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The impact of globalization, economics, and educational policy on 21st-century skills and education in science, technology, engineering, mathematics and the science fairs in schools in Ireland su...

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The impact of globalization, economics, and educational policy on 21st-century skills and education in science, technology, engineering, mathematics and the science fairs in schools in Ireland su...

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Content Running head: INFLUENCE OF GLOBALIZATION 1
THE IMPACT OF GLOBALIZATION, ECONOMICS, AND EDUCATIONAL POLICY ON
21ST-CENTURY SKILLS AND EDUCATION IN SCIENCE, TECHNOLOGY,
ENGINEERING, MATHEMATICS AND THE SCIENCE FAIRS IN SCHOOLS
IN IRELAND SUCH AS FINGAL SCHOOL
by
Edward Zuniga
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 2017
Copyright 2017 Edward Zuniga
INFLUENCE OF GLOBALIZATION 2
Dedication
This dissertation is dedicated to my father and mother, Jorge and Josephine. Their
unconditional love and continued support throughout my doctoral program have provided me
with the strength and determination to complete this challenging goal. I am grateful for their
understanding, patience, and encouragement and truly appreciate the lifetime of sacrifices they
have made in order to provide me with a better life.
INFLUENCE OF GLOBALIZATION 3
Acknowledgments
Over the past 3 years, I have taken on this journey at the University of Southern Califor-
nia. I have not traveled alone, but have been accompanied by the most brilliant and ambitious
individuals whom I had the privilege to meet throughout my journey. I am also grateful for the
unconditional support from my colleagues, friends, and family. This journey could not have been
completed without them.
I am grateful to the El Monte Union High School District Board of Education, who gave
their Superintendent their trust, support, and understanding to continue what I started. I thank
you for your faith in me to effectively conduct my duties while completing a rigorous doctoral
program at USC. Although I had to commit time away from my colleagues in the El Monte
Union High School District, they have been behind me from day one. They have never given up
on me, and I thank them for always looking after me and making sure that I was on the right path.
My professors and dissertation chair, Dr. Michael Escalante, have made this journey a
valuable experience for me, and I am proud to be called a Trojan after having the opportunity to
be guided and mentored by all these wonderful individuals. I would not have been able to be part
of this wonderful executive cohort if Dr. Escalante had not reached out to me and challenged me
to take on this rigorous task. I want to also thank Dr. Escalante for his guidance and support
through the transition into my superintendent position this past year.
I would also like to acknowledge and thank my dissertation committee members, Dr.
David Cash and Dr. Stuart Gothold, who have provided our entire cohort with valuable input and
guidance throughout the course of our dissertation process.
INFLUENCE OF GLOBALIZATION 4
To the USC Superintendents Executive Cohort—Alex, Art, Colleen, Darin, Froilan,
Karen, Kevin, Mat, Michelle, Owen, Paul, Shelley, Sheryl, Steve, and Steve: Ireland will never
be the same!
Finally, special thanks go to my loving family—Jorge, Josephine, Richard, Arlene, Mary,
Alex, Natasha, Geneane, Jasmine, Berlyn, Joshua, Justine, Sarah, and Alexander—and to my
close friends, John, Malee, Juan, Lisette, Maribel, and Joe, for supporting and encouraging me
throughout my doctoral program. We can now return to some sense of normalcy and continue to
build a lifetime of memories.
INFLUENCE OF GLOBALIZATION 5
Table of Contents
Dedication 2
Acknowledgments 3
List of Tables 8
List of Figures 11
Abstract 12
Chapter One: Overview of the Study 13
Statement of the Problem 13
Purpose of the Study 14
Research Questions 14
Significance of the Study 15
Limitations of the Study 15
Delimitations of the Study 16
Assumptions of the Study 16
Definitions of Terms 17
Organization of the Dissertation 19
Chapter Two: Review of the Literature 20
Globalization 21
Overview and Definition 21
History of Globalization 27
Flattening Phenomenon 29
Impact of Globalization 30
Ireland 32
History and Political Overview 32
Migration 34
Economic History 36
MNCs and FDI 38
Influence of Economics on Educational Policy 40
Education in Ireland 41
Historical Overview 41
Current Education in Ireland 43
Twenty-First-Century Skills 47
Project-Based Learning 53
STEM 56
Science Fairs and Competitions 59
Theoretical Frameworks 62
Chapter Summary 65
Chapter Three: Research Methodology 67
Research Design 69
Research Team 73
Population and Sample 73
Educators and Students 74
Business and Industry Leaders 75
Political Leaders and Educational Policymakers 75
INFLUENCE OF GLOBALIZATION 6
Instrumentation 76
Interview Protocols 77
Observation Protocols 79
Survey Protocols 81
Data Collection 83
Data Analysis 85
Validity, Credibility, and Trustworthiness 87
Reliability 87
Ethical Considerations 88
Chapter Summary 89
Chapter Four: Results 90
Research Design 92
Participants 93
Students 94
Teachers and Administrators 95
Business and Industry Leaders 96
Political Leaders and Educational Policymakers 96
Data Analysis 97
Findings for Research Question 1 98
Theme 1: Increase in 21st-Century Skills and STEM Education Are Essential to
Economic Prosperity in Ireland 99
Theme 2: Disparity Among Stakeholder Groups Regarding Supporting Changes
to Current Educational Policy in Ireland to Ensure That Students Develop
21st-Century Skills and Receive a STEM Education 106
Theme 3: Globalization Drives Interest in MNCs to Support STEM Education and
Development of 21st-Century Skills 112
Discussion Summary for Research Question 1 119
Findings for Research Question 2 120
Theme 1: Science and Technology Fairs Influence Student Participation in STEM
Education and Development of 21st-Century Skills 120
Theme 2: Students Benefit From Participating in Science and Technology Fairs 125
Discussion Summary for Research Question 2 129
Findings for Research Question 3 130
Theme 1: Student Participation in Science and Technology Fairs Has Increased
Student Interest in STEM-Related Fields and 21st-Century Skills 131
Theme 2: Science and Technology Fairs Have Been Beneficial in Preparing
Students for the Labor Force 138
Discussion Summary for Research Question 3 143
Chapter Summary 144
Chapter Five: Conclusions and Recommendations 147
Summary of Findings 149
Research Question 1 149
Research Question 2 151
Research Question 3 152
Implications for Practice 154
INFLUENCE OF GLOBALIZATION 7
Recommendations for Future Research 157
Conclusion 159
References 160
Appendices
Appendix A: Recruitment Letter to Principal 168
Appendix B: Political Leader/Educational Policymaker Interview Protocol 169
Appendix C: Business and Industry (MNCs) Interview Protocol 171
Appendix D: School Leader Interview Protocol 173
Appendix E: Teacher Interview Protocol 175
Appendix F: Student Interview Protocol 177
Appendix G: Classroom Observation Protocol 179
Appendix H: SciFest Observation Protocol 182
Appendix I: Survey Protocol for School Administrator or Teacher 185
Appendix J: Survey Protocol for Political Leader or Business Leader 187
Appendix K: Survey Protocol for Educational Policymaker 189
Appendix L: Survey Protocol for Student Participant in SciFest 191
Appendix M: Information/Fact Sheet for Exempt Nonmedical Research 193
Appendix N: Information Letter to Parents 195
INFLUENCE OF GLOBALIZATION 8
List of Tables
Table 1: Alignment of Interview Protocols with Research Questions (RQs) and
Theoretical Frameworks 80
Table 2: Alignment of Survey Protocols to Research Questions (RQs) and Theoretical
Frameworks 84
Table 3: Summary of Participants, Their Organization/Position, and Data Types 95
Table 4: Participants’ Responses Regarding the Importance of Science, Technology,
Engineering, and Mathematics (STEM) Education and 21st-Century Skills
Development: Fingal School (FS) Students and All Students 100
Table 5: Participants’ Responses Regarding the Importance of Science, Technology,
Engineering, and Mathematics (STEM) and 21st-Century Development:
Fingal School (FS) Teachers and Administrators and All Teachers and
Administrators 101
Table 6: Participants’ Responses Regarding the Importance of Science, Technology,
Engineering, and Mathematics (STEM) Education and 21st-Century Skills
Development: Business Leaders and Educational Policymakers 102
Table 7: Participants’ Responses Regarding a Disparity Among Stakeholder Groups
About Supporting Changes to Current Educational Policy in Ireland to
Ensure That Students Develop 21st-Century Skills and Receive a Science,
Technology, Engineering, and Mathematics (STEM) Education: Fingal
School (FS) Teachers and Administrators and All Teachers and Adminis-
trators 108
Table 8: Participants’ Responses Regarding a Disparity Among Stakeholder Groups
About Supporting Changes to Current Educational Policy in Ireland to
Ensure That Students Develop 21st-Century Skills and Receive a Science,
Technology, Engineering, and Mathematics (STEM) Education: Fingal
School (FS) Students and All Students 108
Table 9: Participants’ Responses Regarding the Disparity Among Stakeholder Groups
About Supporting Changes to Current Educational Policy in Ireland to
Ensure That Students Develop 21st-Century Skills and Receive a Science,
Technology, Engineering, and Mathematics (STEM): Business Leaders,
and Educational Policymakers 109
INFLUENCE OF GLOBALIZATION 9
Table 10: Participants’ Responses Regarding Whether Globalization Drives Interest in
Multinational Corporations (MNCs) to Support Science, Technology,
Engineering, and Mathematics (STEM) Education and Development of
21st-Century Skills: Fingal School (FS) Teachers and Administrators and
All Teachers and Administrators 113
Table 11: Participants’ Responses Regarding Whether Globalization Drives Interest in
Multinational Corporations (MNCs) to Support Science, Technology,
Engineering, and Mathematics (STEM) Education and Development of
21st-Century Skills: Business Leaders and Educational Policymakers 115
Table 12: Participants’ Responses Regarding Whether Globalization Drives Interest in
Multinational Corporations (MNCs) to Support Science, Technology,
Engineering, and Mathematics (STEM) Education and Development of
21st-Century Skills: Fingal School (FS) Students and All Students 116
Table 13: Participants’ Responses Regarding Whether Science Competitions Influence
Students’ Participation in Science, Technology, Engineering, and Mathe-
matics (STEM) Education and Development of 21st-Century Skills:
Fingal School (FS) Students and All Students 121
Table 14: Participants’ Responses Regarding Whether Science Competitions Influence
Students’ Participation in Science, Technology, Engineering, and Mathe-
matics (STEM) Education and Their Development of 21st-Century Skills:
Fingal School (FS) Teachers and Administrators and All Teachers and
Administrators 123
Table 15: Participants’ Responses Regarding Whether Science Competitions Influence
Students’ Participation in Science, Technology, Engineering, and Mathe-
matics (STEM) Education and Their Development of 21st-Century Skills:
Business Leaders and Educational Policymakers 124
Table 16: Participants’ Responses Regarding the Benefits of Students’ Participation in
Science Fair Competitions: Fingal School (FS) Students and All Students 126
Table 17: Participants’ Responses Regarding the Benefits of Students’ Participation in
Science Fair Competitions: Fingal School (FS) Teachers and Administra-
tors and All Teachers and Administrators 127
Table 18: Participants’ Responses Regarding the Benefits of Students’ Participation in
Science Fair Competitions: Business Leaders and Educational Policy-
makers 128
INFLUENCE OF GLOBALIZATION 10
Table 19: Responses Regarding Students’ Increased Interest in Science, Technology,
Engineering, and Mathematics (STEM) and 21st-Century Skills After
Participating in Science Fair Competitions: Fingal School (FS) Students
and All Students 132
Table 20: Responses Regarding Students’ Increased Interest in Science, Technology,
Engineering, and Mathematics (STEM) and 21st-Century Skills After
Participating in Science Fair Competitions: Fingal School (FS) Teachers
and Administrators and All Teachers and Administrators 133
Table 21: Responses Regarding Students’ Increased Interest in Science, Technology,
Engineering, and Mathematics (STEM) and 21st-Century Skills After
Participating in Science Fair Competitions: Business Leaders and Educa-
tional Policymakers 134
Table 22: Responses Regarding Whether Students’ Preparation for the Labor Force Is
Benefitted by Participating in Science Fair Competitions: Fingal School
(FS) Students and All Students 139
Table 23: Responses Regarding Whether Students’ Preparation for the Labor Force Is
Benefitted by Participating in Science Fair Competitions: Fingal School
(FS) Teachers and Administrators and All Teachers and Administrators 140
INFLUENCE OF GLOBALIZATION 11
List of Figures
Figure 1: Diagram of 21st-century learning framework 49
Figure 2: Diagram of theoretical framework for science, technology, engineering, and
mathematics (STEM) and the 21st-century skills pilot study 63
INFLUENCE OF GLOBALIZATION 12
Abstract
Globalization has led to a greater interdependence in the world economy. Ireland has
become one of the most globalized nations in the word over the past few decades due to an influx
of multinational corporations (MNCs) that have seen Ireland as an attractive country for invest-
ment. Globalization and MNCs drive the needs of the education system in Ireland, and economic
policy has supported the demands and needs of MNCs. A continued investment in Irish educa-
tion, including an increase in science, technology, engineering, and mathematics (STEM) courses
and the promotion of 21st-century skills, is important to Ireland’s future economic growth.
Through a partnership between MNCs and educational leaders, Ireland must continue to promote
a knowledge-based workforce ready to meet the needs and demands of the global job market.
This study examined the influence of globalization and MNCs on education policy in
Ireland. Science and technology fairs, such as SciFest, and their influence on the development of
21st-century skills and STEM education were also examined, along with the impact of these
educational experiences on students’ selection of STEM-related courses and their pursuit of
college- and/or career-related STEM fields. The findings of this predominantly qualitative study
indicated a strong support for STEM and 21st-century skills, a more collaborative partnership
between MNCs and schools, and revisions to educational policy to meet the needs of Ireland’s
21st-century learners.
INFLUENCE OF GLOBALIZATION 13
CHAPTER ONE: OVERVIEW OF THE STUDY
The 21st century has influenced the way that students learn and prepare for postsecondary
education and careers in order to meet the demands of the global economy. Ireland went from
being one of the poorest countries in Europe in the 1980s to being a global economic success
during the Celtic Tiger era (O’Riain, 2014). Globalization set the stage for demand growth,
which Ireland was quick to exploit by augmenting the supply of human capital through educa-
tional reform. With the nation’s emphasis on science, Ireland has engaged with science fair
competitions to provide opportunities for students to take more control of their own learning and
build the skill sets necessary for the 21st century. The acquisition of science, technology, engi-
neering, and mathematics (STEM) education and project-based learning (PBL) will have the
potential to create links to career pathways, thereby strengthening the knowledge-based economy
of competitive nations.
Statement of the Problem
As a result of foreign direct investment (FDI), globalization, and international economic
conditions, companies have completely transformed the manner in which they produce, market,
and sell goods and services worldwide (O’Hagan & Newman, 2014). For these reasons, Ireland
has made significant changes in trade agreements, educational policy, and federal-local govern-
ment mandates. Since the Celtic Tiger era of the 1990s, Ireland has enjoyed a positive transfor-
mational shift in industry because of its desire and ability to attract foreign direct investors and
multinational corporations (MNCs) to the country. Ireland is experiencing unanticipated chal-
lenges resulting from this economic infusion. To attract and retain foreign companies and to
produce competitive domestic firms, the educational community of Ireland must expand opportu-
nities for all students to develop 21st-century skills in STEM through inquiry-based instructional
INFLUENCE OF GLOBALIZATION 14
strategies, including PBL (O’Hagan & Newman, 2014). Science fairs and competitions, such as
Ireland’s SciFest, provide opportunities for students to demonstrate their development of 21st-
century skills in STEM through PBL curriculum (Bender, 2012; Capraro, Capraro, & Morgan,
2013).
Purpose of the Study
The purpose of this study was to examine the influence of globalization and educational
policy on the curriculum and instructional practices in schools in Ireland. The study also exam-
ined how science fairs and competitions influence the use of inquiry-based instructional strate-
gies, such as PBL, by teachers in the classroom to prepare students for a 21st-century workforce
in the STEM fields.
Research Questions
Three research questions guided the study:
1. How have globalization and MNCs influenced educational policy in the area of STEM
education and the development of 21st-century skills?
2. How have science and technology competitions, such as SciFest, influenced develop-
ment of 21st-century skills through the use of inquiry-based instructional strategies in STEM?
3. How has participation in science and technology competitions, such as SciFest, influ-
enced students’ interest in and selection of STEM-related courses in Senior Cycle, as well as
their pursuit of college- and/or career-related STEM fields?
Four frameworks were selected to guide this study and assist in analyzing data: (a) Fried-
man’s (2007) framework of globalization, (b) Slough and Milam’s (2013) design principles for
PBL and STEM (c) Spring’s (2015) world educational culture, and (d) Wagner’s (2008) survival
INFLUENCE OF GLOBALIZATION 15
skills for the 21st century. Each of these frameworks was significant in understanding the role of
science fairs and competitions in Ireland.
Significance of the Study
Economic competition between nations and MNCs has led to the need for national
platforms upon which students will make up the workforce for generations to come (O’Hagan &
Newman, 2014). There is limited research on how MNCs have directly affected education in
Ireland. Therefore, the research conducted in this study should influence stakeholders such as
political, corporate, and educational leaders in Ireland. This study also explored Ireland’s science
fair participation in relation to the use of PBL in STEM-related courses. The findings allowed
for a significant understanding of how science fairs can support students as they enter the knowl-
edge-based economy. The data also reflected the overall focus of Ireland’s educational commit-
ment to upgrading the workforce to address today’s globalized and competitive market.
Ireland’s future rests in the hands of its education system and the ability of its students to
assimilate to future workforces that will require knowledge-ready employees who can create a
competitive edge (Dunning, 2002). This study examined the relationship of curriculum, instruc-
tion, and national science competitions and their influence on the development of human capital
that is equipped with 21st-century skills. These skills, as they are developed in the Irish educa-
tional system, are designed to attract MNCs to the nation as globalization efforts spread in search
of an educated and prepared workforce.
Limitations of the Study
This case study was designed to identify how globalization, FDI, and MNCs have influ-
enced curriculum and instruction in Ireland through a focus on 21st-century skills and implemen-
tation of STEM, PBL, and student participation in national science fairs and competitions. The
INFLUENCE OF GLOBALIZATION 16
team faced a few limitations in completing this research. Distance and time-limited constraints
played a factor because the team traveled out of the country for only 10 days and had a stringent
schedule during that time frame. The depth of data collection was contingent on the degree to
which the researchers had access to SciFest, MNCs, government and school officials, and
students, as well as the respondents’ availability and willingness to participate in observations,
interviews, and surveys. Another limitation was the validity and reliability of the instruments
that were used in the study. The target population may have been influenced by political, finan-
cial, and/or personal factors, such as job security, that could have resulted in subjective or biased
answers to the survey and interview questions. The generalizability of the findings was limited
to participants in SciFest and are applicable to the entire Irish education system.
Delimitations of the Study
Delimitations are limitations that result from specific decisions made by the researcher
(Simon & Goes, 2011). The study was delimited to students in select schools that participated in
science fairs such as SciFest. Scifest was selected based on its successful annual science fair
competition. The study focused on secondary schools, with no consideration for socioeconomic
status, race, or other demographics. The scope of the second delimitation was the intended
purpose of the study: to understand how educational leaders and corporate and governmental
leaders are influencing and preparing students for the challenges of a global knowledge economy.
Assumptions of the Study
The following assumptions were made in this study:
1. That globalization and MNCs in Ireland were influencing the educational system;
2. That science fairs and competitions, such as SciFest, were being implemented at
schools in Ireland;
INFLUENCE OF GLOBALIZATION 17
3. That students were being prepared with 21st-century skills through the use of inquiry-
based instructional strategies such as PBL, an emphasis on STEM, and participation in science
fairs and competitions;
4. That the interview, survey, and observation protocols would provided the research
team with accurate, reliable, and valid information about the practices and beliefs of schools and
leaders in Ireland; and
5. That a mixed-methods, predominantly qualitative approach with some quantitative
methodology was appropriate for this study.
Definitions of Terms
The following terms are defined for application in this study:
Foreign direct investment: An investment involving a long-term business relationship in
one country by an entity based in a separate country (Razin & Sadka, 2007).
Globalization: The process of increased interaction and integration among individuals,
companies, and governments driven by international trade and FDI (Spring, 2015). The contrast
between how the world was in the past and how it is now becoming smaller and flatter has sig-
nificant effects on the environment, on culture, on educational and political systems, on eco-
nomic development, and on the level of prosperity in societies around the world (Chanda, 2007;
Friedman, 2007).
Human capital: A set of skills, knowledge, and/or experience possessed by an individual
or population, viewed in terms of their value or cost to their country (Chanda, 2007; Friedman,
2007).
INFLUENCE OF GLOBALIZATION 18
Inquiry-based learning: A method of instruction that poses questions, problems, or
scenarios while placing students and their interactions at the center of the learning experience
(Capraro et al., 2013; Slough & Milam, 2013).
Knowledge-based economy: A system of consumption and production based on intellec-
tual capital or ideas rather than on physical abilities. A knowledge-based economy makes up a
large percentage of economic activity in developed countries (Wagner, 2008).
Project-based learning: An inquiry-based, student-driven, teacher-facilitated approach to
learning in which students confront real-world problems, determine how to address them, and
then act in a collaborative fashion to create solutions (Bender, 2012; Buck Institute for Educa-
tion, 2009; Capraro et al., 2013; Slough & Milam, 2013).
Science competitions: A form of PBL used to promote interest in STEM fields. In
Ireland, students may participate in fairs and competitions through SciFest and other contests
(SciFest, 2015).
SciFest: A series of science competitions for secondary students in Ireland that are hosted
in schools and at regional and international levels. This PBL strategy promotes creativity, critical
thinking, innovation, and STEM education (SciFest, 2015).
STEM: An interdisciplinary and applied educational approach requiring students to solve
problems that, when considered in their entirety, demonstrate student mastery of concepts
through hands-on PBL tactics (Capraro et al., 2013).
Twenty-first-century skills: The skills that students need to compete in a global workforce
and economy, including critical thinking, collaboration, adaptability, initiative, effective oral and
written communication skills, the ability to access and analyze information, and curiosity and
imagination (Wagner, 2008).
INFLUENCE OF GLOBALIZATION 19
Organization of the Dissertation
The dissertation is divided into five chapters. Chapter One has provided an overview of
the study, a statement of the problem, the purpose of the study, research questions, significance
of the study, limitations and delimitations, assumptions, and definitions of key terms.
Chapter Two reviews relevant literature on the topics of globalization; Ireland’s political
and economic impact on education; historic implications; and current instructional methodolo-
gies such as STEM, PBL, and science fairs and competitions that are influencing student acquisi-
tion of 21st-century skills. The theoretical frameworks that guide the methodology are identified.
Chapter Three describes the methods that were used in the study. A mixed-methods,
predominantly qualitative approach with some quantitative designs of the research is discussed,
as well as the research team, population and sample, instrumentation, data collection, and data
analysis plan.
Chapter Four presents the research findings from data collection, along with a description
and analysis of the data. Chapter Five summarizes the study’s findings, identifies implications
for practice, and presents recommendations for further research.
INFLUENCE OF GLOBALIZATION 20
CHAPTER TWO: REVIEW OF THE LITERATURE
The country of Ireland had changed in the past few decades as a result of presence of
MNCs. Ireland’s recent history can be useful for an understanding of globalization. Ireland has
always been at a crossroads culturally; through its huge migration overseas, contemporary Ireland
is seen as the epitome of a globalization success story. Ireland’s population had been growing
strongly since the early 1990s, and the country had been investing heavily in education since as
far back as the 1960s and producing a supply of skilled labor ready to meet the needs of the
incoming FDI (Sweeney, Cairncross, & McDowell, 2008). As MNCs invest in Ireland, schools
and universities have demonstrated priority on developing 21st-century skills for students due to
the increased demand for knowledge-ready workers. The goal of this literature review is to
demonstrate how globalization and MNCs are described in the research and how both have influ-
enced the implementation of 21st-century skills in Ireland’s school systems.
The contribution of the external economic environment is of vital importance to any
economy in this era of globalization; however, it is even more significant to a small, open
economy such as Ireland. An international shock can have a big impact on the small, globally
integrated economy that Ireland has become. The vital contribution of investment in education
and skills was summarized in the Future Skills Group Report in 2007 (as cited in Sweeney et al.,
2008). According to the report, the increase in Ireland’s labor quality was estimated to contribute
almost a fifth of the total growth in output during the boom due to higher levels of educational
attainment and upskilling in the 1980s and 1990s (Sweeney et al., 2008). By 1994, the quality of
labor had increased by 13.2%. As a result, the labor quality movement had a positive impact on
the employment rate; as much as two thirds of the increase in employment over the period
between 1994 to 2003 reflected the increase in educational attainment (Sweeney et al., 2008).
INFLUENCE OF GLOBALIZATION 21
Having a pro-business environment in a country demonstrates that governments under-
stand that business is important for employment, for economic growth, and for tax revenue; for a
small country such as Ireland, FDI is vital. A pro-business environment by Irish authorities has
led to Ireland having a reputation as a “business-friendly location” (Sweeney et al., 2008). The
Irish government and its agencies were incredibly actively in persuading MNCs that Ireland was
the place for them to set up, as witnessed by the story of Microsoft’s President Steve Ballmer
being “knocked out” by the sales pitch of Irish authorities (Sweeney et al., 2008).
The first section of the literature review provides an overview of globalization and the
various meanings of the term. The second section is a historical perspective of Ireland, focusing
on government, economics, and education. The third section explores the education system in
Ireland. The fourth section touches on MNCs and their impact on a country’s economics and
education. The fifth section is a synopsis of 21st-century skills and how these skills have been
imbedded into STEM. The sixth and final section focuses on educational leadership, which is
essential in the implementation of change in schools and the development of knowledge-ready
workers.
Globalization
Overview and Definition
The term globalization was created to define how changes in global economics affect
production, consumption, and investment (Stromquist, 2002). Initially, globalization was seen as
representing the “borderless world” in which heightened flows of goods, capital, labor, and infor-
mation flowed effortlessly across national boundaries (Smith, 2004). Globalization refers to the
sharing of people, ideas, wealth, and goods among countries and regions (Bottery, 2006; Spring,
INFLUENCE OF GLOBALIZATION 22
2008). According to Bottery (2006), globalization can be defined in a variety of ways: environ-
mental, cultural, demographic, political, and American.
In spite of the criticisms accruing from second-generation globalization studies, the term
globalization still survives as a descriptive of the widening, deepening, and speeding up of global
interconnectedness and its impact on social change and social processes on a world scale (Fagan,
2002). Recent media attention has been focused on the impact of globalization on Ireland and
other nation states throughout the world. Many of the characteristics of what we commonly think
of as globalization are not new.
There are many descriptors that can help in understanding the true meaning behind
globalization. Globalization is an ongoing description of the widening, deepening, and speeding
up of global interconnectedness and its impact on social change and social processes on a world
scale (Fagan, 2002). For a nation and its people, globalization can have different effects on
society. Fagan (2002) noted that during an economic boom, the migration of people occurs from
one nation to another in search of higher wages and better living conditions. Migration can drive
development for a nation, but this social transformation can also be seen as a threat to the nation
state. Social instability occurs during a state of migration due to the unknown and unfamiliar
among local citizens and new immigrants. Although Ireland remains the “gated” community of
the globalized world, the nation has also experienced a cultural shift and social instability due to
an influx of immigrants (Lentin & McVeigh, 2006).
This section explains the phenomenon of globalization based on work by Bottery (2006).
“Current globalizing forces are profoundly affecting the policies of nation states, and in particular
those in education” (p. 95). The author examined five definitions of globalization. The first
definition is environmental globalization, which includes oceans, forest, deserts, rivers, lakes,
INFLUENCE OF GLOBALIZATION 23
and mountains, as well as a human concern for ecology and a global interdependence of living
things and how humans influence these processes. Global warming, the destruction of the ozone
layer, and the spread of diseases are all examples of environmental globalization. This phenome-
non transcends political borders. In Ireland, there have been critics of aspects of Irish govern-
ment policy that say it attracted the chemical-pharmaceutical industry to the country with poor
environmental enforcement. MNCs historically have contributed to a rise in a country’s carbon
footprint, as many companies transport their products within the country. According to Sweeney
et al. (2008), this criticism does not appear to be correct because the majority of such plants were
established in Cork, where the local authority was quick to establish an effective environmental
unit and European Union (EU) laws were already in place.
Bottery’s (2006) second definition is cultural globalization, which can be conceptualized
in two ways. First, the globalization of culture means that people can eat virtually any dish and
practice any religion anywhere in the world. The dominant cultures influence those that are less
dominant. For example, McDonald’s, Disney, global free market capitalism, education, and so
on are a few concepts that influence people around the world. Second, “we also have an oppos-
ing cultural globalization—one, instead, of standardization”(p. 98), which mainly stems from
Western ideals. According to Akin and Vlad (2011), there is a relationship between education
and FDI. Western ideals of education have spread, thus allowing people from all over the world
to earn degrees from reputable universities. These people form part of a nation’s human capital,
and human capital is directly related to an MNC’s decision to invest in a country.
Bottery’s (2006) third definition is demographic globalization, which can also be ex-
plained in two ways. First, there is a growing tension between the aging population and their
younger counterparts. The fact that people are living longer and fertility rates are decreasing
INFLUENCE OF GLOBALIZATION 24
means that the burden of taxes for education, welfare, and social security will fall on the young.
Demography is linked not only to economics but also to politics. According to this explanation,
older generations will control politics due to their voting power (Sweeney et al., 2008). For
Ireland, the fall in the dependency ratio and the growth in labor force participation were signifi-
cant to Ireland’s recent economic success (Sweeney et al., 2008). Prior to 1980, Ireland had had
a very high dependency ratio with large number of young dependents. Ireland’s population was
thinner in the middle due to mass emigration, and there were consequently fewer people of
working age in the population. After 1980, there was an additional bonus of many young people
leaving education looking for work just as the jobs boom began in the early 1990s (Sweeney et
al., 2008). When the economic boom hit, there was a large number of new labor market entrants
as Ireland’s baby boomers left education with better qualifications than their parents, just as the
information and communications telecommunications (ICT) boom came to Ireland. The pattern
shows that MNCs hire younger workers; they depend on the education system to prepare Irish
citizens for the workforce.
Bottery’s (2006) fourth definition is political globalization, which Bottery claimed can be
conceptualized in four ways. First is the relocation of political power from the nation state to
global organizations, with the purpose of increasing global competition. Some global organiza-
tions that fit this description are the EU, the International Monetary Fund (IMF), the World Trade
Organization (WTO), and the World Bank, among others. These organizations offer financial
assistance to countries that are willing to remove trade barriers and enter the global system of free
markets. Second, transnational companies (TNCs) have the power to move from one country to
another and therefore affect the economy of each country either positively or negatively. The
interconnectedness of political globalization, economic forces, and national domestic policies
INFLUENCE OF GLOBALIZATION 25
can greatly influence a country’s ability to attract FDI. Third, political globalization can be
viewed as weakening the nation state and increasing the supremacy of the powerful nations at the
expense of the peripheral countries (Bottery, 2006). However, globalization has led to the spread
of political ideas, such as democracy and human rights. Fourth, global political change affects
education because economic objectives can set political and social agendas.
Bottery’s (2006) fifth definition is American globalization, which refers to military,
exportation, and technological power and dominance by the United States. The United States
spends more on its military than the combination of the eight countries that follow it in this
category. In terms of economic power, the United States holds a 27% “share of the world
product, equal to the next three largest economic powers combined” (p. 101). In terms of techno-
logical power, the United States ranks first, having 50% of all Internet users. The technological
power of the United States is relevant to this study, as many technological and service-based U.S.
businesses have set up MNCs in Ireland, thereby spreading the power and dominance of the
United States to other countries.
Bottery’s (2006) sixth definition is economic globalization. The locking of nations into
free market agreements by organizations such as the IMF, the WTO, and the World Bank has led
to “the rapid, largely unrestricted movement of finance around the world, a process which
prevents nation states from protecting welfare agendas” (p. 102). The economic stability of
nations such as Ireland relies heavily on the prosperity of the MNCs. MNCs also influence
government polices because of their capability to relocate in another country, thus causing
competition between nations.
Economic globalization affects all other forms of globalization. Globalization is impli-
cated in the environmental perspective as firms move to countries to exhaust nonrenewable
INFLUENCE OF GLOBALIZATION 26
resources. It is implicated in cultural globalization “through the standardizing effect of much
global economic activity” (Bottery, 2006, p. 102). It is implicated in American globalization
because the United States supports global sponsorship of free markets and foreign aid. It is
implicated in political globalization because MNCs influence political activity in a country.
Managing knowledge and controlling access to ideas, knowledge, and expertise are the means by
which a global knowledge economy is created. Economic globalization has implications for
education in terms of preparing and training the workforce. This also leads to standardization of
education and less curricular flexibility within education systems (Bottery, 2006).
Spring (2008) posited four perspectives on globalization, the first being world systems.
This view explains that the world is integrated, with powerful nations controlling other nations.
Powerful or core nations try to get other nations to buy into their beliefs and values, such as
capitalism and Western thought and analysis, thereby establishing their legitimacy and power.
Dominant nations also try to legitimize their power by using aid organizations to expand their
influence.
The second global perspective that Spring (2008) posited is world cultures. This perspec-
tive emphasizes the idea that there is one culture among the world’s populations, a melting pot of
nations. Countries use this world culture concept as a focal point to establish their education
systems and curricula. What works best in other countries or has been the most successful is
emulated. According to Spring (2008), Western schooling is the most widely used because of the
ideals that it sets forth, such as education as a right and the importance of education for economic
development and democratic rights. English is the language of commerce, and many countries
incorporate it in their secondary curriculum—hence contributing to the world cultures perspec-
tive.
INFLUENCE OF GLOBALIZATION 27
The third global perspective posited by Spring (2008) is the postcolonial global perspec-
tive that stresses the idea that powerful nations impose their economic and political knowledge
and agendas on the global society at the price of the poor countries. Based on this idea, Western
schooling dominates as a result of European imperialism. This reinforces the ideals of market
economies and human capital education. The interests of the rich nations are promoted to ensure
“the hegemony of global elites” (p. 352). This interest is economic, which is why there is an
emphasis on 21st-century skills and the development of knowledge-ready workers to create a
more educated human capital capable of meeting the needs of MNCs (Akin & Vlad, 2011).
Although these ideals are crucial to the development of people in a global knowledge economy,
they are taken from Western thought.
The fourth global perspective theorized by Spring (2008) is the culturalist perspective,
which emphasizes sharing educational ideas globally. This perspective is very similar to the
postcolonial global perspective in terms of the view on multiple world knowledges. These world
knowledges include “other educational ideas beside human capital, such as religious, human
rights, and environmental education” (p. 336). However, the ideals that prevail are those that are
chosen by national leaders. The review of various global perspectives and the development of
each theory stems from a significant history of globalization throughout the past few decades.
History of Globalization
Economic activity in recent years is related to the advancement in technology in the late
20th century, which has driven the process of growth in number and size (Jacobson & Kirby,
2006). Rodrik (1997) argued that the world economy was possibly even more integrated at the
height of the global standard in the late 19th century than it is now. Many nations such as the
United States are faced with intertwined economic and social challenges due to the impact of
INFLUENCE OF GLOBALIZATION 28
globalization. A growing number of good-paying blue-collar and even white-collar jobs are now
being done in other countries that have increasingly well-educated and far less expensive labor
forces (Wagner & Compton, 2012). Countries that have struggled economically have taken
advantage of this globalized phenomenon by attracting MNCs to them with a low tax rate and a
cost-effective labor force. A highly skilled, creative, and adaptable workforce is an increasingly
important part of a country’s capacity to attract and retain more advanced levels of FDI. As
highlighted by Richard Florida (as cited in Collins & Rose, 2011), diverse and tolerant cities are
more likely to attract the skilled workers who possess the “creative capital” required to power
knowledge economies.
Although nations have interacted and shared knowledge with one another throughout
history of mankind, globalization as it is now known is a phenomenon. Stromquist (as cited in
Spring, 2008) stated the “economist Theodore Levitt is credited with coining the term globaliza-
tion in 1985 to describe changes in global economics affecting production, consumption, and
investment” (p. 331). Today, almost 3 decades after Levitt coined the term, globalization encom-
passes not only the economic arena but also the technological, educational, cultural, and philo-
sophical dimensions. Therefore, it might not be a surprise that globalization is defined differ-
ently by individuals throughout the world. For the purpose of this study, globalization is defined
utilizing the definition provided by Spring (2015), who described globalization as the process of
increased interaction and integration among individuals, companies, and governments driven by
international trade and FDI. By describing globalization as a dynamic process between people
and systems, it can be ascertained that power dynamics among nations underscore the interdepen-
dency among them, as exemplified by trade agreements, migration patterns, cultural exchange
and the like. Consequently, this definition of globalization helps in framing the relationships
INFLUENCE OF GLOBALIZATION 29
between globalizations and education, as seen in Ireland in the culturalistic framework discussed
by Spring (2008).
Flattening Phenomenon
Friedman (2007) introduced the term flattening phenomenon as a way to describe acceler-
ated globalization in recent history. The flattening of the world explains how technology, tele-
communications, political movements, and transportation have minimized the distances between
individuals, have bridged communication divides, and have stimulated the growth and promotion
of MNCs.
O’Hagan and Newman (2014) explained that countries compete vigorously for invest-
ment from MNCs that seek out the most competitive locations for the various components of
their activities. Countries around the globe now participate in a “tug of war for production,
investment, and business opportunities from MNCs” (O’Hagan & Newman, 2014, p. 236).
Friedman (2007) provided 10 reasons for the flattening process. The first reason stems
from the destruction of the Berlin Wall on November 9, 1989. This momentous historic event
symbolized a shift in world power as governments built on centrally planned economies and
dictatorial rule lost power to nations that supported free market economies and democracy.
Friedman (2007) explained that the fall of the Berlin Wall increased communication, trade, idea
sharing, and competition between formerly separated parts of the world. Microsoft Windows
®
operating systems also made an appearance in this same time period and increased the capacity
and capabilities of the personal computer. These political and technological advances contrib-
uted to a “perfect storm” of flattening the world (Friedman, 2007).
Pivotal events followed in the 1990s with advancements in technological communication.
During the 1990s, the majority of the general public was introduced to the Internet, with
INFLUENCE OF GLOBALIZATION 30
Netscape
™
becoming public in 1995. The growing popularity of the Internet continued to break
down barriers, speed communication, and allow individuals to participate in a globalized com-
munity and economy. Workflow software followed in the footsteps of the Internet; thus,
Netscape was Friedman’s (2007) next flattener. The use of workflow software allowed individu-
als to manage, design, and collaborate globally on business ventures.
The framework established through the development of global technology and communi-
cation provided Friedman’s (2007) next six flatteners: uploading, outsourcing, offshoring, supply
chaining, insourcing, and in-forming. Through development of these forces, the global commu-
nity was brought even closer together and MNCs gained the ability to divide across the globe the
tasks that had formerly been conducted at a central location. This division of tasks allowed
companies to examine ways to increase production while decreasing production costs. Individu-
als and countries in this globalized community were now engaged in competitive struggles to
retain work while decreasing production costs (Friedman, 2007).
Impact of Globalization
Globalization influences education in the expansion of human capital, lifelong learning,
and economic development. Spring (2008) explained that the standardization of education is
both positive and negative. The positive aspect is that it affects human rights, democracy, and
environmental issues by creating greater awareness. The negative aspect is that dominant coun-
tries impose their views of education and establish a standardized global curriculum. An exam-
ple of this is the use of English as the language of commerce. About three fourths of all countries
incorporate English as a foreign language in their curriculum (Spring, 2008). This factor stems
from European imperialism and again establishes the dominance of the power nations. However,
globalization is not taking culture into account. “Nations in the developing world fear the
INFLUENCE OF GLOBALIZATION 31
increase of cultural, economic, and political imperialism by powerful developed nations”
(Spring, 2008, p. 9) will lead to a loss of language and traditions. People benefit from globaliza-
tion but sometimes at the expense of their own beliefs, language, and culture. Ireland has bene-
fitted from globalization; however, the presence of MNCs has created changes within the country
that can be viewed negatively.
Torres (2002) explained that education has two components: economic and societal. The
economic component is that the nation state and formal education come into conflict with global-
ization because this phenomenon limits state autonomy. Globalization and MNCs drive the
needs of the education system in Ireland, and economic policy has supported the demands and
needs of MNCs. Hence, economics and policy have affected the education system in Ireland.
This change has been for the most part positive, as people working for these companies tend to
be paid more than the average income (Sweeney et al., 2008). According to this perspective,
globalization is a double-edged sword that has benefits and implications (Torres, 2002).
Globalization has led to a greater interdependence in the world economy. It has also
allowed MNCs to invest in countries where they can produce goods and provide services at a
cheaper cost. Investments by MNCs in other countries have both positive and negative implica-
tions. The negative implications include destruction of the environment and exploitation of the
people in these countries. However, the positive implications include economic growth, an
emphasis on educating the public, and influencing the government to create societal changes.
Globalization affects education because countries must rethink and restructure schools to reshape
cognitive skills, interpersonal sensibilities, and cultural sophistication (Torres, 2002). The goal
is to create a workforce ready to meet the needs and demands of the global job market. Globaliza-
tion cannot be ignored because of its “profound effect on education at many different levels”
INFLUENCE OF GLOBALIZATION 32
(Carnoy, 1999, p. 14) and its tie to the global economy. With multiple MNCs in Ireland, the
country is faced with the challenge of preparing a skilled workforce to meet the demands of a
global market economy.
Ireland
History and Political Overview
Factors such as geographic location, political stability, and a commitment to education
have made Ireland an attractive country for investment by MNCs (Sweeney et al., 2008). MNCs
have influenced the political and economic course that Ireland has taken. Prior to the mid-20th
century, Ireland was considered a poor, rural region due to its political and economic instability.
Beginning in the 1960s, the Republic of Ireland was transformed into a modern, economic
nation. In order to expand on Ireland’s economy and compete for international markets, the
dropping of trade-strangling tariffs lured foreign investors (O’Riain, 2014). In 1973, member-
ship in the EU opened new continental markets to Irish trade. At the same time, reform to Ire-
land’s antiquated education system created a new generation of young people prepared for more
than life on the farm. This section sets the historical, political, economic, and educational
context to elaborate on the impact of MNCs on the educational system in Ireland.
English rule over the island of Ireland dates back to the 12th century, and Queen Eliza-
beth I of England encouraged the large-scale immigration of Scottish Protestants in the 16th
century. During ensuing centuries, a series of rebellions by Irish Catholics were put down as the
Anglo-Irish minority extended their domination over the Catholic majority (State, 2009). Under
absentee landlords, the Irish population was reduced to a subsistence diet based on potatoes; and
when a potato blight struck the country in the 1840s, 1 million people starved to death while
nearly 2 million more fled to the United States (Larkin, 2014).
INFLUENCE OF GLOBALIZATION 33
A movement for Irish home rule gained momentum in the late 19th century, and in 1916 Irish
nationalists launched the Easter Rising against British rule in Dublin. The rebellion was crushed,
but widespread agitation for independence continued. In 1919, the Irish Republican Army (IRA)
launched a widespread and effective guerrilla campaign against British forces. In 1921, a cease
fire was declared; and in January 1922 a faction of Irish nationalists signed a peace treaty with
Britain that called for the partition of Ireland, with the south becoming autonomous and the six
northern counties of the island remaining in the United Kingdom (McGarry, 2010).
Civil war broke out even before the declaration of the Irish Free State on December 6,
1922, and ended with the victory of the Irish Free State over the IRA forces in 1923. A constitu-
tion adopted by the Irish people in 1937 declared Ireland to be “a sovereign, independent, demo-
cratic state” (Ranelagh, 2012, p. 126) and the Irish Free State was renamed Eire. Eire remained
neutral during World War II, and in 1949 the Republic of Ireland Act severed the last remaining
link with the Commonwealth (Ranelagh, 2012).
Conflicts persisted over Northern Ireland, however, and the IRA, outlawed in the south,
went underground to try to regain the northern counties still ruled by Britain. Violence between
Protestants and Catholics in Northern Ireland escalated in the early 1970s, and to date the fight-
ing has claimed more than 3,000 lives (Ranelagh, 2012).
The big social changes in the Republic of Ireland were reflected in the 1990 election of
Mary Robinson, a female lawyer who was outspoken on issues of divorce, contraception, and
abortion. She was the first female president of a once ultraconservative Ireland. After serving
for 7 years as president, she was followed by the equally graceful presidency of Mary McAleese,
who served as president from 1997 to 2011 (Horgan,1997).
INFLUENCE OF GLOBALIZATION 34
Migration
Migration to Ireland throughout the globalization period is a result of people seeking
asylum from their troubled nations. Migration results in approximately 25,000 people per year
coming into Ireland (Lane & Ruane, 2006). Immigrants who arrived in Ireland came from
various continents and have infused the nation with new cultures, religions, and languages.
Fischer (2009) stated that the new population is characterized by diverse makeups, with immigra-
tion from the United Kingdom and the United States, from the Western European states, from
Eastern Europe including Baltic states, but also from Asia, Africa, and Latin America. Accord-
ing to Fischer, more than 200 languages are now spoken in Ireland. Some of the new migration
trends for Ireland come from Asia and Africa (Lane & Ruane, 2006). Lane and Ruane (2006)
noted that these migration patterns are having an impact on the age structure within Ireland.
Developing countries in Central and Eastern Europe and Latin America are looking to
Ireland as a model to be emulated due to its success in the global market. Like China and India,
Ireland is hailed as a model of how to achieve economic success under the conditions of today’s
globalization (Jacobson & Kirby, 2006). The economic success that Ireland has experienced has
also resulted in conflicts between its citizens and recent immigrants.
The phenomenon of immigration into Ireland is still quite recent. Ireland’s government
deliberately promoted immigration on the basis of work permits during the early period of its
economic boom and steadily increased the number of work permits issued to non-European
Economic Area (EEA) citizens from 5,750 in 1999 to 40,504 in 2002 (Mancini & Finlay, 2008).
Ireland had reached a proportion of non-nationals—around 10% (on average) and up to 13% in
the greater Dublin area, according to the 2006 census (Fischer, 2009). Based on an international
survey in 2010, the Organisation for Economic Co-operation and Development (OECD) found
INFLUENCE OF GLOBALIZATION 35
that Ireland was among the top six countries in the world in terms of acceptance of ethnic minor-
ities, migrants and lesbian and gay people (as cited in Collins & Rose, 2011). As indicated by
Richard Florida (as cited in Collins & Rose, 2011), diverse and tolerant cities are more likely to
attract the skilled workers who possess the “creative capital” required to power knowledge
economies.
While immigration has been encouraged in recent decades by Ireland and by certain other
European states, this encouragement has not necessarily been matched by the liberalization of
citizenship laws (Mancini & Finlay, 2008). High unemployment rates and poverty stricken
communities pressured Irish politicians to create referendums to limit the constitutional rights of
immigrants and their families. High unemployment rates have been present in Dublin for both
the European migrants at 33% and non-European migrants at 55% (Lane & Ruane, 2006). In
2005, a referendum was called and passed with nearly 80% of the majority in favor of removing
the constitutional provisions for territorial birthright citizenship for the children of noncitizens
(Mancini & Finlay, 2008). The action was as a result of voters blaming all their misfortunes on
immigrants and stirring up more racism and animosity toward immigrants.
The role of nation states has been redefined by globalization due to the shift in power
from a welfare state to a competition state (Jacobson & Kirby 2006). Smith (2004) felt that this
shift has heightened competitiveness between nations and resulted in pressure for governments to
increasingly prioritize economic rather than social issues. Without policy change, significant
shortages are forecast in the medium to long term for graduates per year with the possibility that a
large number of low-skilled individuals will be unable to find suitable employment (Collins &
Rose, 2011). The adoption by the state of a strategy of deep integration of the Irish economy
INFLUENCE OF GLOBALIZATION 36
with the process of globalization has resulted in an economy with among the highest proportions
of output, exports, and employment accounted for by MNCs (Jacobson & Kirby 2006).
Economic History
Since its independence in 1922, the Irish economy has gone from being one of the poorest
in Europe in the 1980s to double-figure growth rates in the 1990s, prompting comparisons with
the “tiger” economies of the Pacific Rim (Mhaille Battel, 2003). Through the 1990s, the Repub-
lic’s booming, globalized economy grew a whopping 40% and Dublin’s property values tripled.
As a result, this era became know as The Celtic Tiger. Unfortunately, the Great Recession of
2008, a global recession, took Ireland on a downward economic spin. The Great Recession was a
period of universal economic decline seen in world markets beginning at the end of the 1st
decade of the 21st century. For Ireland, the global recession hit hard in 2008 and devalued the
property market; home values plummeted while driving up unemployment (O’Riain, 2014).
Today, the Republic of Ireland has reason to be optimistic about the future. In spite of the recent
recession, its economic growth through the 1990s and 2000s has extraordinary, and political and
social problems have decreased.
During the Celtic Tiger economic boom, the Irish imported labor and surpassed the
English in per capita income—both factors for the first time ever. Starting in 1980, when Apple
set up its European headquarters in Ireland, streams of multinational and U.S. corporations
opened offices in Ireland (O’Riain, 2014).
Ireland has one of the youngest populations in Europe. These young Irish are beneficia-
ries of one of the Europe’s best education systems that provides these corporations with a highly
skilled workforce. Ireland’s pharmaceutical, chemical, and software industries are well
established (Dunning, 2002). As a result, Ireland is second only to the United States in exports of
INFLUENCE OF GLOBALIZATION 37
software. The country’s close business ties to its American partners mean its economy is highly
reactive to the U.S. market fluctuations (O’Riain, 2014).
By 2003, the rising economic tide had lifted Ireland to float beside Finland as one of the
two most expensive countries in the EU. Unfortunately, that tide had receded in 2011 due to the
global recession. As a result, the Irish economy fell farther, by percentage, than any other EU
country during this period. This century’s rapid growth and subsequent decline have caused
other problems. Urban sprawl, big-city traffic snarls, water and air pollution, and the homogeniz-
ing effects of globalization have left their mark. Per capita consumption of alcohol has tripled
since 1970. The average value of Irish homes also dropped 45% between 2007 and 2011. The
final stage of this humbling financial downturn came in the fall of 2010, when the EU bailed out
Ireland’s teetering banks (O’Riain, 2014).
The phenomenal success of Irish economy since 1989 has coincided with social change
that is perceived within Ireland as dramatic and, in some cases, negative. Roisin (2003) noted
that one of the criticisms of the Celtic Tiger is that it has generated vast amounts of wealth, much
of which has left the country to the shareholders in the high-tech MNCs that dominate Irish
industry, as indicated by differences in gross domestic product (GDP) and gross national product
(GNP). It can be argued that what has remained in Ireland has not been distributed fairly, with a
small privileged group enjoying the benefits of success while the others continue to struggle
economically (Roisin, 2003). Today’s Irish parents worry about how much their affluent young
adult children will adjust to the new economic realities. Still, the Celtic Tiger economy, though
tamed by the recession, taught the formerly downtrodden Irish that their luck can change for the
INFLUENCE OF GLOBALIZATION 38
better. The Irish, now skilled and business savvy, are primed and ready for the postrecession era.
MNCs and FDI
The literature on economic internationalization has blossomed in recent years. Major
themes include the likelihood of institutional convergence among states, the varied patterns of
capitalism, the changing agenda of international relations, and the explosive development of
international finance (Marsh, 2001). This part of the literature review will provide information
on how MNCs and FDI have vastly impacted globalization and the modern economy.
Recent years have seen much growth and the influence of FDI throughout the world,
including its association with participation in trade and the role of MNCs in these developments.
Marsh (2000) stated that FDI has grown spectacularly, pointing out that the flow doubled
between 1980 and 1994. FDI is also increasingly important as a stimulus to growth. Between
1985 and 1990, the average annual rise in world exports was 13%, and the average annual rise in
GDP was 2%. According to Marsh, the growth in investment has coincided with a significant
expansion in global trade. World trade increased from 3% of world GDP in 1970 to 21% in
1993. The services trade and investment are two areas that have particularly grown. Marsh
contended that these two areas have grown due to the emergence of the “information economy”
(p. 72).
The number of MNCs has also grown enormously. According to the United Nations
Clearing House on Multi Nationals (as cited in Marsh, 2000), in 1970 there were approximately
7,000 MNCs; By 1995 the number had increased to 39,000, controlling around 270,000 affiliates.
On a global basis, MNCs generate about half of the world’s industrial output and account for
about two thirds of world trade. According to Dunning (2002), about a third of total trade (or
half of the MNC trade) is intra-firm. MNCs are particularly strong in motor vehicles, computers,
INFLUENCE OF GLOBALIZATION 39
and soft drinks, having on a global basis 85%, 70%, and 65% of these markets, respectively. In
some countries they are the dominant manufacturing presence. MNCs have a number of
advantages over local companies. Their size provides them with the opportunity to achieve vast
economies of scale in manufacturing and product development. Their global presence also
exposes them to new ideas and opportunities regardless of where they occur. Moreover, their
location in many countries can be used as a bargaining chip in obtaining favorable conditions
from governments eager to preserve inward investment and jobs (Dunning, 2002).
Any small economy such as Ireland’s will have a large number of firms that supply the
domestic market but, more importantly, also use it as a base to export to other countries.
Sweeney et al. (2008) stated that foreign multinational firms employ 150,000 directly in Ireland,
or just 6% of the workforce. Although it seems like a small percentage, these companies export a
disproportionate amount of Ireland’s exports. They also generate high-quality skills, have fairly
strong linkages, and have been investing more in research and development in recent times. In
1996, affiliates of MNCs accounted for nearly 70% of Ireland’s manufacturing output (Sweeney
et al., 2008).
Foreign-owned firms are very important to the Irish economy. The MNC sector has been
credited with providing an important drive to the recent performance of the economy (Collings,
Gunnigle, & Morley, 2008). According to Hannigan (2000), almost 1,200 foreign MNCs em-
ployed about 120,000 people in Ireland on a permanent basis—equivalent to 11% of all private
sector employment. Exports form these firms amount to 50% of the Irish GDP. Over the years,
the Industrial Development Agency (IDA) in cooperation with key national partners has set out to
reposition Ireland as an advanced, knowledge-driven economy reflecting global changes in
business and Ireland’s evolving capabilities (Hannigan, 2000).
INFLUENCE OF GLOBALIZATION 40
According to Sweeney et al. (2008), Ireland had over 170 companies employing 35,000
people in the pharmaceutical-chemical, biopharmaceutical, medical devices, and diagnostics
sector. Thirteen of the top 15 companies in the world had substantial operations in Ireland. In
fact, 6 out of 10 of the world’s top-selling drugs are produced in Ireland, including Lipitor and
Zocor (Sweeney et al., 2008).
Ireland is ranked as one of the top destinations in the world for multinational technology
companies by IBM’s 2011 Global Location Trends report (O’Brien, 2013). Recently, approxi-
mately 210 overseas companies have been engaged in many areas of information and communi-
cation technologies in Ireland. Seven of the world’s top 10 ICT companies have a substantial
base in Ireland. The ICT sector in Ireland, including IBM, Dell, Apple, Intel, HP, Microsoft,
Analog Devices, Oracle, and Ericsson, employs over 43,000 people (Sweeney et al., 2008).
Ireland is also a leading location for medical technology investment and has attracted 83 compa-
nies, including eight of the world’s top 10 companies including Boston Scientific and Johnson &
Johnson. Ireland has also emerged as a leading location in Europe for digital media, with Ama-
zon, Google, eBay, and Yahoo all locating operations there over the past few years (Sweeney et
al., 2008).
Influence of Economics on Educational Policy
As Ireland develops as a knowledge-based economy, a key challenge for education is to
develop the necessary mix of creativity and skills to respond to the needs of a changing labor
market. Research, development, and innovation are critical elements in achieving and maintain-
ing economic competitiveness and securing continued prosperity. The availability of an adequate
number of graduates skilled in the STEM fields will be a critical factor in supporting this
strategy. For Ireland, future economic growth relies on the ability to attract and retain higher
INFLUENCE OF GLOBALIZATION 41
value activities and higher skills with an emphasis on research, design, and innovation. This goal
involves moving from technology-based development to innovation-based development that is
less vulnerable to competition from lower cost economies (Leahy & Phelan, 2014).
In common with other developed economies, Ireland has advocated the creation of a
high-skilled, high-waged economy by upgrading the education and skills of its workforce. Ire-
land’s economic survival became dependent on promotion and education in STEM fields to
attract MNCs and FDI (Paus, 2005). The creation of world-class skills is assumed to be a route to
economic prosperity by meeting the demands of MNCs and TNCs corporations (Dunning, 2002).
Education in Ireland
Historical Overview
Ireland’s education system has come a long way from its inception in 1831. It started as a
vision by Lord Stanley whereby students of all sects were integrated into one national school
system. As time passed, there were numerous struggles between groups of people regarding the
education system: The Roman Catholic Church fought the Church of Ireland; the government
fought the churches; and parents and teachers fought the government. The result of the conflict
has been an education system that produces highly intelligent students who are ready to work in
today’s industries (Fischer & Raftery, 2014).
The discussion that follows presents a brief history of Ireland’s education system and the
various events that took place to form the present-day system. Then the structure of primary,
secondary, and higher education is described in detail. The principal emphasis is on secondary
education because it is the area of greatest controversy due to the Leaving Certificate Examina-
tion that most students take before enrolling in higher education (i.e., colleges and universities).
INFLUENCE OF GLOBALIZATION 42
Finally, the relationship between Ireland’s current technical know-how and its education system
is explained (Fischer & Raftery, 2014).
An important development at the end of the 19th century was the increased influence of
the Roman Catholic Church. At the beginning of the century, the Roman Catholic Church had
relatively little power and influence compared to the Church of Ireland (Fischer & Raftery,
2014). The Roman Catholic Church envied the Church of Ireland because the latter was a major
influence in cultural, political, and education affairs. However, by the end of the 19th century,
the positions of power for both churches had been reversed. The Roman Catholic Church had
successfully used the education system to extend its sphere of influence relative to the Church of
Ireland by winning a series of education battles against the government, as discussed below
(Rougier & Honohan, 2015). Roman Catholic Church leaders used the power of the teaching
orders to combat the influence of the Church of Ireland. At first, these leaders promoted multi-
denominational national education and were at the forefront in deciding policy; Archbishop
Murray of Dublin was one of the first Commissioners of National Education. However, when
Cardinal Paul Cullen succeeded Murray in 1849, the Roman Catholic Church changed its posi-
tion on the national education system (Fischer & Raftery, 2014). Fischer and Raftery (2014)
noted that Cullen succeeded not only in converting the national schools to Catholic schools but
also in setting up a Catholic majority on the national board that would determine education
policy. At this point, the Roman Catholic Church was effectively in charge of the Irish education
system (Fischer & Raftery, 2014).
The development of the Irish school system in the 19th century was profoundly influ-
enced by the presence of a politically powerful Catholic priesthood. This was particularly so
because of the traditional importance attached to its educational functions by the church (Titley,
INFLUENCE OF GLOBALIZATION 43
1983). Titley (1983) noted that the national system of primary schools established by the govern-
ment in 1831 proposed to provide joint secular and separate religious instruction to children of all
persuasions. It was administered by an appointed National Board of Education in Dublin, which
made building and salary grants to schools established and managed by prominent individuals in
the community, usually clergymen. By the end of the century, the system had become de facto
denominational (Wickham, 1990). The leadership of the Catholic Church was generally satisfied
with arrangements as they stood. Most Catholic children attended schools under the management
of their local clergymen. This situation ensured the religious orthodoxy of the teachers who
instructed them (Wickham, 1990).
Current Education in Ireland
At the beginning of the 20th century, the churches and the government were the only
bodies that could make education policy. The boards were comprised of people whom the
church and state had nominated, and policy decisions were administered by these people. Some
groups, such as the political parties and teachers’ unions, were not satisfied with their lack of
power in influencing policy. According to Childs (2001), the teachers struggled with the boards
for decades but could not effect much change because the managerial bodies had a direct connec-
tion with the decision-making institutions, namely the church and state.
Today the church and state do not have nearly as much power with regard to education as
they did in the 19th and early 20th centuries. The Education Act of 1998 has given more power
to teachers to decide Ireland’s school curriculum. For example, the Curriculum Committee for
Social, Environmental, and Scientific Education, which effectively sets the science curriculum,
contains members from various groups. Thirteen members are in teachers’ organizations; six are
in religious organizations; four are in government organizations; and three are in parents’
INFLUENCE OF GLOBALIZATION 44
organizations (O’Reilly, 2012). Thus, teachers now make up 50% of the curriculum committee,
giving them much more power than in the past to decide what students should learn in Ireland’s
schools. The Roman Catholic Church, however, still has influence over school policy because it
provides much of the funding to primary and secondary schools. With the ascension of the
Fianna Fáil party prior to the 1950s, new life was brought into the Irish education system.
Strong, energetic young leaders sought to take advantage of the economic success of Ireland in
the 1950s and 1960s in order to enact a new wave of education reform. In 1966 Donagh O’Mal-
ley’s free education system made a significant impact on Irish education by making secondary
education free for all Irish students (Childs, 2001). Student enrollment increased dramatically
not only in first-level and second-level schools but also in third-level schools. With an increased
demand for higher education, policymakers added Institutes of Technology to the existing
third-level colleges and universities. In the 1980s, these technical schools received a large
amount of funding from the government. This new focus on technology in education served to
lead Ireland to a major economic boom that it has experienced over the past decade (O’Reilly,
2012).
In Ireland, three levels of education exist, known as first, second, and third level. Accord-
ing to the Irish Welfare Act of 2000, compulsory education exists from age 6 up to 16 years of
age (Leahy & Phelan, 2014). An additional, optional level of schooling exists, known as third
level.
Primary education can begin as early as age 3. Roughly 65% of Ireland’s youth are in
preschool by age 4, and almost all are in preschool by age 5. According to O’Reilly (2012),
primary schools in Ireland are analogous to elementary schools in the United States. They are
intended to give students a firm educational foundation that will prepare them for more advanced
INFLUENCE OF GLOBALIZATION 45
study during their secondary education. Students end their primary education at approximately
age 12.
Secondary education is divided into two parts, a Junior Cycle and a Senior Cycle. The
Junior Cycle in Ireland is similar to the middle school or junior high school period in the United
States. It is a 3-year cycle that prepares students for the Senior Cycle. In the current Junior
Cycle, students study a minimum of eight subjects (O’Reilly, 2012). At the end of year 3, stu-
dents undertake the Junior Certificate examination. Leahy and Phelan (2014) noted that the level
of study for Junior Cycle subjects includes higher level, ordinary level, and foundation level. All
schools must provide the core subjects of English, Irish, and mathematics. The optional subjects
vary greatly between second-level school types due to differing academic focus and socioeco-
nomic factors. For example, in vocational schools, students predominantly study technical
graphics, art craft and design, home economics, or business studies. In most secondary schools,
students study science as a compulsory subject (Hammond & Palmer, 1999).
The Senior Cycle is a 2- or 3-year cycle, similar to high school in the United States, and is
arguably the most important part of an Irish student’s education. This cycle is also sometimes
called the Leaving Certificate Program because at the end of the Senior Cycle, most students take
the Leaving Certificate Examination, an annual examination that tests the skills of students in a
variety of subjects. Ireland uses a point system for student assessment whereby a specific
number of points are allocated to a student based on the subjects in which the student was tested
and on how well he or she performed in each subject. Universities and technical colleges use
these points not only for admission purposes, but also for decisions on what courses a student can
and cannot take (Leahy & Phelan, 2014). For example, only students with very high scores on
the Leaving Certificate Examination are allowed to study medicine or law.
INFLUENCE OF GLOBALIZATION 46
Students need not enter the Senior Cycle immediately after the junior cycle. They now
have the option of entering the Transition Year Program—a program intended to relieve some of
the stress on Ireland’s education system by giving students more freedom to study the subjects
they want. Moreover, the courses are specifically tailored for each student (Leahy & Phelan,
2014).
Students are not required to take the established Leaving Certificate Program after their
Junior Cycle. Instead, they can enroll in the Leaving Certificate Vocational Program during their
Senior Cycle, which is similar to the established Leaving Certificate Program. However, stu-
dents enrolled in the Leaving Certificate Vocational Program focus on more technical subjects
than those in the established Leaving Certificate Program. Students also have the option to take
the Leaving Certificate Applied Program instead of the established Leaving Certificate Program.
According to the Ireland Department of Education and Skills (2016), this program is a person-
centered program that involves a cross-curricular approach rather than a subject-based structure.
The problem with this program is that enrolled students are not guaranteed entry into third-level
schools.
In looking at Ireland’s higher education system, approximately half of all Irish students go
into third-level schools (or colleges) by the age of 18. There are four main types of colleges in
Ireland: universities, technical colleges, teacher training colleges, and privately owned colleges.
There are seven universities in Ireland: University College Cork; University College Dublin;
National University of Ireland, Galway; National University of Ireland, Maynooth; Trinity
College, Dublin; University of Limerick; and Dublin City University. Approximately 59% of
third-level students are enrolled in one of these seven universities. There are also 11 technical
colleges in addition to the Dublin Institute of Technology, the hub of Ireland’s technical colleges.
INFLUENCE OF GLOBALIZATION 47
Roughly 39% of third-level students are enrolled in these colleges; the remaining 2% of
third-level students are either enrolled in one of the five colleges of education for primary
teachers or in one of the privately owned third-level schools (Leahy & Phelan, 2014).
The Celtic Tiger years provided an unprecedented growth in the economy of Ireland. It
was supported by the abundance of MNCs that contributed to the economy (O’Hagan &
Newman, 2014). According to Donnelly (2011), the integration of the national curriculum in
1971 was the beginning of a movement aimed to give Ireland a competitive edge against other
nations. O’Reilly (2012) noted that technology was the primary sector to assist in Ireland’s
attractive economic landscape in the late 1990s and into the early 2000s. During this time, 70%
of Ireland’s third-level students studied the fields of engineering, science, computer science, or
business. Unfortunately, there was a decline in the number of students taking courses of study in
technical fields during the late 2000s. According to O’Reilly (2012), the reason for the decline
was that students sought interest in other fields such as medicine or law based on the difference
in pay between medicine or law and the technical fields of engineering or technology.
Twenty-First-Century Skills
Globalization has led to a more interconnected world in which a certain skill set is
necessary to participate in the global economy (Zhao, 2013). Currently, MNCs outsource jobs to
countries where there are human capital and a lower cost of labor. Human capital is achieved via
the education system, and a knowledge-ready workforce is achieved via the implementation of
21st-century skills. According to Assessment and Teaching of Twenty-First Century Skills
(ATCS; 2013), “today’s curricula do not fully prepare students to live and work in an
information-age society” (para. 1). Twenty-first-century skills are crucial for the continual
INFLUENCE OF GLOBALIZATION 48
development of MNCs in Ireland. ATCS described 21st-century skills in terms of the following
categories:
1. Ways of thinking: creativity, critical thinking, problem solving, decision making and
learning;
2. Ways of working: communication and collaboration;
3. Tools for working: ICT and information literacy; and
4. Skills for living in the world: citizenship, life and career, and personal and social
responsibility.
These skills are not only academic but also technological, personal, and social. The aim is to
develop global citizens who are capable of adapting to change.
The Partnership for 21st Century Skills framework (P21; 2009) described student out-
comes and supports in four main areas: (a) core subjects and 21st-century themes; (b) life and
career skills; (c) learning and innovation skills; and (d) information, media, and technology skills
(see Figure 1). Technology education in Ireland exists as a suite of eight subjects for students
12–18 years of age. In third-level education, students can choose from a wide range of bache-
lor’s degree programs in STEM. Technology education in second-level education was first
introduced to Ireland in 1885 (Leahy & Phelan, 2014). Since this introduction, revisions and
changes have occurred in both the Irish economy and syllabi. In 2006, technology education
syllabi were revised to include more design activity at Senior Cycle. These changes reflect the
forward thinking of policymakers reflecting the progression from the industrial era to the infor-
mation era to the conceptual era. Leahy and Phelan (2014) acknowledged that the scope of
second-level technology education in an Irish context is still perceived by many as vocational,
although progressive reformations are advancing toward a design-driven framework, grounded in
INFLUENCE OF GLOBALIZATION 49
Figure 1. Diagram of 21st-century learning framework. From A Frame-
work for 21st-Century Learning, by Partnership for 21st Century Skills,
2009, retrieved from http://www.ecu.edu/cs-educ/account/upload/
21st_Century_Skills_Handout-2.pdf
a strong craft practice. This changing technological environment has resulted in the promotion of
design activity in second-level technology education in Ireland.
Technology is currently a major factor behind Ireland’s booming economy. When high-
tech companies such as Pfizer and Lucent Technologies moved to Ireland, they did so partly
because many Irish people have a good technical background. As can be discerned from the
previous discussion, third-level institutions are highly selective, and only the best students are
able to reach this level. In fact, Ireland has one of the best technically trained workforces in the
world. About 70% of Ireland’s third-level students study engineering, science, computer science,
or business. The fact that hundreds of foreign-owned technology companies have set up plants in
Ireland shows that the world is confident about Ireland’s technical workforce, but how did
INFLUENCE OF GLOBALIZATION 50
Ireland achieve this level of superiority in the technology industry? According to O’Reilly
(2012), the general consensus is that it is due to the competitive nature of the Irish when it comes
to educating students. As described earlier, students with high scores on the Leaving Certificate
Examination have first choice as to what college or university they wish to attend and what
course of study they wish to pursue. Therefore, only the strongest students (i.e., those who did
well on the Leaving Certificate Examination) can go on to third-level education (O’Reilly, 2012).
Another reason cited for the technical sophistication of Ireland’s workforce is the fact that
third-level students take only courses within their major area of study. There is no focus on
liberal arts courses such as philosophy or history because knowledge of these subjects does not
add to the technical knowledge of the student. From Ireland’s point of view, students use their
time more efficiently by studying only those subjects that will make them better workers in
technical industries (O’Reilly, 2012).
Mastery in the core subjects of English, reading or language arts, world languages, arts,
mathematics, economics, science, geography, history, government, and civics is an essential
component of the framework. In addition to core subjects and 21st-century themes, a set of inter-
disciplinary themes is incorporated: global awareness; financial, economic, business, and entre-
preneurial literacy; civic literacy; health literacy; and environmental literacy (P21, 2009).
Similarly to ATCS, the P21 (2009) explained that “the skills, knowledge, and expertise students
must master to succeed in work and life” (p. 1) include critical thinking, problem solving, com-
munication, and collaboration. The aim is to equip every student with the skills necessary to be
college and/or career ready is a worldwide effort.
“In order to earn a decent wage in today’s economy, most students will need at least some
postsecondary education” (Wagner, 2008, p. 2). Learning the basics of how to read and write are
INFLUENCE OF GLOBALIZATION 51
simply not enough. Wagner (2008) proposed seven survival skills that students need to work,
learn, and be productive citizens in a knowledge-based economy. These survival skills can be
applied to the education systems in Ireland.
The first survival skill is critical thinking and problem solving. Learning how to ask good
questions is an essential component of being successful in the new global knowledge economy.
It is also significant in being an active participant in democracy (Wagner, 2008).
The second survival skill is collaboration across networks and leading by influence.
Communication and collaboration today are much different from those in previous decades.
Now companies can work on projects via teleconferences; employees do not necessarily have to
be in the same state or country. Technology has allowed greater access and opportunity for
people to collaborate. The consideration of culture is an important component of this survival
skill. Wagner (2008) explained that the skills that are required to be successful in a global
economy and those required to keep democracy safe and alive are interconnected. MNCs in
Ireland need workers not only who are critical thinkers and problems solvers but also who can
understand and respect differences in order to collaborate effectively and productively. The work
environment is shifting from one based on hierarchy and authority to one that is team based.
The third survival skill is agility and adaptability. Workers must be able to adapt to the
changing nature of jobs in the global knowledge economy. In order for workers to maintain their
jobs, they must learn to be lifelong learners who can adjust to changes in their company. Job
descriptions are constantly changing due to new data that assess the strengths and weaknesses of
a business. If something is not working, it must be changed; hence, there is a need for flexibility
and adaptability on the part of today’s workforce (Wagner, 2008).
INFLUENCE OF GLOBALIZATION 52
The fourth survival skill is initiative and entrepreneurialism. Taking initiative and being
proactive are valued skills in the global knowledge economy. Workers who are self-starters and
who seek opportunities for improving the job are highly valued. Wagner (2008) explained that
the most effective way to lead is by example and influence rather than by giving orders. Being
creative and learning from mistakes is part of taking initiative. MNCs in Ireland require knowl-
edge workers who are able to apply these skills.
The fifth survival skill is effective oral and written communication. Many college
students and people going into the workplace lack effective communication skills; thus, it is
important to teach students about this skill early in their education. The capability to state one’s
thoughts clearly and to communicate among cultures is connected to the second cited skill and to
professional success. Ineffective communication skills (oral, written, and/or presentation) are the
major deficit facing businesses today (Wagner, 2008).
The sixth survival skill is accessing and analyzing information. There is an infinite
amount of information, and the most successful workers are those who can synthesize and
present these data to discover the strengthens and needs of a company. Being able to recognize
reliable and unreliable sources of information is important, especially because it is so easy to
access large amounts of information via the Internet (Wagner, 2008).
Wagner’s (2008) seventh survival skill is curiosity and imagination. The old idea of
having the employer define the work for the employee places limits on the employee’s capacity.
Allowing for curiosity and imagination can be beneficial to today’s corporations.
Wagner (2008) termed these seven survival skills as the new basic skills and compared to
the Three Rs (reading, writing, and arithmetic) of previous generations. The fact that the world
has changed due to globalization has led to a greater economic connection among countries. This
INFLUENCE OF GLOBALIZATION 53
change must be reflected in the teaching practices of education systems around the world.
Schools must change with the times and adapt their curricula to teach the skills that are needed to
be successful in a global knowledge economy.
Project-Based Learning
The literature review thus far has provided information on historic, economic, social, and
cultural concepts related to globalization and the country of Ireland. Over the past decade,
empirical research has emerged on the development of curriculum, concepts, and techniques in
order to increase 21st-century skills in students. This part of the literature review will provide
empirical research examples that focus on important curricular developments that address the
needs of 21st-century learners. The skills acquired by students will enhance their ability to
compete in the emerging globalized world, thus benefitting society as a whole. The literature
review provides various perspectives of the skills required to survive and succeed in the 21st
century. Also included in the literature review are platforms that must be established to draw
business to a nation’s knowledge-based economy.
PBL has long been a tradition in America’s public schools, extending back to the work of
Francis W. Parker and John Dewey in the 19th century. Capraro et al. (2013) explained that PBL
initially focused on real-world problems with tangible and measurable outcomes. PBL was
quickly adopted and applied to any activity of interest to students. Because there is no concise
definition for PBL, it has prevented an assessment of its success. The project method, as a
descriptive term for a school exercise, was replaced with child centeredness and the activity cur-
riculum. After a period of near insignificance within the classroom setting, PBL has been
reclaimed by educators to educate 21st-century students (Capraro et al., 2013).
INFLUENCE OF GLOBALIZATION 54
PBL is learning by doing. Edutopia, a leading education blog, described PBL as “a
dynamic approach to teaching in which students explore real-world problems and challenges” (as
cited in Licht, 2014, p. 49). The PBL environment changes the traditional role of students and
teachers and puts learners in the driver’s seat. Heidi Bullock, a Brevard (North Carolina) high
school teacher, described the role of the PBL teacher as someone who “facilitates the learning
process by providing or helping acquire resources, monitoring group processes, and coaching
students in the metacognitive processes (i.e., problem solving, collaboration, communication,
reflection, self-evaluation) necessary for that group to complete its project or solve problems” (as
cited in Licht, 2014, p. 49).
PBL is gaining renewed attention with the current focus on college and career readiness
and the performance-based emphases of the Common Core State Standards (CCSS). The current
literature on instruction change, including the research on CCSS, focuses on the standards but not
on the 21st-century skills (Wagner, 2008) that the teacher is expected to incorporate in the cur-
ricula. Lamar (2015) contended that only high-quality versions of PBL can deliver the beneficial
outcomes that schools want for their students. He added that today’s projects must be rigorous,
engaging, and in depth; they must have student voice and choice built in. Such projects require
careful planning and pedagogical skill (Lamar, 2015). By successfully implementing PBL,
teachers can help students not only to meet standards but also to greatly improve their instruction
and make school a more meaningful place for learning. Licht (2014) explained that real growth
occurs when students take those kinds of leadership roles and teachers are seeing students
demonstrate those roles.
According to Bender (2012), PBL, where students work in groups and learning, is driven
by the project and provides an opportunity to concurrently develop technical and nontechnical
INFLUENCE OF GLOBALIZATION 55
skills. It is also consistent with the social constructivist philosophy of how learning should occur
in that it provides students with the opportunity to construct their own understanding through
interaction with others in a social setting. Students learn in context and, consistent with a
student-centered approach, are encouraged to take ownership of and manage the learning process
(Bender, 2012).
Student-centered learning, such as PBL, requires a very different approach to learning on
the part of the student in comparison to a traditional curriculum. According to Bender (2012),
students are expected to take partial control of and manage the learning process, use the group to
facilitate learning, accept tasks and address them through self-directed work, communicate their
emerging knowledge to the group, give and receive feedback, and view the teacher as a facilitator
rather than manager of learning. Licht (2014) explained that not only does PBL look different
from traditional learning, but it can feel different, too. When students take the reins, things do
not always go as planned, and students have to learn from their setbacks.
Gary (2015) noted that PBL is an approach particularly well suited to achieve more
durable, contextual outcomes for computing students. According to Gary, a PBL approach
provides “real-world-edness” (p. 99) through a situated learning process that forces students to
identify key decision-making factors and draw upon prior experiences. Sustained interaction
over time ensures that students continuously apply and evaluate these experiences. Hixson,
Ravitz, and Whisman (2012) stated that “PBL instruction used in combination with PBL profes-
sional development can have an impact on 21st-century teaching” (p. 31). Hixson et al. exam-
ined the 21st-century skill components of PBL lessons and found that all but one skill area
yielded significant results. These significant skill areas were critical thinking, collaboration,
communication, creativity and innovation, self-direction, local connection, and technology.
INFLUENCE OF GLOBALIZATION 56
Licht (2014) explained that PBL is an essential tool that educators can use to teach the four C’s
of 21st-century skills: critical thinking, communication, collaboration, and creativity.
Proponents of STEM education through PBL highlight many benefits that promote 21st-
century skills for students, including higher order thinking; a realistic context for the application
of math and science; a good structure for breaking down complex problems; building problem-
solving skills; promoting creativity; and making connections among mathematics, science, and
technology to real-world products and processes. STEM–PBL initiatives have been known to
increase business sense among students; to enhance identifying connections among industries; to
promote ownership based on discovery learning and development of unique solutions; to culti-
vate skills required for successful collaboration and teamwork; and to develop a stronger interest
in science, technology, and mathematical concepts (Capraro et al., 2013).
The promotion of STEM education has resulted in the revival of PBL in public schools
throughout the world. The implementation of PBL strategies within STEM education has been
the primary vehicle to promote 21st-century skills in the K–12 school system. Governments such
as the United States and Ireland understand that promoting STEM PBL in public schools will
better prepare students to compete in a globalized economy. Moreover, companies such as Intel
see the value in MNCs’ initiatives and are working with the Irish government to augment re-
sources that promote STEM–PBL education. Countries around the world have taken the STEM–
PBL initiatives a step further via the promotion of science fair initiatives that serve to showcase
STEM–PBL strategies through student projects.
STEM
Educational reform throughout the world has focused on improving science, mathematics,
and technology education for students in an effort to promote global competitiveness in a
INFLUENCE OF GLOBALIZATION 57
globalized economic atmosphere (Breiner, Harkness, Johnson, & Koehler, 2012). In the United
States, the acronym STEM is used for the fields of study in the categories of science, technology,
engineering, and mathematics (Bybee, 2010). Judith Ramaley, a director of the National Science
Foundation in the United States, first used the acronym STEM in 2001. The original acronym
was SMET; however, the National Science Foundation changed the ordering of subjects out of
fear that SMET would be confused with issues of vulgarity. The term STEM catapulted into
popularity as it was seen as an avenue to increase student performance after falling behind
internationally in mathematics and science scores. STEM education efforts have been developed
by federal, state, and local government entities; by universities and colleges; and in the private
sector to keep the United States competitive (Scott, 2013).
Kennedy and Odell (2014) outlined five critical STEM pedagogical techniques. First,
“educators must implement instructional strategies that integrate the teaching of STEM in a way
that challenges students to innovate and invent” (p. 256). Second, “educators must use PBL
strategies with a set of specific learning outcomes to support student learning” (p. 256). Third,
“educators must create meaningful learning opportunities, provided context learning is delivered
using applied and collaborative learning” (p. 256). Fourth, “educators must require students to
demonstrate their understanding of these disciplines in an environment that models real world
context for learning and work” (p. 256). Fifth, students must be provided with “viewpoints to
demonstrate how STEM transcends national boundaries” (p. 256) in order for them to have a
global sense of community.
As technology increasingly invades the environment and controls everyone’s lives, it
becomes ever more urgent that more of today’s youth be competent in STEM disciplines to
ensure the future of global economic power (Drew, 2011). To promote these disciplines, Drew
INFLUENCE OF GLOBALIZATION 58
(2011) elicited eight solutions and described successful programs in the United States and
abroad. For example, better trained teachers are essential for information transmission; students
should have higher expectations; role models and mentors must serve as exemplars; quality
leadership is critical; and access to college should be an aspired goal.
Educational reform efforts within the United States have established agencies designed to
promote STEM education. In 1993, the National Science and Technology Council was estab-
lished in the United States as the primary venue for the administration to coordinate science and
technology development efforts. Through these efforts, there were 13 government agencies
administering 209 STEM education programs by 2010. Over half of the total STEM programs
being administered were managed by the U.S. Department of Health and Human Services, the
U.S. Department of Energy, and the National Science Foundation. The cost of funding these
STEM initiatives nationwide was over $3 billion, with individual program funding ranging from
$15,000 to hundreds of millions of dollars per program (Scott, 2013).
Technology-based companies such as Intel see STEM education as the key to making the
United States competitive in a global marketplace. Companies such as Chevron and Intel have
created partnerships with schools and nonprofits to promote STEM education in the United
States and abroad. Chevron’s investment in American STEM education efforts has reached
nearly $100 million (Drew, 2011). STEM education has been the basis to keep the United States
and other nations competitive in a globalized economy, but the vehicle to promote 21st-century
skills within the classroom has been the implementation of the pedagogical strategy known as
PBL.
The future of prosperity of the economy will be founded on STEM, according to Ireland’s
Education Minister, John O’Dowd (as cited in Craig, 2014). Education Minister O’Dowd feels
INFLUENCE OF GLOBALIZATION 59
that “schools which afford science and technology priority in both their curriculum and their
extracurricular activities will help create the workforce to meet the expected demand in STEM
jobs” (Craig, 2014, p. 1).
The U.S. Department of Commerce reports that STEM occupations have grown 3 times
as fast as non-STEM jobs over the past 10 years and that by 2018, Ireland will have 8.6 million
STEM-related jobs to fill (as cited in Donohoe, 2014). Therefore, Ireland is engaged in a global
war for new STEM talent. Donohoe (2014) noted that since 2011, over 15,000 jobs in ICT have
been announced. All of the top 10 multinational technology companies have a significant
presence in Ireland. Five of the top 10 exporters in Ireland are technology companies. Donohoe
added that the country is the first in the Eurozone for ease of doing business and first for avail-
ability of skilled labor, but there is a skills demand that must be addressed. At the time of Dono-
hoe’s article, it was estimated that by 2015, there would be a shortage of up to 864,000 ICT
professionals across the EU and the EEA. For Ireland, a strong demand for high-level ICT skills
is expected to increase each year. By 2018, the employment of ICT professionals is anticipated
increase to over 91,000 (Donohoe, 2014).
Science Fairs and Competitions
Teachers are always looking for exciting ways to stimulate students’ interest in science.
One of the most popular methods of doing this has been encouraging participation in science
fairs. Science fairs relate to the Science as Inquiry Standards in the National Education Stan-
dards. The Inquiry Standards state that students should ask questions, plan and conduct investi-
gations, use appropriate tools and techniques to gather data, think critically and logically about
relationships between evidence and explanations, construct and analyze alternative explanations,
and communicate scientific arguments (Olson & Loucks-Horsley, 2000).
INFLUENCE OF GLOBALIZATION 60
Science fairs are also woven into the very fabric of science instruction in the United
States and in other countries. Even though thousands of students participate in science fairs
every year, no instrument to measure student attitudes toward partaking in this hands-on learning
experience has been fully developed and available for school administrators and teachers to
assess the perceived value that current students attribute to participation in science fairs (Huddle-
ston, 2014).
For most students, an interest in science and participation in science fairs must be driven
by motivational factors. They are a venue for the popularization of science and consequently an
important encouragement for the pursuit of careers in science or engineering (Dionne et al.,
2011). However, little is known about students’ perceived motives for participating in local or
national science fairs and about the way in which their involvement mediates their interest in
science learning and scientific careers. Dionne et al. (2001) researched the motivational factors
associated with high school students’ decision to participate in the 2008 Canada-Wide Science
Fair, involving a thoroughly selected and highly motivated group. This research examined five
sources of motivation: (a) interest in science content, (b) sense of self-efficacy, (c) assurance of
achievement through rewards or gratifications, (d) the social aspect of participating and (e)
working strategies to gain scientific knowledge and methods. The understanding of the antici-
pated benefits that participants seek through their involvement in science fairs may have the
potential to help science teachers adapt instruction to appeal to a broader range of students in
schools, thus nourishing the emergence of more interest in science and STEM careers.
According to Bellipanni and Lilly (1999), the earlier that students gain hands-on experi-
ence with developing simple scientific concepts, the easier it will be for them to later perform
more complex studies in science. If students follow the scientific method as they carry out
INFLUENCE OF GLOBALIZATION 61
experiments for their science fair projects, it will help them to understand scientific concepts; and
proper guidance from their teachers will lead them to a lasting interest in both science and
engineering.
Hampton and Licona (2006) examined science fair participation in communities serving
people who are highly underrepresented in science fields. They found that it created a non-
memorable experience for students. The study found no evidence that students were engaged in
meaningful science experiences. In addition, many students experienced inadequate support in
creating science projects. Some students received support from their parents, while others
received no support at all and became stressed in the process. In contrast, a study by Czerniak
and Lumpe (1996) of middle and high school students’ attitudes on science fair participation
generated positive results. Student participants expressed the opportunity to learn something
new, grade improvement, receiving money or prizes, having a good experience, impact on
academic record, improving presentation skills, and networking as advantages of participating in
the science fair. Some disadvantages were waste of time, hard work, nervousness, presenting in
front of people, affecting grades, and failure. However, in relation to the study by Hampton and
Licona (2006), there does seem to be a difference in student expectations and success based on
demographics and location. The disparity that exists between groups is often access.
Intel supports STEM and PBL education through the science competition process as a
way to improve knowledge-based economies around the world. Intel is a sponsor of SciFest, a
1-day science fair in Ireland funded by Intel and Discover Science and Engineering and hosted
nationwide by the Institutes of Technology. Through the promotion of science fairs and competi-
tions, MNCs have a direct influence on their future workforce across the globe. According to
Bencze and Bowen (2009), Intel’s work with SciFest is viewed as a positive educational
INFLUENCE OF GLOBALIZATION 62
phenomenon because science fairs promote student-led project work. Most research focusing on
science fairs examines the actual process and procedure of the student’s inquiry. Minimal
research exists addressing the external influences and driving forces of the science fair process
and its influence and representation in curriculum in the educational system (Bencze & Bowen,
2009).
The need for knowledge-ready workers who can compete in a global economy supports
Ireland’s efforts to invest in education and 21st-century skills in the classroom through its promo-
tion of science fairs. Learning must be engaging and connected to real-world problems with
which students can identify. Teachers must encourage student learning through motivation and
an approach that is supportive of how students collaborate and learn. The review of research
literature demonstrates that learning must be engaging and that students must be connected to
real-world problems. The acquisition of both STEM and PBL learning will create links to career
pathways, thereby strengthening the knowledge-based economy of competitive nation (Belli-
panni & Lilly, 1999; Bencze & Brown, 2009)
Theoretical Frameworks
This research study utilized four frameworks to analyze and understand Ireland’s experi-
ence in globalization, its curriculum and instruction incorporating 21st-century skills, and
implementation of PBL within STEM. The theoretical frameworks are composed of work by
Friedman (2007), Slough and Milam (2013), Spring (2015), and Wagner (2008). Figure 2 illus-
trates the relationships among the theoretical framework components.
The context of the frameworks describes the worldwide movement of globalization and
the driving need for citizens who are equipped with skills to facilitate closer borders and a flat-
tening global market (Friedman, 2007). Spring (2015) and Wagner (2008) garnered concepts
INFLUENCE OF GLOBALIZATION 63
Figure 2. Diagram of theoretical framework for science, technology,
engineering, and mathematics (STEM) and the 21st-century skills
pilot study.
from the work by Friedman (2007) as points of articulation in the educational movement to
infuse 21st-century skills into future generations and to provide meaningful education to be
competitive in the global market. Work by Slough and Milam (2013) provided a practitioner-
level element to the framework, as STEM and PBL were examined in terms of their contributions
to the global economy. This, in turn, created a cyclical pattern in which the skills that are taught
in the 21st-century classroom continue to flatten the globe, increase competition among nations,
and equip new generations with the 21st-century survival skills to be active participants in the
ever-increasing competitive market.
INFLUENCE OF GLOBALIZATION 64
Friedman’s (2007) and Spring’s (2015) frameworks, based on the flattening theory and
world educational culture, were used as a context for understanding Ireland’s role in educational
globalization. The key points that Friedman examined were as follows: (a) Globalization 1.0
(1492–1800), shrinking the world from a size large to a size medium; (b) Globalization 2.0
(1800–2000), shrinking the world from a size medium to a size small, and (c) Globalization 3.0
(starting about 2000), shrinking the world from a size small to a size tiny and flattening the
playing field at the same time. Globalization 3.0 is going to be driven more not only by individu-
als but also by a much more diverse, non-Western, non-White-group. The most exciting part of
Globalization 3.0 and the flattening of the world is the process of connecting all knowledge pools
in the world—both downsides and upsides. When the world is flat, citizens in Ireland can work
and innovate without having to relocate (Friedman, 2007).
The key points that Spring (2015) identified for globalization of education are (a) devel-
opment of a uniform global education culture sharing similar goals, educational practices, and
organizations; (b) similarity of national school systems as a result of adoption of a Western
model of the nation-state that requires mass education; (c) a common educational ladder and
curriculum organization; and (d) global uniformity of schooling that provides entrance into the
global economy (Spring, 2015). In this case, this lens will help to frame Ireland’s educational
curriculum in a global perspective.
The work by Wagner (2008) served as a framework to organize a set of skills in which
schools prepare students for the 21st-century jobs that will be available to them when they
graduate. Specific attention was given to the latest critical skills that Wagner (2012) identified:
critical thinking and problem solving, collaboration and leadership, agility and adaptability,
initiative and entrepreneurialism, effective oral and written communication, the ability to access
INFLUENCE OF GLOBALIZATION 65
and analyze information, the ability to have and use curiosity and imagination, and incorporation
of play, passion, and purpose.
The work by Slough and Milam (2013) served as the framework to analyze PBL within
STEM, wherein the design of learning environments emphasizes: (a) making content accessible,
(b) making thinking visible, (c) helping students learn from others, and (d) promoting autonomy
and lifelong learning. The learning sciences emphasize the importance of (a) preexisting knowl-
edge; (b) feedback, revision, and reflection; (c) teaching for understanding; and (d) metacog-
nition.
The use of PBL for study of STEM topics in the classroom can potentially be an effective
vehicle for integration of 21st-century skills in the curriculum and student learning to help
students to become prepared for the jobs of the future.
Chapter Summary
In conclusion, Ireland stands out as a real success in the process of globalization. The
country is one of the world’s greatest showcases for the benefits of FDI and successful globaliza-
tion (Sweeney et al., 2008). Ireland benefitted from FDI by becoming a resource for MNCs.
Through these partnerships, jobs were created that support the demand for knowledge-ready
workers. The needs for these types of workers reinforced the educational system and made it
more inclusive of the skills necessary to compete in a globalized economy. The increase of FDI
into the country influenced instruction in education. As more companies invest in Ireland, the
demand for knowledge-ready workers will continue to increase. Ireland’s relationship with
MNCs has been instrumental in providing students with the opportunity to create and develop
science projects that prepare them for jobs that require 21st-century skills. The educational
system in Ireland has been a key reason for Irish economic success. There has been significant
INFLUENCE OF GLOBALIZATION 66
improvement in this area, but an ongoing focus on 21st-century skills is necessary if it is to
continue to contribute to economic success in today’s knowledge-based globalized economy.
INFLUENCE OF GLOBALIZATION 67
CHAPTER THREE: RESEARCH METHODOLOGY
Ireland has gained greatly from globalization once it decided to open its doors to MNCs.
Ireland was well prepared and also fortunate in its shift to globalization. Ireland invested in
education in the 1960s; it determined tax policies; and it passed the laws that influenced MNCs
to establish themselves in Ireland (Childs, 2001; Leahy & Phelan, 2014; O’Riain, 2014).
Education is the most important area for future action. It is an understanding within the
international community that all countries must prepare students academically in order to succeed
in today’s so-called knowledge economy (Sweeney et al., 2008). Foreign investors who are
established rely on Irish students to be well educated, flexible, and motivated. As much as
education is valued by Irish people, it is well known internationally that it is the one investment
that will now generate the future returns for modern economies. Ireland has successfully raised
the average quality of education by ensuring that a high percentage of secondary students have
good STEM skills. Investment in education in the 21st-century is key if Ireland’s economic
success is to continue in today’s globalized competitive market.
The purpose of this study was to examine the influence of globalization and MNCs on
educational policy and the curriculum and instructional practices in schools. As globalization
emerged, Ireland was successful in influencing MNCs that manufacture modern, high-tech, and
often capital-intensive products such as communication technology and chemicals and pharma-
ceuticals (Sweeney et al., 2008). As a result, Ireland continues to invest heavily in STEM educa-
tion to address the high-demand needs of ready, skilled workers within these sectors of manufac-
turing. This study utilized qualitative and quantitative research methods in the Irish educational
setting to examine how science and technology competitions, such as SciFest, influence the use
INFLUENCE OF GLOBALIZATION 68
of inquiry and PBL by teachers in the classroom to prepare students for a 21st-century workforce
in the STEM fields.
This chapter describes how the research questions will be addressed through a presenta-
tion of the research design, participants, instrumentation, plans for data collection and analysis,
and ethical considerations. First, the Research Design section provides a rationale for the use of
qualitative and quantitative approaches and presents a description of the research team that was
set up to conduct the study. The next section identifies the sample population and explains the
selection process. The third section outlines the instrumentation and protocols that will be used
to conduct the interviews, observations, and surveys. The fourth section describes the process to
be used for data collection and analysis. The fifth section identifies ethical considerations, the
University of Southern California (USC) Institutional Review Board (IRB) process, and adher-
ence to those guidelines by the research team (IRB Approval #UP-IRB#:16-00179).
Maxwell (2013) explained that research questions assist and guide inquiry because they
explicitly define what one’s study will attempt to learn or understand. One’s research questions
should have a clear relationship to the goals of one’s study and should be informed by what is
already known about the phenomenon that one is studying and the theoretical concepts and
models that can be applied to these phenomena. This study was designed to address the research
questions by using qualitative and quantitative approaches that provoked feedback from govern-
mental, educational, business, and student respondents in Ireland. The researcher was the
primary instrument in data collection and analysis throughout the study. An inductive investiga-
tion was used to gather a rich description of the events and actors in the setting (Merriam, 2009).
INFLUENCE OF GLOBALIZATION 69
The issue addressed in the research questions was to find solutions to problems and fill in
gaps in academic knowledge based on a review of related research literature (Creswell, 2013;
Maxwell, 2013). Three research questions were developed to guide this study:
1. How have globalization and MNCs influenced educational policy in the area of STEM
education and the development of 21st-century skills?
2. How have science and technology competitions, such as SciFest, influenced develop-
ment of 21st-century skills through the use of inquiry-based instructional strategies in STEM?
3. How has participation in science and technology competitions, such as SciFest, influ-
enced students’ interest in and selection of STEM-related courses in Senior Cycle, as well as
their pursuit of college- and/or career-related STEM fields?
Research Design
The overall purposes of qualitative research are to achieve an understanding of how
people make sense out of their lives, to delineate the process or meaning making, and to describe
how people interpret what they experience (Merriam, 2009). Merriam (2009) noted that the key
concern in qualitative research is “understanding the phenomenon of interest from the partici-
pants’ perspectives, not the researcher’s” (p. 14). The inductive construction of contextualized
meaning by the qualitative researcher is accomplished through observations of events in natural
settings and interviews with individuals who provide descriptions of their feelings and personal
observations or opinions, as well as through review of documents and artifacts from a setting or
organization (Creswell, 2013; Merriam, 2009). Research questions may be addressed to under-
stand processes, events, cultures, and social dynamics. This goal is completed through the
process of qualitative data collection and analysis of the data.
INFLUENCE OF GLOBALIZATION 70
Qualitative research and its methods are essential in the examination of a phenomenon in
its natural setting, in contrast to studies conducted in a controlled laboratory condition. Denzin
and Lincoln (2005) defined qualitative research as “a situational activity that locates the observer
in the world” (p. 275). They concluded that “qualitative researchers study things in their natural
settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people
bring to them” (p. 275). The value of qualitative research comes from the first-hand construction
of meaning through an inductive process in which data are collected in social settings.
Study designs for use in qualitative research settings cannot be scripted or have strict
plans for data collection. Research settings are authentic, complex social networks; therefore, a
planned research design must have the flexibility to capture the variant nature of activity within
the study (Merriam, 2009).
The primary approach focused on qualitative research as part of this study, although the
research team also addressed the research questions by using a mixture of qualitative and, to a
lesser degree, quantitative approaches. Quantitative research was employed through the use of
surveys. Data collection through these surveys allowed the researchers to collect large amounts
of information in a systematized format to provide additional data to address the research ques-
tions (Creswell, 2013). These survey data were used alongside qualitative data to provide a
complete portrayal of Irish 21st-century skill development, science fairs and competitions, and
the pursuit of STEM curricula and careers beyond high school. Selected participant groups who
were critical to the study included political and business leaders, policymakers, school leaders,
teachers, and students in Ireland. Data gathered during the interviews were coded using the
following categories: the process and meaning of SciFest, the influence of MNCs and globaliza-
tion, and STEM curriculum and career choices. The primary use of qualitative methods and, to a
INFLUENCE OF GLOBALIZATION 71
lesser degree, a quantitative approach led to addressing the research questions based on data
collected from the actors within the context, thus providing understanding of the meanings and
processes of another nation (Creswell, 2013).
Unlike a quantitative approach, there are several approaches when using a qualitative
approach. The qualitative research approaches of ethnography, grounded theory, case studies,
phenomenological research, and narrative research are known as strategies of inquiry that provide
structure to the type of research design (Creswell, 2012). These approaches are known as
strategies of inquiry that provide structure to the type of research design (Creswell, 2013; Glesne,
2011). One of these approaches, the case study, was utilized to determine how Irish education
has been transformed. According to Merriam (2009), a case study is “an in-depth description and
analysis of a bounded system” (p. 40) to understand and explore it. In addition, a case study is
focused on understanding and further exploring the “what” within a bounded system. One of the
advantages to this approach is that the researcher can focus solely on the problem and limit
outside factors that could alter the direction of the study.
Merriam (2009) identified three characteristics of a case study: particularistic, descriptive,
and heuristic. A particularistic study is focused on a particular situation. The case study ap-
proach is important because of what it will reveal about the situation and, ultimately, what it
represents for those involved. A study that is descriptive in nature not only provides a story of
the phenomenon of the study but also tells a story that supports what transpired over a period of
time. The use of thick descriptions reflects what anthropologists refer to as holistic, lifelike,
grounded, and exploratory accounts that convey the researcher’s understanding of the case study.
Finally, a heuristic study provides insight into why situations are the way they are as a result of
case studies. The result is a qualitative study that is valued for its ability to capture a depth of
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content that is comprehensible and provides reasoning behind the data that were collected.
Merriam also explained that there are three types of case studies: historical and observational,
intrinsic and instrumental, and multisite. A multisite approach allows the researcher to study
multiple cases within a case study. While multisite case studies can be difficult to manage, such
an approach can strengthen the external validity of the findings (Merriam, 2009).
This study used data from multiple sources of information and sites, thus requiring
triangulation of the data. Triangulation served to validate the collected data through cross-
verification from multiple sources of interviews, observations, and surveys by the research team.
A conceptual framework supported the researcher in identifying similarities among assumptions,
beliefs, and theories that support and inform the research (Maxwell, 2013). The research team
approached the study using the following frameworks: (a) Wagner’s (2008) description of 21st-
century skills for learning; (b) Slough and Milam’s (2013) theoretical framework for the design
of STEM and inquiry-based instructional strategies, such as PBL, in the classroom; (c) Fried-
man’s (2007) explanation of the “flatteners” that led to globalization; and (d) Spring’s (2015)
theoretical perspectives on globalization and the effect on education.
This study focused on a particular phenomenon in another country; thus, it was bounded
by the borders visited. Creswell (2013) described cases as “bounded by time and activity” (p.
13). Therefore, a qualitative case study as the predominant research design method was the best
fit because the study was bounded by the limited time in Ireland.
An inductive investigation was conducted to gather a rich description of the influence of
globalization and educational policy on the curriculum and instructional practices in schools in
Ireland. Throughout collection and analysis of research data, the researcher’s personal bias
remained in the context to ensure that its impact was minimized in conclusions drawn for the
INFLUENCE OF GLOBALIZATION 73
study. The study examined how science competitions, such as SciFest, influence the use of
inquiry and project-based instructional strategies by teachers in Irish classrooms to prepare
students for college and in the 21st-century disciplines of STEM. The researcher used the
findings to inform educational leaders in Ireland and improve educational policies in the United
States. Uncovering and understanding the phenomenon for future application was the primary
goal of this study.
Research Team
Researcher Dr. Michael Escalante led this study with assistance from 16 doctoral candi-
dates from the USC Rossier School of Education at USC. In preparation for the study, the
research team collaborated during class sessions and on weekends to establish research questions,
present prospective research literature, create research protocols, and determine conceptual
frameworks that contributed to the study and provided support and understanding of how global-
ization and inquiry-based instructional strategies in STEM education as well as science and
technology fairs, such as SciFest, have influenced education in Ireland. From this thematic group
approach, there are some similarities among the dissertations; however, the majority of each
individual group member’s study is individualized and distinct.
Population and Sample
Purposeful sampling (Merriam, 2009) was used to select the participants for this qualita-
tive case study. The population and sample included Irish educators, students, political leaders,
policymakers, and business and industry leaders of MNCs within the city of Dublin and its
greater vicinity who have an interest in the future of Ireland’s education and workforce. Accord-
ing to Patton (2002), the method of purposeful sampling in qualitative research allows for an
in-depth study of a problem.
INFLUENCE OF GLOBALIZATION 74
Purposeful sampling was used, as the exploratory group established connections needed
to gain access to these individuals (Creswell, 2009; Maxwell, 2013; Merriam 2009; Patton,
2002). Throughout fall and spring of 2015–2016, the research team initiated monthly contact and
communication with Sheila Porter, founder and chief executive officer (CEO) of the SciFest
Project, and George Porter, chief financial officer (CFO) of SciFest. Through this established
relationship and with the Porters’ valued assistance, purposefully selected site-level contacts
were initiated with school leaders to gain access to participants in the study. The team worked
with contacts to establish an interview participant list that would ensure participation from
education, business and industry, and government.
The researcher’s assigned school site was Fingal School (FS). Fingal was established in
1985 and celebrated its 30th anniversary in 2015. It is a co-educational, second- level school in
Dublin under the trusteeship of the County of Dublin Vocational Committee. The school’s
enrollment is inclusive, with 555 students currently attending school at Fingal at the time of the
study. In keeping with its ethos, the school is committed to providing a broad curriculum pro-
gram to meet the needs of all its students. The Junior Certificate, established Leaving Certificate,
Leaving Certificate Vocational Program (LCVP) and Leaving Certificate Applied (LCA) are
provided. An optional Transitional Year program is also offered to students. Fingal is a caring
and proud learning community committed to the pursuit of excellence. Students, teachers, and
parents are encouraged and supported to be the best that they can be in a school environment that
respects diversity and fosters justice and equality for all.
Educators and Students
In mid-April 2015, the research team traveled to Ireland to gather data for the study.
Team members interviewed and surveyed students, teachers, and site educational leaders.
INFLUENCE OF GLOBALIZATION 75
Selected participants were purposefully selected to ensure that they had appropriate knowledge to
provide data to address the study’s research questions (Merriam, 2009). In addition, classroom
observations at assigned schools in Dublin and its greater vicinity and a SciFest science competi-
tion observation at University College Cork and the Cork Institute of Technology were conducted
to capture data on the influence of globalization, SciFest, and inquiry-based instructional strate-
gies in STEM on students and the educational system in Ireland. SciFest was selected as an event
for the study due to its high level of importance in the international community and its prominent
role within Ireland itself. SciFest is an all-Ireland science competition where second-level
students showcase STEM projects at a series of 1-day science fairs held regionally. Students,
teachers, and site administrators who have participated in SciFest were interviewed and surveyed.
The team also surveyed and interviewed the founder, CEO, and CFO of SciFest. At assigned
school sites, teachers, administrators, and students were interviewed, surveyed, and observed.
Business and Industry Leaders
Research team members interviewed and surveyed executives affiliated with MNCs who
were purposefully identified by the educational contacts in Ireland. These significant participants
allowed the researcher team to understand the relationship between students who participate in
STEM education and SciFest and the MNCs who hire these students.
Political Leaders and Educational Policymakers
National education policy and political leaders in Ireland greatly influence the country’s
educational system and direction (Donnelly, 2011). To facilitate understanding of policy and its
perceived effect on education, the research team interviewed political leaders and representatives
from the Ireland Department of Education and Skills to learn their perspectives on current edu-
cational progress and future direction. Leaders and policymakers were purposefully selected
INFLUENCE OF GLOBALIZATION 76
based on recommendations by the SciFest organizers, as well as local school leaders. These
recommendations provided opportunities for the research team to make contact with persons who
were actively involved with the Irish educational system from a political or policymaking per-
spective.
Instrumentation
This predominantly qualitative research study required that the researchers serve as the
primary instruments for data collection. This process allowed for the inductive investigation to
produce rich data regarding the impact of globalization and science fairs and competitions, such
as SciFest, on schools in Ireland (Creswell, 2013). Maxwell (2013) explained that triangulation
is the collection of “information from a diverse range of individuals and settings” (p. 128). The
instrumentation and protocols used by the team included five interview protocols, two observa-
tion protocols, and four survey protocols.
The main instrument for data collection was the interview protocol, which supported the
researchers in gathering information from educators, students, business and industry leaders, and
policy and political leaders. All members of the research team worked collaboratively to create a
draft of the research instrument protocols. In the fall and spring of 2015–2016, the researchers
met to develop an interview protocol, including interview questions that were finalized prior to
April 2016. A survey protocol, including survey questions, was also developed by the research
team during the same time period. The data gathered via interviews and surveys were triangu-
lated through the implementation of an observation protocol developed in spring 2016.
The observation, interview, and survey protocols contained meaningful questions that
helped the research team to conduct the interviews, focus the observations, and validate the
aligned survey questions. These instruments allowed the team to understand the influence of
INFLUENCE OF GLOBALIZATION 77
globalization and MNCs on educational policy in the area of STEM and in the development of
21st-century skills. The protocols were reviewed by officials from SciFest prior to the team
traveling to Ireland to ensure that items were written in a manner that would be clear to citizens
of Ireland. It was recommended that the term PBL be changed to inquiry-based learning and that
the term 21st-century skills be defined for study participants. The protocols addressed how
science fairs and competitions, such as SciFest, have influenced development of 21st-century
skills through use of inquiry-based experiences and STEM. In addition, the questions were
designed to determine how students’ participation in science fairs and competitions, such as
SciFest, has influenced their interest in continuing study of STEM in Senior Cycle and/or college
and/or pursuit of a STEM- related career field. All interview protocol questions were aligned
with the study’s research questions and theoretical frameworks.
The interviews, observations, and surveys ensured that the collected data were triangu-
lated “to shore up the internal validity of the study” (Merriam, 2009, p. 215). These methods
allowed the researcher to understand how globalization and science and technology fairs, such as
SciFest, have influenced curriculum and instruction through integration of inquiry-based instruc-
tional strategies in STEM. All participants were contacted via recruitment–consent correspon-
dence (Appendix A). All research instruments were submitted to the USC IRB for approval in
spring 2016; the IRB permitted the team to perform an exempt study on human participants in a
country other than the United States. The protocols were approved by the USC IRB in April
2016 (UP-16-00179).
Interview Protocols
According to Merriam (2009), “interviewing is necessary when we cannot observe
behavior, feelings, or how people interpret the world around them” (p. 88). The interview
INFLUENCE OF GLOBALIZATION 78
protocols (Appendices B–F) were developed using a semistructured approach and incorporate
Patton’s (2002) justification for using a recording device, as well as an agreement to participate
(Stringer, 2007). Semistructured questioning allows the researchers flexibility and the opportu-
nity to probe interviewees to capture points of view. The questions were created to guide the
interview (Merriam, 2009; Patton, 2002) with the ultimate goal of obtaining rich, thick data
(Merriam, 2009) to address each of the research questions. The interview protocols were
designed specifically to address each sample group: political leaders and educational policymak-
ers, business and industry leaders, school leaders, teachers, and students. Based on the work of
both Merriam and Patton, the research team attempted to reduce the number of yes-no questions
and “why” questions to glean optimal information from participants.
The research team aligned the interview questions to policy and educational policymak-
ers, business and industry leaders, school leaders, teachers, and students with the three research
questions and the conceptual frameworks. The questions were aligned in the following format:
In Section I, Questions 1–7 aligned with Research Question 1, which addressed the influence of
globalization on educational policy, STEM, and development of 21st-century skills. In this
section, the first question aligned with Wagner’s (2008) framework for 21st-century skills and
Slough and Milam’s (2013) framework on STEM and inquiry-based instructional strategies. The
second question in Section I aligned with Friedman’s (2007) framework of globalization and
Spring’s (2015) work on a global uniformity of schooling that provides entrance into the global
economy. Questions 3–7 in Section I aligned with all four frameworks.
Section II of the interview protocols included seven questions that addressed Research
Question 2. All seven questions in this section focused on the influence of science competitions,
such as SciFest, on the development of 21st-century skills and use of inquiry-based instructional
INFLUENCE OF GLOBALIZATION 79
strategies in STEM. Both Wagner’s (2008) and Slough and Milam’s (2013) conceptual frame-
works were useful in analyzing the data produced from these interview questions. Question 6 in
Section II included Friedman (2007) framework and was the only item in Section II that included
all four theoretical frameworks.
Section III of the interview protocol focused on the influence of science and technology
competitions, such as SciFest, on students pursuing STEM majors in college and/or a STEM-
related career. Three questions in this section aligned with Research Question 3. Each was
analyzed using the theoretical frameworks of 21st-century skills for learning (Wagner, 2008) and
inquiry-based instructional strategies in STEM curriculum and instruction (Slough & Milam,
2013). Questions 2 and 3 specifically addressed the effects of science competitions on students’
future interests in STEM in college and a STEM-related career and included the concept of
globalization. The frameworks of Friedman’s (2007) and Spring (2015) were used to analyze
these responses. The alignment of the interview questions with the research questions is shown
in Table 1.
Observation Protocols
Observation is an essential research method for collecting qualitative data because it
enables a firsthand account of what an interview cannot provide (Merriam, 2009). Observation
allowed the researchers “to record behavior as it is happening” (p. 119). According to Merriam
(2009), observations take place in a location where a phenomenon that is being studied can take
on its natural form. In this study, an observation protocol was developed to assist in data collec-
tion in two environments. Stringer (2007) stated that researchers “acquire a record of important
elements of the life-world of the participants [and] should record these notes during or soon after
events have occurred” (p. 76). Bogdan and Biklen (2007) and Merriam (2009) articulated the
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Table 1
Alignment of Interview Protocols with Research Questions (RQs) and Theoretical Frameworks
Item RQ1 RQ2 RQ3 Wagner Slough/Milam Friedman Spring
Section I
1 X # #
2 X # #
3 X # # # #
4 X # # # #
5 X # # # #
6 X # # # #
7 X # # # #
Section II
1 X # #
2 X # #
3 X # #
4 X # #
5 X # #
6 X # # #
7 X # # # #
Section III
1 X # #
2 X # # # #
3 X # # # #
need for field notes to be highly descriptive and organized in a structured format. The observa-
tion protocols, in template form, were designed for this study to be flexible and accessible for
quick notes. Understanding the importance of observational data, the research team developed
an observation protocol that was used in classrooms in Ireland (Appendix G) to examine instruc-
tional strategies in STEM classes and a second observation protocol that was used at the SciFest
science and technology fair at the Cork Institute of Technology (Appendix H). Merriam noted
that researchers cannot capture all data with observations and must use a list that supports the
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various elements of observation: the physical setting, the participants, activities and interactions,
conversation, subtle factors, and the behavior of the researcher. Because the researcher has
beliefs and opinions, the classroom observation may have been subject to bias (Merriam, 2009).
The observation protocols developed by the research team focused on the various compo-
nents that allowed them to capture as much data as possible. The cited frameworks were used to
align the protocols to the various areas to be observed. The first section of the observation
protocols allowed the researcher to gather basic information about the setting and location, to
recreate a representation of the location, to record an overview of the lesson, and to identify
materials that were used. The second section charted the conceptual frameworks of Slough and
Milam (2013) and Wagner (2008) to guide the researcher to focus on the seven skills for 21st-
century learning and inquiry-based learning within STEM, respectively. To capture thorough
observations, the researchers noted actions and conversations and recorded comments based on
the conceptual frameworks. The third section presented eight reflective questions in the class-
room observation protocol and seven questions in the SciFest protocol that corresponded to the
three research questions. Each set of questions served as a guide for the researcher to ensure that
observations captured what the study was designed to understand.
Survey Protocols
Surveys are self-administered questionnaires, completed by hand or by computer, which
are used to collect information to describe, compare, or explain knowledge, feelings, values, or
behavior. A self-administered survey should be clearly written so respondents can comprehend
the directions and answer the survey questions with ease. Pilot tests can be used to determine
how long it will take a respondent to complete the survey and to help the researcher to improve
the response rate by eliminating unclear questions (Fink, 2013). According to Creswell (2013),
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when the survey protocol is executed correctly, it will provide reliable and usable data. The
survey research “provides a quantitative or numeric description of trends, attitudes, or opinions
of a population by studying a sample of that population (Creswell, 2013, p. 249).
The research team developed quantitative surveys to be distributed to school leaders and
teachers (Appendix I), political and business leaders (Appendix J), educational policymakers
(Appendix K), and students (Appendix L). The survey items were aligned with the study’s
research questions and formatted using a 6-point Likert-type response scale (Fink, 2013) as
follows: Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree, and Don’t Know. Each
survey item targeted each participant group to enable the researcher to acquire the best possible
responses to address the research questions: seven items for Research Question 1, 10 items for
Research Question 2, and four items for Research Question 3. In developing the survey ques-
tions, the following characteristics were taken into consideration to develop clear and valid
items: Jargon was avoided; standard grammar and syntax were used; and items were kept con-
crete and close to participants’ experience (Fink, 2013).
All survey items were slightly modified to be relevant to each participant group, with the
exception of two initial questions at the beginning of the students’ survey informing the research-
er whether or not the student had participated in a school and/or college science fair. The survey
items were aligned in the following manner. Items 1–7 aligned with Research Question 1,
pertaining to the influence of globalization and MNCs on educational policy in the area of STEM
and the development of 21st-century skills. These items aligned to the four frameworksn iden-
tified in the following assignments: Friedman (2007) and Spring (2015), Items 3–7 concerning
globalization; Wagner (2008), Items 1–7 for 21st-century skills; and Slough and Milam (2013),
Items 1–7 for STEM PBL. Survey items 8–17 aligned to Research Question 2, pertaining to how
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science competitions, such as SciFest, have influenced the development of 21st-century skills
through use of inquiry-based instructional strategies and STEM. Each survey item aligned with
the four frameworks in the following manner: Friedman (2007) and Spring (2015), Items 12–13
and 16–17); Wagner (2008), Items 8–17; and Slough and Milam (2013), Items 8–17). Survey
items 18–21 aligned with Research Question 3 and relates to how students’ participation in
science competitions, such as SciFest, had influenced their interest in continuing their study of
STEM in college and/or a STEM-related career field. Each of these items aligned with each of
the four frameworks. Alignment of the survey items with the research questions and the four
frameworks is summarized in Table 2.
Data Collection
The research team traveled to Ireland in April 2016 to complete face-to-face interviews,
conduct observations, and administer surveys at various sites. According to Creswell (2013), the
ability to collect data in the participants’ natural location is an advantage of using qualitative
methods in research. As part of the data collection protocol, participants read and completed a
consent form that described the purpose of the study and measures taken to ensure confiden-
tiality (Appendix M). Once permission was granted, the interviews were recorded (Merriam,
2009; Patton, 2002; Weiss, 1994). Prior to conducting interviews, an interview protocol for
asking questions and recording answers during a qualitative interview must be developed
(Creswell, 2013). Interviews took place in quiet office spaces and lasted an average of 35 to 45
minutes each. In the interview protocol, participants were informed that they could pause or
terminate the recording at any time. All recordings were transcribed for coding purposes. The
researcher took notes during the interviews to capture important points and comments made by
the participants.
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Table 2

Alignment of Survey Protocols to Research Questions (RQs) and Theoretical Frameworks
Item RQ1 RQ2 RQ3 Wagner Slough/Milam Friedman Spring
1 X # #
2 X # #
3 X # # # #
4 X # # # #
5 X # # # #
6 X # # # #
7 X # # # #
8 X # # # #
9 X # #
10 X # #
11 X # #
12 X # # # #
13 X # # # #
14 X # #
15 X # #
16 X # # # #
17 X # # # #
18 X # # # #
19 X # # # #
20 X # # # #
21 X # # # #
22 X # # # #
The observation and survey protocols were utilized during SciFest in Cork and at
assigned school sites. Surveys were administered via email, in classrooms, and at other loca-
tions. The surveys administered were collected immediately upon completion to increase the
response rate. Consistent with the recommendations of Bogdan and Biklen (2007) and Merriam
(2009), observations lasted for a maximum of 45–60 minutes. At FS, a total of six classroom
observations were conducted, along with six interviews with teachers and school administrators
and 20 student interviews. In addition, 79 FS students and 12 FS teachers and school
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administrators were surveyed. Overall, the research team interviewed and surveyed 1,127
students, 167 teachers and school leaders, 14 political and policymakers, and 21 business and
industry leaders from the STEM industry or other local entities from Ireland.
According to Maxwell (2013), the triangulation of data allows the research team to
increase the validity of the research findings by decreasing the risk of bias. Merriam (2009)
added that triangulation consists of comparing multiple sources of data, including interviews,
observations, and surveys. Because research team members conducted observations at different
sites, it was important to triangulate the data. Three methods of triangulation described by
Merriam WERE used: multiple methods, multiple sources of data, and multiple investigators.
Data Analysis
Collected data examineD the influence of globalization and MNCs on educational policy
and curriculum and instructional practices in schools. The study also examined how science and
technology competitions, such as SciFest, influenced the use of inquiry-based instructional
strategies by teachers in the classroom to prepare students for a 21st-century workforce in the
fields of STEM. As a case study, this type of research required detailed descriptions of settings
and individuals (Creswell, 2013). For the purposes of this study, the researcher followed
Creswell’s (2013) model for data analysis and interpretation of qualitative research. In addition,
Creswell’s model was used to guide analysis of data gathered via the surveys. Each research
team member used data gathered individually from his or her assigned school, as well as pooled
data collected from political leaders, policymakers, and business and industry leaders of MNCs
who had an interest in the future of Ireland’s education and workforce.
Once back in the United States, each researcher organized and prepared the data for
analysis. This process began with transcribing interviews, typing field notes, and sorting and
INFLUENCE OF GLOBALIZATION 86
rearranging the data into categories for accessibility while the information was still fresh. The
second step was reading and reflecting on the data to identify emerging patterns, along with
consistencies of information. Next, the researcher labeled and coded the information to identify
themes that were organized into chunks to create meaning. At this stage, the researcher followed
Creswell’s (2013) eight substeps designed to facilitate the coding process:
1. Establish what is being read and comprehended and record ideas.
2. Select one document and create essential questions that support theory and inquiry.
3. After individually reviewing all documents, list topics and common themes.
4. From the list created, establish codes that will identify the data.
5. Reduce the number of categories by identifying similarities in data.
6. Organize the established codes in alphabetical order.
7. Perform preliminary analysis after data have been organized.
8. Recode data as necessary.
Creswell’s (2013) fourth step focused on coding and was used to generate a thick descrip-
tion from the data. A narrative provided an interpretation of the themes identified by the
researcher. This served as the fifth step, which was in the form of rich, thick descriptions or a
detailed identification of findings and themes and how they connected. The final step entailed
making meaning of the data. This step involved elucidating the reviewed literature and bringing
forth meaning and understanding that could support past research and identify areas for further
research.
The study was organized in a way that facilitated collection of data by the research team;
thus, it was crucial to monitor how data were collected and how the data applied to the overall
purpose of the study. As Merriam (2009) recommended, a database was established to serve as a
INFLUENCE OF GLOBALIZATION 87
hub where data were organized, edited, and made accessible to research team members through-
out the course of the study. The researcher ensured that all data and files erre organized periodi-
cally for quality assurance. This process ensured that the researcher had access to information
related to the focus and purpose of the study.
Validity, Credibility, and Trustworthiness
Merriam (2009) referred to validity as the degree to which a study accurately reflects the
specific concept that the researcher is attempting to measure, whereas credibility indicates the
researcher’s conclusions supported by the research findings. Trustworthiness is merely the
evidence of both validity and credibility (Patton, 2002).
As data were collected, analyzed, and interpreted, the research team aligned its practices
with those recommended by Creswell (2013). The team conducted member checks with par-
ticipants to confirm the accuracy of the data, to anticipate and resolve potential issues of misuse
of data, and to refrain from using language that contained bias in any aspect of the study
(Creswell, 2013). The acknowledgment of and focus on researcher bias assisted in minimizing
its impact on validity. Through the use of data triangulation, multiple data points were used to
increase the validity of the study’s findings.
Reliability
Merriam (2009) referred to reliability as “the extent to which research findings can be
replicated” (p. 220); “the more important question for the qualitative research is whether the
results are consistent with the data collected” (p. 221). Creswell (2013) suggested a series of
procedures to ensure the reliability of a research study. Based on these suggestions, the re-
searcher followed the prescribed process:
1. Transcripts were analyzed to ensure that they were transcribed accurately;
INFLUENCE OF GLOBALIZATION 88
2. Identified codes were analyzed to ensure uniformity and consistent definitions;
3. Communication with other coders on the research team occurred to document and
share analyses; and
4. Codes developed by other researchers were cross-checked to ensure accuracy.
Ethical Considerations
Ethical issues in research command attention. According to Creswell (2013), the ethical
considerations that must be anticipated are extensive and are reflected through the research
process. Researchers must protect the privacy and rights of participants (Merriam, 2009). Areas
that could raise concern for this study were collection of the data and dissemination of the
findings (Merriam, 2009). As a requirement for completing research at USC, all 16 members of
the research team led by Dr. Michael Escalante completed the IRB process. This approval
process included completion of the Collaboration IRB Training Initiative (CITI), an online
program that provides instructional models to ensure that the researcher understands the ethical
considerations involved in conducting research. This training was necessary to warrant that the
study was completed with fidelity and also adhered to the Ethical Principals and Guidelines for
the Protection of Human Subjects Research in accordance with federal regulations, state laws,
and local and university policies.
The IRB process ensured that the study’s participants were protected and that all ethical
considerations were taken into account prior to conducting the research. All 16 members of the
group, as well Dr. Michael Escalante, completed the IRB CITI. Following the IRB process, the
research team was granted approval to complete an exempt study on human subjects in Ireland.
In addition to the IRB approval and training process, every participant was presented with an
informed consent statement that stated the purpose of the study and participants’ rights
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(Appendix M). An information letter was sent to parents of participating school children describ-
ing the children’s role in the study (Appendix N). The team protected the anonymity of partici-
pants and kept data in a safe location. This protection included separating names associated with
the study from individual responses. Documents were kept under lock and key and then de-
stroyed following conclusion of the dissertation research. In addition to protection of partici-
pants’ identities and responses, the researcher did not interfere with educational practices during
observations by interrupting the everyday sequence of activities.
Chapter Summary
This chapter presented the methodology used in the study, including the research design,
research team, population and sample, and instrumentation used. The method of data analysis
was described, along with the validity, credibility and trustworthiness, reliability, and ethical
considerations.
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CHAPTER FOUR: RESULTS
Toward the end of the 20th century, Ireland witnessed the start of an unprecedented
economic boom, a period known to many as the Celtic Tiger. During this time, the country
sustained high economic success until the Great Recession, a global financial crisis that began in
2008. The globalization movement challenged Ireland to develop and construct its own platform
to which MNCs are attracted to conduct business (Thurow, 2000). As part of this platform,
adjustments to curriculum and instruction in Ireland are linked to the process of educating Ire-
land’s workforce and its need to maintain a competitive edge and continue to recover from the
most recent recession (O’Hagan & Newman, 2014). With an emphasis on 21st-century learning,
including the application of inquiry for students, STEM education has provided several opportu-
nities for students in Ireland to acquire skills required for today’s workforce. The vehicle to
promote 21st-century skills within the classroom has been the implementation of the pedagogical
strategy known as PBL. Student participation in science and technology fairs, including SciFest,
has allowed for students to apply these PBL strategies and increase their interest in STEM fields.
Transitioning educational policy, as well as support for STEM education opportunities such as
science fairs, can assist students in Ireland with acquisition of 21st-century skills that will prepare
them to succeed in a global market economy and workforce.
The purpose of this study was to examine the influence of globalization and MNCs on
educational policy and the curriculum and instructional practices in schools. The research within
the study examined how science and technology competitions, such as SciFest, influence the use
of inquiry and PBL by teachers in the classroom to prepare students for a 21st-century workforce
in the STEM fields.
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In this chapter, findings from the data collected and analyzed for the study will be pre-
sented. Three research questions were used to guide this study:f
1. How have globalization and MNCs influenced educational policy in the area of STEM
education and the development of 21st-century skills?
2. How have science and technology competitions, such as SciFest, influenced develop-
ment of 21st-century skills through the use of inquiry-based instructional strategies in STEM?
3. How has participation in science and technology competitions, such as SciFest, influ-
enced students’ interest in and selection of STEM-related courses in Senior Cycle, as well as
their pursuit of college-and/or career-related STEM fields?
Four frameworks were used to analyze and understand Ireland’s experience in globaliza-
tion, its curriculum and instruction incorporating 21st-century skills, and implementation of PBL
within STEM. The theoretical framework was composed of work by Friedman (2007), Slough
and Milam (2013), Spring (2015), and Wagner (2008). Friedman provided the context of the
frameworks by the explaining the worldwide movement of globalization. As a result of global-
ization, a need for citizens who are equipped with skills exists to facilitate closer borders and a
flattening global market (Friedman, 2007). Inspired by Friedman’s concepts, the work of Spring
(2015) and Wagner used points of articulation in the educational movement to infuse 21st-
century skills into future generations. As a result, Spring (2015) and Wagner emphasized the
need for meaningful education in order to be competitive in the global market. A practitioner-
level element to the framework was provided by Slough and Milam (2013). Their work served as
the framework to analyze PBL within STEM as contributing factors to the global society. This
comprehensive theoretical framework formulates a pattern in which the skills that are taught in
the 21st-century classroom continue to flatten the globe, increase competition among nations,
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and equip generations with the 21st-century skills to be engaged participants in the ever-changing
global economy (Friedman, 2007; Spring, 2008; Wagner, 2008). Responses to address each of
the research questions were framed and expanded upon through triangulation of results from
surveys, interviews, and classroom observations to create themes through the gathering of data
(Merriam, 2009).
This study primarily focused and examined FS, a school located in the northeastern
region of Dublin. Established in 1985, FS is a secondary, coeducational school under the trustee-
ship of the County of Dublin Vocational Committee. At the time of the study the school’s
enrollment was 555 students. The school is committed to providing a broad curriculum program
to meet the needs of all its students. The school provides a series of programs and certificates
that include a Junior Certificate, established Leaving Certificate, LCVP, and LCA. An optional
Transitional Year program is also offered to students. Students, teachers, and parents are encour-
aged and supported to be the best that they can be in a school environment that respects diversity
and fosters justice and equality for all.
This chapter begins with an overview of the study’s research design and participants.
Thereafter, a discussion of the findings related to each of the three research questions is provided,
along with the identification of emerging themes. As part of the presentation of the themes, a
connection is made between each of them and the literature. An analysis of the supporting data
from the surveys, interviews, and observations is also included.
Research Design
The research team for this study was composed of 16 doctoral students from the USC
Rossier School of Education. Throughout the study, the research team was under the direction of
Dr. Michael Escalante, who coordinated various meetings of the team where protocols for the
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study were completed, including the research questions, literature review, and the conceptual
frameworks that supported the study. This preparatory work also provided for discussion on the
primary influences of current Irish education, including globalization and its impact on MNCs,
inquiry-based instructional strategies in STEM education, and science and technology fairs such
as SciFest. The thematic group approach allowed for similar information found among the
dissertations completed by the group, although the individual researchers primarily focused on
their assigned school and provided their own interpretation.
The connection to the research study in Ireland stems from two important individuals
with whom the group connected in the fall of 2015. Introduced by Dr. Escalante, Sheila Porter,
founder and CEO of the SciFest Project, and George Porter, CFO of SciFest, held monthly
meetings with the research team via Skype until the team’s visit to Ireland in April 2016. The
goal of the meetings was to coordinate the procedures for data collection and to establish a
schedule for the entire visit to Ireland, including the selection of individual schools visited. In
addition, the team was able to establish an interview participant list from various stakeholder
groups, including educators, business and industry leaders, and key government officials.
Participants
Participants were identified and selected by through the process of purposeful sampling
(Merriam, 2009). Purposeful sampling was selected due to the nature of the study being primar-
ily qualitative. According to Patton (2002), the method of purposeful sampling in qualitative
research allows for an in-depth study of a problem. The population and sample included Irish
educators, students, political leaders, policymakers, and business and industry leaders of MNCs
within the city of Dublin and its surrounding communities. All of these participants were key
stakeholders who had a vested interest in Ireland’s education and the citizens who make up the
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workforce. Each individual group was purposefully selected based on direct or indirect involve-
ment with the subject of this study. The variance within the sample population provided an
opportunity to triangulate the findings from the data collected. In using purposeful sampling, the
research team established the connections needed to gain access to these individuals (Creswell,
2013; Maxwell, 2013; Merriam 2009; Patton, 2002). For this study, the names of the participants
are not revealed due to the parameters established within the IRB (UP-IRB#16- 00179). Instead,
pseudonyms are used throughout this chapter.
Data collected from FS were analyzed and collated as a way to compare the findings with
other school data collected by members of the research team. Other data collected, including
from business and industry leaders, political leaders, and educational policymakers, were shared
among the research team members. The instruments used for such data included surveys,
interviews, and observation notes.
Table 3 provides a summary of participants who took part in the surveys and interviews.
Although some participants completed both an interview and survey, the study did not provide
any specific criteria for completing both interview and survey. Observation data that were col-
lected by the researcher are not included in Table 3, but these data were used to support emerging
themes.
Students
The researcher spent an entire school day at FS to complete classroom observations and
to interview a total of 20 students. For the interviews, the students were placed in groups by
grade level. In addition, six classroom observations at FS were completed, and the researcher
also conducted student observations at SciFest in Cork, Ireland. Although the observed students
at SciFest were not from FS, observations were completed to gather data on the impact of science
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Table 3
Summary of Participants, Their Organization/Position, and Data Types
Participants Organization/position(s) Data type(s)
Students
20 students FS students Interviews
74 students FS students Surveys
1,127 students Students from various schools Surveys, interviews
in Ireland
Teachers/administrators
6 teachers/administrators FS teachers/administrators Interviews
12 teachers/administrators FS teachers/administrators Surveys
167 other teachers/administrators Teachers/administrators from Surveys, interviews
various schools in Ireland
Business and industry leaders: 21 Various organizations and MNCs Surveys, interviews
Political leaders/educational policy- Various organizations Surveys, interviews
makers: 14
Note. FS = Fingal School; MNC = multinational corporation.
and technology fairs, such as SciFest, on students’ interest in STEM fields and the use of inquiry-
based instructional strategies in education. The data gathered during the observations at SciFest
were shared by all team members in an effort to find common themes. The student survey data
collected from all members were also tallied and shared in order to compare and contrast findings
from the student responses.
Teachers and Administrators
At FS, the researcher selected 11 teachers and one administrator to complete surveys. A
total of five FS teachers and one administrator were chosen to be interviewed as part of this case
study. Because the principal was the only administrator at FS, this individual represented the
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administrator position for both the survey and the interview. Teachers from this particular insti-
tution who participated in the surveys were practitioners in the areas of science, mathematics, and
engineering. Teacher and administrator surveys and interviews collected from other team
members assigned to other schools were also shared by the team. The collective data were used
to assist the researcher in comparing teachers’ and administrators’ responses to questions asked.
This comparative method allowed the researcher to develop and identify emerging themes within
the study (Maxwell, 2013).
Business and Industry Leaders
The topic of globalization and its impact on MNCs within this study allowed the research
team members to purposefully interview and survey multiple business executives and industry
leaders. The input from each participant within this group allowed a better understanding by the
research team regarding the influence of MNCs on students who had an interest in STEM fields,
participated in SciFest, and could become potential employees within their respective corpora-
tion. Twenty-one business and industry leaders were interviewed and surveyed. Contact infor-
mation for these participants was provided by Sheila and George Porter, founder-CEO and CFO
of SciFest, respectively. Several team members conducted interviews during the team’s visit to
Ireland. The data were shared with the entire team to utilize in support of their emerging themes
(Maxwell, 2013).
Political Leaders and Educational Policymakers
Over the course of the data collection in Ireland, the research team interviewed 14 politi-
cal leaders and educational policymakers. The purpose for the selection of these individuals was
to allow the team to have a better understanding of the manner in which these individuals poten-
tially influenced the country’s economic and/or educational trends and future. Sheila Porter and
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George Porter provided the research team with a list of recommended political leaders and educa-
tional policymakers to interview. Once these individuals were selected, