instrumentation for this qualitative case study consisted of semistructured interviews
that included students, school leaders, policy-government officials, and business leaders;
surveys targeting teachers-administrators and students; and observations of classrooms
and the Intel ISEF. The protocols were aligned with the theoretical frameworks and the
three research questions (see Tables 1–3 and Appendices G-H). These three data collec-
tion instruments helped to triangulate the data. The data gathered from different stake-
holders and their perspectives aided in conducting an in-depth analysis of the research
questions. Data were collected from various geographical locations of Costa Rica: San
José, Sixaloa, and San Carlos. The acquisition of data from such a broad range of geo-
graphical areas allowed for a more comprehensive study that enabled the research team to
gauge the impact of the NSTF policy, globalization, and MNCs across the entire country.
IMPACT OF GLOBALIZATION 152
Overall, there were 237 student surveys conducted from three very disparate areas of
Costa Rica. The focus was on students who participated in the Intel ISEF; therefore, all
the schools studied were high schools that were successful in sending students to the Intel
ISEF competition. The juxtaposition between the San José school, Don Bosco, and the
Sixaloa school, Liceo Académico, was particularly noticeable, with Don Bosco being an
inner-city school and Liceo Académico being in a very rural area. The resources available
to each school were very different also, with Don Bosco exhibiting more resources in
terms of equipment, benefactors, and funding. Additionally, teachers were surveyed with
45 participating. The study also consisted of nine classroom observations.
The interviewees for the study were key stakeholders of the Costa Rican economy:
(a) students José Somarribas Escalante and José Eduardo Vargas Solis; (b) school leaders
Alejandro Loria Jimenez, Carlos Acosta, Christian Jimenez Fonseca, Jorge Emilio Fon-
seca, and Fabrizio Mendez; (c) policy-government agency representatives Dr. Alicia Fon-
seca, Sylvia Arguello Vargas, Johnnatan Monge, and Silas Martinez; and (d) business
leaders Vanessa Gibson, Franklin Chang Diaz, and Mary Helen Bialas. The collection of
data from such a broad spectrum of the economy, from students who were being prepared
to enter the workforce, to government officials setting educational policy, to those asked
to prepare the workforce, and finally to those who were hiring the students allowed for an
in-depth investigation of the entire economic circle of Costa Rica. Ultimately, this study
should provide a unique perspective on the influence of globalization, MNCs, and the
NSTF policy.
IMPACT OF GLOBALIZATION 153
Discussion of Findings
Chapter 4 presented the results of the research, listing the themes that surfaced
from the investigation of each research question. The data collected provided the evi-
dence to answer each research question. There were three findings that emerged from the
themes and analysis of the data. The first finding was that the NSTF has increased stu-
dent exposure to STEM education and made STEM feasible subjects of study in college.
The second finding was that PBL is the preeminent pedagogical methodology used in
technical classes. The third finding of this investigation was that the participants of this
study placed a high value on STEM education.
The NSTF has increased student exposure to STEM education and made STEM
feasible subjects of study in college. The exposure to STEM-based projects, experience
from presenting science projects at various national competitions, and the trip to the Intel
ISEF had empowered the students interviewed for this study. The students had gained
confidence, understood the importance of STEM globally, and were more willing to
pursue STEM studies in college. Sandoval (2005) and the World Bank Group (2006)
presented a Costa Rica that was struggling to produce enough STEM graduates to meet
MNC demand. The OECD (2012) posited that there was incongruence between STEM-
educated workers and labor market demands.
This research discovered that both students interviewed were pursuing a STEM
major in college, and Professor Johnnatan Monge had witnessed an increase in students
pursuing STEM studies in college. Furthermore, analysis of the data collected revealed
that students were more interested in pursuing a STEM major in college as a result of the
NSTF policy. While the literature presented a lack of STEM graduates, the data collected
IMPACT OF GLOBALIZATION 154
during this investigation were interpreted as demonstrating a shift in student attitudes
toward STEM. Monge-González and González-Alvarado (2007) described a Costa Rican
educational system focusing on producing graduates with 21st-century skills, especially in
STEM. The shift in student attitudes toward STEM was attributed to the strategic focus
of the educational system to produce more STEM graduates, which resulted in the estab-
lishment of the NSTF. The NSTF has immersed students in STEM education and has
increased their awareness of career choices in this field of study. This finding confirms
that the NSTF policy has influenced the curriculum with respect to STEM.
The second finding was that the participants in this study placed a high value on
STEM education. Data collected from interviews and surveys demonstrated that there
was unanimous agreement among students, school leaders, government officials, and
business leaders of the value of STEM education with regard to economic growth. Costa
Rica implemented the NSTF policy to increase interest in STEM (PRONAFECYT, 2012)
and to attract high-tech MNCs (CINDE, 2013). Friedman (2007) and Wagner (2008)
posited that human capital—the skill set that an individual possesses—is the currency that
countries have to grow their economies. STEM-educated citizens are extremely valuable
to an economy because of the innovations and creativity that they generate (Wagner,
2008). There was undivided support for STEM education and participation in science
fairs by students, school leaders, government officials, and business leaders.
Costa Rica has shifted to a knowledge-based economy (OECD, 2012).
Knowledge-based economies rely on citizens’ innovations to remain competitive in a
global landscape (Friedman, 2007; Wagner, 2012). Bybee (2010) listed a plethora of
areas where STEM innovations could make significant contributions. The literature
IMPACT OF GLOBALIZATION 155
illustrated the value of STEM education; equally, the participants in this study placed a
high value on STEM education. Therefore, the finding was congruent with the literature.
The evidence collected during this investigation confirmed that the NSTF policy changed
the value that students, teachers, and educational leaders placed on STEM education.
The third finding was that PBL is the preeminent pedagogical methodology used
in technical classes at Don Bosco. Classroom observations at Don Bosco revealed a dif-
ference in pedagogical methodology, with technical classes using STEM PBL while
nontechnical classes were using a traditional teaching model. Students and school leaders
interviewed for this study confirmed the use of PBL in technical classes. Markham
(2013); Thomas (2000); and the University of Indiana, CELL (2009) ascertained that PBL
is the proven pedagogical method to teach STEM. PBL engages students by using real-
world, relevant, challenging problems that provide hands-on activities and moves stu-
dents into deeper inquiry while acquiring 21st-century skills (Bender, 2012; Markham,
2013). PBL was observed in the technical classes at Don Bosco with students working on
a payroll software development project. The students were coding, interacting with one
another, researching on the Internet, and involving the teacher only when peers or their
own research would not yield an answer. These are the 21st-century skills required of any
student to be successful in a competitive global environment (Wagner, 2008).
The STEM PBL framework by Slough and Milam (2013) was observed with
students working collaboratively with a group of peers, researching potential solutions,
and presenting their work. The technical classes at Don Bosco were congruent with the
literature in implementing PBL to engage students in STEM education. However, the
nontechnical classes were still using a conventional teacher-student model. A classroom
IMPACT OF GLOBALIZATION 156
observation of an English-as-a-second language (ESL) class exhibited traditional methods
of instruction with students working alone on word problems. There were no signs of
PBL. Unfortunately, this observation was congruent with the findings of Slough and
Milam (2013), who noted that PBL is not used in all classrooms. The NSTF policy has
influenced the curriculum to use PBL to teach 21st-century skills but, unfortunately, the
policy has influenced only the technical classes.
Implications for Practice
Costa Rica has one of the highest per capita income in Latin America (IMF,
2013a). The Central American country has leveraged globalization to attract FDI. The
establishment of MNCs operations such as Intel has been very beneficial for Costa Rica
(IMF, 2013a). MNCs have created higher demand for STEM graduates (Rodríguez-
Clare, 2001). Costa Rica enacted the NSTF policy to influence the curriculum and
increase interest in STEM education (Valencia, 2011). Two implications for practice are
presented. The first is that science fairs are effective at raising awareness and promoting
STEM education. The second is that PBL has been a successful pedagogical methodol-
ogy to teach students STEM.
This study informs the practice of government officials, educators, and Intel by
providing evidence and presenting themes and findings that can assist in establishing
future public education policy and aid in decision-making. The MEP and the Ministry of
Science and Technology can use this study to assist in future policy decisions, monetary
and labor investments, and staff development. Teachers and school administrators can be
informed by this study as to the effectiveness of STEM PBL practices in the classroom.
CINDE can use this research to ascertain students’ value of STEM education and help
IMPACT OF GLOBALIZATION 157
guide its promotional message to MNCs. Intel can be informed by this study to gauge
whether its investment in the NSTF is having a positive influence on STEM education.
Universities can use this study as a predictor for future demand for STEM majors by high
school graduates.
The first implication for practice is that science fairs are effective at raising
awareness and promoting STEM education. This implication links to the first finding that
revealed that the NSTF policy has increased student exposure to STEM education and has
made STEM feasible subjects of study in college. The MEP invests significant monetary
and human resources in the NSTF, and this implication assures that the investment suc-
cessfully raises awareness of STEM education. Increased STEM awareness has posi-
tively influenced students to consider pursuing a STEM field of study in college. To
influence college enrollment in STEM majors, the MEP should create STEM grants to be
awarded to colleges that demonstrate increased enrollment in STEM majors. This impli-
cation also serves to inform Intel that the corporation’s STEM equipment donations to
schools, monetary investments in the NSTF, and teacher STEM training have created
positive student outcomes in STEM preparedness. Intel’s corporate responsibility should
serve as a successful model that is contributing to the human capital development of
Costa Ricans, and the government should lobby other MNCs to imitate it.
The second finding—that the participants in this study placed a high value on
STEM education—ties to the implication that science fairs are effective at raising aware-
ness and promoting STEM education. High school and college counselors should capital-
ize on the high value that students have for STEM education by steering them toward
STEM fields of study in college. This study focused on NSTF participants; therefore,
IMPACT OF GLOBALIZATION 158
colleges should focus their efforts toward recruiting NSTF participants and shepherding
them into STEM majors. The Minister of Science and Technology should use this impli-
cation to boost funding in STEM equipment for all schools throughout the country. Don
Bosco has a good partnership with Intel, and the MNC donates STEM equipment to the
school. However, rural schools such as Liceo Académico in Sixaloa do not have this
luxury. In order to provide equal opportunities to all Costa Ricans and increase human
capital development, the MEP and the Minister of Science and Technology should find
funding sources to afford all schools the same type of STEM equipment.
The second implication is that PBL has been a successful pedagogical methodol-
ogy to teach students STEM. This implication links with the third finding indicating that
PBL is the preeminent pedagogical methodology used in technical classes. The observa-
tions of the technical classes revealed abundant energy and enthusiasm by students and
teachers. In contrast, the observations of traditional academic classes revealed the oppo-
site. For example, in an ESL class, the teacher was disengaged and simply allowed the
students to watch television. While technical classes used PBL, the traditional academic
classes used traditional methods of learning characterized by reading, rote memorization,
and some word problem solving. Although popular in the STEM fields, PBL can suc-
cessfully be applied to traditional academic classes. The recommendation is to inculcate
PBL strategies into traditional academic courses and engage students in projects. PBL
has demonstrated successful student outcomes in technical classes, and the research
themes revealed that students and teachers are responding positively to PBL.
PBL training should be offered to all teachers in Costa Rica. The incorporation of
PBL components into the curriculum should be modeled, and student project samples
IMPACT OF GLOBALIZATION 159
should be provided as job aids to help teachers integrate them into their classroom lesson
plans. Particular emphasis should be provided to traditional academic classroom teachers
because they might be less familiar with this pedagogical method. Mentors should be
assigned to teachers to provide individual guidance through the implementation of PBL in
their classrooms. A PBL support network should be created in each school to ensure that
teachers know how to access support services. If professional development funding is an
issue, Intel’s train-the-trainer professional development model could be imitated. Intel
sends a number of teachers for training to the United States and then expects them to train
other teachers upon their return.
The NSTF has generated interest about STEM education; however, Costa Rica
must turn that interest into STEM college graduates by ensuring that school counselors
and colleges are creating pathways that will steer students into STEM majors and offer
support services to ensure successful STEM graduation rates. Costa Rica needs well-
rounded students who can exhibit 21st-century skills in order to continue its economic
growth. These skills are obtained through science courses as well as traditional academic
classes. Costa Rica must use PBL as an instructional methodology in all classes to help
develop human capital with the required 21st-century skills required to feed its
knowledge-based economy.
Future Research
The following recommendations can improve and refine this study by focusing on
variables or areas of research that could add more granularity to a future study. The
present study focused on students who participated in the NSTF, but this investigation
was not designed to disaggregate the data. In particular, it would be beneficial to research
IMPACT OF GLOBALIZATION 160
whether there were differences in the value of a STEM education between genders.
During the interviews, one university professor mentioned that he had witnessed an
upsurge in female participation in the NSTF. A future study could add to the findings of
the present study by illustrating whether the NSTF is equally as effective in generating
interest in STEM education among females and males. The disaggregated data would
help educators and government officials create targeted strategies, if needed.
A second recommendation for research would be to conduct a quantitative study
correlating STEM college graduation rates with the influence of the NSTF. During the
research, government officials, business leaders, and educational leaders were asked
about a possible connection; and while there was a general impression that STEM college
graduation rates had increased, they could not confirm or did not have evidence to support
this statement. The goal of the NSTF mandate was to stimulate interest in STEM educa-
tion (Valencia, 2011). Therefore, if a correlation could be established between NSTF
participation and higher STEM college graduation rates, it will validate the NSTF policy
strategy and also provide a model for future educational policies. Evidence from a suc-
cessful quantitative study correlating NSTF and higher STEM college graduation rates
can assist CINDE in the promotion of the country and strengthen Costa Rica’s competi-
tive advantage by demonstrating that there are more STEM graduates entering the work-
force.
A third recommended area of future research is the financial impact on household
income caused by NSTF participation and educational financing tools available to
parents. Parents accompanied some of the students interviewed, and side discussions
occurred during the interviews. Parents lamented the high costs of an engineering
IMPACT OF GLOBALIZATION 161
education from the material fees in high school to the college tuition and the lack of an
affordable financial instrument. These parents experienced the high cost of educating
their children and the burden that it placed on their household income. As a result of the
financial struggle, they discouraged younger siblings from pursuing STEM studies. Costa
Rica is employing strategies such as the NSTF policy to increase interest in STEM stud-
ies. However, if parents cannot afford the costs associated with a STEM education, this
problem can be a roadblock to increasing STEM graduates. It is recommended that
further research on the costs of a STEM education be conducted. Future research can
focus on the school costs of a STEM education and also look at educational finance
options available to parents. The parents mentioned that there was only one bank that
financed higher education studies and that the finance percentage points for educational
loans made them unaffordable.
Conclusions
The success of Costa Rica in a competitive globalized marketplace is a result of
the symbiotic relationship between government and business, specifically MNCs
(CINDE, 2013; Spar, 1998). These two powerful and highly influential forces have
shaped the educational system of Costa Rica positively (Rodríguez-Clare, 2001). A
democratic and stable government combined with high literacy rates and a well-educated
workforce has enabled Costa Rica to leverage globalization and corporate responsibility
to benefit its economy and population (CINDE, 2013). The introduction of the NSTF
policy cultivated a culture of inquiry among students in the Costa Rican educational
system (Valencia, 2011). Through the use of PBL and the culture of inquiry, the policy is
IMPACT OF GLOBALIZATION 162
successfully developing the human capital of the country and inculcating 21st-century
skills among its students.
The analysis conducted on the data collected for this study revealed that all stake-
holders—students, school leaders, government officials, and business leaders—under-
stood the value of STEM education for the future growth of the economy. Government
and MNCs were synergistically moving in the same direction with a desire to develop a
workforce with 21st-century skills that will power the knowledge-based economy. This
case study revealed that the NSTF policy has been a success for Costa Rica and has cre-
ated a positive transformation of the educational system. Globalization will present
challenges that will require Costa Rican leaders to demonstrate situational awareness and
keen leadership skills to navigate the morphing global competitive landscape while
keeping the country internationally competitive.
IMPACT OF GLOBALIZATION 163
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Appendix A
School Leaders Interview Protocol (English and Spanish)
Interviewer: _______________________________ Date:
Interviewee: _______________________________ Location:
Job Title: __________________________ Contact Information:
Length in your position: _______________________
Start Time: _______________________________ End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we are hoping to learn more about [insert affiliation] and your
experiences with regard to the changes in the education system in Costa Rica. This
study’s ultimate goal is to better understand how schools are helping students develop
21st-century skills, particularly in the fields of science, technology, engineering, and math
(STEM).
Your comments will be anonymous, if requested. Would you like to remain anonymous?
We would like to record this interview in order to ensure the accuracy of our conversa-
tion. Do we have your consent?
This interview will be approximately 60 minutes. Do you have any questions before we
begin?
I. National Science and Technology Fair Policy and Science, Technology, Engi-
neering, and Math (STEM)
1. What is your opinion on the importance of science, technology, engineering,
and math education?
2. What effect have you observed on students/teachers/educational leaders who
participate in science and technology fairs?
3. Could you describe science, technology, engineering, and math-related changes
and interests that have occurred nationwide as a result of the science and tech-
nology fair policy?
4. For those students that participate in science and technology fairs, what
changes have you noticed in their interests in science, technology, engineering,
and math-related fields? How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational
system in Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 174
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How do you feel the science and technology fair has affected science instruc-
tion?
3. How do you feel the science and technology fair has affected curriculum?
4. What strategies are employed to prepare students for the science and technol-
ogy fair?
5. To what extent has the science and technology fair affected the use of Project
Based Learning (PBL)?
6. How is technology utilized to prepare students for the science and technology
fair?
7. How has the science and technology fair affected student preparedness for
post-secondary instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on
Science, Technology, Engineering and Math (STEM) Education
1. Does the science curriculum support participation in science and technology
fairs? If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in
science, technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with
21st-century skills particularly those from science, technology, engineering,
and math fields?
5. What should be the role of Intel/MNCs in promoting science, technology,
engineering, and math as well as science and technology fair participation?
6. Do you believe science, technology, engineering, and math education is impor-
tant to the economic future of Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 175
IMPACT OF GLOBALIZATION 176
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Appendix B
Policy/Government Agency Interview Protocol (English and Spanish)
Interviewer: _______________________________ Date:
Interviewee: _______________________________ Location:
Job Title: __________________________ Contact Information:
Length in your position: _______________________
Start Time: _______________________________ End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we are hoping to learn more about [insert affiliation] and your
experiences with regard to the changes in the education system in Costa Rica. This
study’s ultimate goal is to better understand how schools are helping students develop
21st-century skills, particularly in the fields of science, technology, engineering, and math
(STEM).
Your comments will be anonymous, if requested. Would you like to remain anonymous?
We would like to record this interview in order to ensure the accuracy of our conversa-
tion. Do we have your consent?
This interview will be approximately 60 minutes. Do you have any questions before we
begin?
I. National Science and Technology Fair Policy and Science, Technology, Engi-
neering, and Math (STEM)
1. What is your opinion on the importance of science, technology, engineering,
and math education?
2. What effect have you observed on students/teachers/educational leaders who
participate in science and technology fairs?
3. Could you describe science, technology, engineering, and math-related changes
and interests that have occurred nationwide as a result of the science and tech-
nology fair policy?
4. For those students that participate in science and technology fairs, what
changes have you noticed in their interests in science, technology, engineering,
and math related fields? How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational
system in Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 178
II. Curriculum and Instruction
1. What has been your experience with the science and technology fairs?
2. How do you feel the science and technology fair has affected science instruc-
tion?
3. How do you feel the science and technology fair has affected curriculum?
4. What strategies are employed to prepare students for the science and technol-
ogy fair?
5. To what extent has the science and technology fair affected the use of Project
Based Learning (PBL)?
6. How is technology utilized to prepare students for the science and technology
fair?
7. How has the science and technology fair affected student preparedness for
post-secondary instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on
Science, Technology, Engineering, and Math (STEM) Education
1. Does the science curriculum support participation in the science and technology
fair? If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in
science, technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with
21st-century skills particularly those from science, technology, engineering,
and math fields?
5. What should be the role of Intel/MNCs in promoting science, technology,
engineering, and math as well as science and technology fair participation?
6. Do you believe science, technology, engineering, and math education is impor-
tant to the economic future of Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 179
IMPACT OF GLOBALIZATION 180
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Appendix C
Business Leaders Interview Protocol (English and Spanish)
Interviewer: _______________________________ Date:
Interviewee: _______________________________ Location:
Job Title: __________________________ Contact Information:
Length in your position: _______________________
Start Time: _______________________________ End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we are hoping to learn more about [insert affiliation] and your
experiences with regard to the changes in the education system in Costa Rica. This
study’s ultimate goal is to better understand how schools are helping students develop
21st-century skills, particularly in the fields of science, technology, engineering, and math
(STEM).
Your comments will be anonymous, if requested. Would you like to remain anonymous?
We would like to record this interview in order to ensure the accuracy of our conversa-
tion. Do we have your consent?
This interview will be approximately 60 minutes. Do you have any questions before we
begin?
I. National Science and Technology Fair Policy and Science, Technology, Engi-
neering, and Math (STEM)
1. What is your opinion on the importance of science, technology, engineering,
and math education?
2. What effect have you observed on students/teachers/educational leaders who
participate in science and technology fairs?
3. Could you describe science, technology, engineering, and math-related changes
and interests that have occurred nationwide as a result of the science and tech-
nology fair policy?
4. For those students that participate in science and technology fairs, what
changes have you noticed in their interests in science, technology, engineering,
and math education-related fields? How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational
system in Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 182
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How does the involvement in science and technology fairs affect the labor
force?
3. Has the science and technology fair affected curriculum in schools?
4. Do you think schools are preparing students adequately for the science and
technology fair?
5. To what extent has the science and technology fair affected the use of Project
Based Learning (PBL)?
6. How has technology prepared students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for
post-secondary instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on
Science, Technology, Engineering, and Math (STEM) Education
1. Does the science curriculum support participation in the science and technology
fair? If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in
science, technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with
21st-century skills, particularly those from science, technology, engineering,
and math education fields?
5. What should be the role of Intel/MNCs in promoting science, technology,
engineering, and math as well as science and technology fair participation?
6. Do you believe science, technology, engineering, and math education is impor-
tant to the economic future of Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 183
IMPACT OF GLOBALIZATION 184
IMPACT OF GLOBALIZATION 185
Appendix D
Student Interview Protocol (English and Spanish)
Interviewer: _______________________________ Date:
Interviewee: _______________________________ Location:
Grade/Level:__________________________ Contact Information:
Number of Science and Technology Fairs Participated:
Start Time: _______________________________ End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we are hoping to learn more about [insert affiliation] and your
experiences with regard to the changes in the education system in Costa Rica. This
study’s ultimate goal is to better understand how schools are helping students develop
21st-century skills, particularly in the fields of science, technology, engineering, and math
(STEM).
Your comments will be anonymous, if requested. Would you like to remain anonymous?
We would like to record this interview in order to ensure the accuracy of our conversa-
tion. Do we have your consent?
I. National Science and Technology Fair Policy and Science, Technology, Engi-
neering, and Math (STEM)
1. What is your opinion on the importance of science, technology, engineering,
and math education?
2. What effect have the science and technology fairs had on your life and aca-
demic career?
3. As a result of the mandate for all schools to participate in the science and tech-
nology fairs, do you notice any changes in the science and technology programs
at schools that you have attended?
4. Have your interests in science, technology, engineering and math-related fields
changed as a result of your participation in the science and technology fairs?
II. Curriculum and Instruction
1. What has been your experience with the science and technology fairs?
2. How do you feel the education that you have received prepared you for the
science and technology fairs?
3. What did your teachers do in class that prepared you for the science and tech-
nology fairs?
IMPACT OF GLOBALIZATION 186
4. What did you do in class that prepared you for the science and technology
fairs?
5. How is technology utilized to prepare you for the science and technology fairs?
6. Do you feel that your participation in the science and technology fairs has
encouraged you to study a science, technology, engineering and math-related
major in college?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on
Science, Technology, Engineering and Math (STEM) Education
1. How have schools promoted participation in science and technology fairs?
2. Are you aware of any type of programs or support Intel has provided for your
school to improve science, technology, and education?
3. Do you believe science, technology, engineering and math education is impor-
tant to the economic future of Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 187
IMPACT OF GLOBALIZATION 188
IMPACT OF GLOBALIZATION 189
Appendix E
Survey Protocol for Teachers and Administrators (English and Spanish)
IMPACT OF GLOBALIZATION 190
IMPACT OF GLOBALIZATION 191
IMPACT OF GLOBALIZATION 192
IMPACT OF GLOBALIZATION 193
Appendix F
Survey Protocol for Students (English and Spanish)
IMPACT OF GLOBALIZATION 194
IMPACT OF GLOBALIZATION 195
Appendix G
Classroom Observation Protocol
Date: ____________________________ Time:
No. of Students: ___________________ Males: _________ Females: _________
Class Title and Grade Level:
Class Topic:
Classroom Setup:
Overview of Lesson (Objective for the Day):
Materials in Use:
IMPACT OF GLOBALIZATION 196
Additional Classroom Information:
21st-Century
Skills
(Wagner, 2008)
STEM/PBL
(Slough &
Milam, 2013)
Actions
Observed Conversations
Observer
Comments
Critical Thinking
and Problem
Solving
Making
Content
Accessible
Collaborating
Across Networks
Making
Thinking
Visible
Agility and
Adaptability
Helping
Students
Learn From
Others
Initiative and
Entreprenurial
ism
Promoting
Autonomy and
Lifelong
Learning
Effective Oral
and Written
Communication
Accessing and
Analyzing Infor-
mation
Curiosity and
Imagination
Other Observa-
tions
IMPACT OF GLOBALIZATION 197
RQ1: Does the teacher utilize elements of the national science fair/STEM curriculum?
RQ1: Do the curriculum, subject areas, labs, and assessments align across classrooms/
schools?
RQ2: What is the teacher’s role in the learning process?
RQ2: How does student lead conversation influence participation in the class?
RQ2: How is technology used in the classroom?
RQ3: Do the teacher and/or student appear to be engaged in the STEM curriculum?
Are there additional questions for the teacher?
IMPACT OF GLOBALIZATION 198
Appendix H
Science and Technology Fair Observation Protocol
Date: ____________________________ Time:
No. of Students: ___________________ Males: _________ Females: _________
Grade Level of Student(s):
Project Topic/Theme:
Facilities Setup:
Overview of Events/Themes:
Materials in Use:
IMPACT OF GLOBALIZATION 199
Appendix I
Recruitment/Consent Letter (English and Spanish)
Dear XXX,
On June 16, 2014, a group of 14 doctoral students from the University of Southern Cali-
fornia Rossier School of Education will be traveling to Costa Rica as part of a research
team lead by Dr. Michael Escalante and Dr. Oryla Wiedoeft. The purpose of our research
is to understand the effects of globalization and multinational corporations on the schools
of Costa Rica. Specifically, we are interested in science, technology, engineering and
math (STEM) education and the country’s national science and technology fair as a means
of producing knowledge ready workers for 21st century jobs.
As part of our study, the following questions will guide our research:
1. To what extent do teachers implementing STEM curriculum trace their
practices back to the influence of policy, globalization, and multinational
corporations? To what extent is the economic growth of Costa Rica and
STEM education related?
2. How has mandating the national science and technology fair participation
influenced implementation of 21st-century skills through the use of
project-based learning and use of technology by teachers across all curricu-
lar areas? How has it impacted curriculum and instruction?
3. How has the national science and technology fair policy changed the value
for STEM education for students, teachers, and educational leaders?

We would appreciate an opportunity to speak with you, other members of the Ministry of
Education, and educational leaders at district and school site levels. It is our goal to
conduct surveys, interviews, and observations to gather the data necessary to answer our
research questions. Your input will be invaluable to our study.
Thank you for considering our request. We are available to meet with you any time
between June 16th and June 23rd. Please feel free to contact any member of our study
team if you have any questions.
Sincerely,
USC Doctoral Students
IMPACT OF GLOBALIZATION 200
Estimado(a) XXX,
Por este medio me permito presentar a nuestro grupo de 14 estudiantes de Doctorado en
Educación de la escuela Rossier, de la Universidad del Sur de California, conocida como
USC. Nosotros integramos un grupo de estudio, bajo la dirección de los Dr. Michael
Escalante y Dra. Oryla Wiedoeft, que viajará a Costa Rica el día 13 de junio, con el
propósito de investigar los efectos de la globalización e inversiones decorporaciones
multinacionales en el sistema educativo de Costa Rica. La razón de la investigación,
presta atención a las siguientes materias académicas: ciencia, tecnología, ingeniería, y
matemáticas (materias conocidas como STEM en inglés) de igual interés, nuestro estudio
es el programa de Ferias Nacionales de Ciencia y Tecnología, el cual es utilizado como un
vehículo para promover una fuerza laboral capacitada con el conocimiento y destrezas
necesarias para los empleos del siglo 21.
Las siguientes preguntas nos guiarán en la investigación:
1. ¿En qué medida docentes que implementan el currículo STEM pueden
trazar sus prácticas de enseñanza en la influencia de corporacionesmulti-
nacionales, globalización, y política nacional? ¿Hasta qué punto está
relacionado el desarrollo económico de Costa Rica con la educación basada
en STEM?
2. ¿Cuál ha sido el impacto del decreto nacional, del que se requiere la par-
ticipación de escuelas en las ferias nacionales de ciencia y tecnología, para
promover las destrezas para el siglo 21, a través del aprendizaje basado en
proyectos y el uso de la tecnología por los docentes, sin importar el área de
estudio? ¿Cuál ha sido el impacto en el currículo y la enseñanza?
3. ¿Cuánto ha cambiado el valor de la educación STEM para los estudiantes,
docentes, y lideres educativos basado en la política nacional de las ferias
nacionales de ciencia y tecnología?
Como parte de la investigación, nos gustaría tener la oportunidad de entrevistar a
miembros del ministerio de educación, y/o líderes en el área de la educación a nivel
regional, local, y/o a nivel de planteles educativos. El propósito de nuestra visita será
recopilar valiosa información a través de encuestas, observaciones y entrevistas; dicha
información será de insumo en la investigación.
De ante mano, le extendemos nuestro mas sincero agradecimiento por considerar nuestra
propuesta. Estaremos a su disposición para una reunión entre las fechas de junio 16 a
junio 23. Para cualquier pregunta o inquietud, usted puede contactar a cualquier miembro
de nuestro grupo investigativo.
Atentamente,
Los estudiantes de doctorado
Universidad de el Sur de California (USC)

Abstract (if available)

Abstract Costa Rica has successfully leveraged globalization and foreign direct investment (FDI) to migrate its economy from primarily an agricultural economy to a knowledge based one. The country amazingly transformed its economy within a few decades. This task was successful due to Costa Rica’s success at attracting the operations of multinational corporations (MNCs) to its soil through tax incentives and a well‐educated workforce. To further enhance its global competitiveness and to cultivate a 21st‐century workforce, Costa Rica established the National Science and Technology Fair(NSTF) policy that mandated every school in the nation to participate in the science fair. The NSTF encouraged the use of project‐based learning (PBL) in the school curriculum. This qualitative research case study examined the influence that globalization, MNCs, FDI, and the NSTF policy have had on the curriculum and instructional practices in Costa Rican schools. The value of science, technology, engineering, and math (STEM) education by students, teachers, and educational leaders was investigated, as well as the extent to which Costa Ricans believed that economic growth and STEM education were related. The research team was comprised of 14 doctoral students from the University of Southern California. The data collection instruments consisted of interviews, surveys, and observation protocols. The theoretical framework of Thomas Friedman was used in this study to examine globalization. Tony Wagner’s concepts of 21st‐century skills and Scott Slough and John Milam’s framework on STEM and PBL constituted the lens applied to the research. Findings indicated that science fairs increased awareness and promoted STEM education. Additionally, results demonstrated that science fair participants were positively influenced to pursue a career in STEM. Analysis of the data indicated that PBL was a successful pedagogical methodology to teach students STEM. The investigation should benefit government officials, policymakers, school leaders, and business leaders.

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The impact of educational leadership on participation in the National Program of Science and Technology Fairs at Pacific Elementary

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The impact of globalization and multinational corporations on schools and universities in Costa Rica

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The impact of globalization and multinational corporations on the education system in Costa Rica and its implications for the implementation of 21st‐century skills and school leadership

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The impact of globalization, foreign direct investment, and multinational corporations on development of educational policy and 21st-century learning in the Costa Rican educational system

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The impact of globalization and multinational corporations on the secondary school system in Costa Rica and its implications for educational leaders

Asset Metadata

Creator Maciel, Anthony (author)

Core Title Impact of globalization and science, technology, engineering, and mathematics on postsecondary education in Costa Rica: a case study of project-based learning and national science and engineering...

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/09/2015

Defense Date 03/17/2015

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Costa Rica,Globalization,OAI-PMH Harvest,PBL,science fairs,STEM

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Escalante, Michael F. (committee chair), García, Pedro Enrique (committee member), Murray, Rocky (committee member)

Creator Email anthonymaciel@yahoo.com,maciela@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-544834

Unique identifier UC11297285

Identifier etd-MacielAnth-3263.pdf (filename),usctheses-c3-544834 (legacy record id)

Legacy Identifier etd-MacielAnth-3263.pdf

Dmrecord 544834

Document Type Dissertation

Format application/pdf (imt)

Rights Maciel, Anthony

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA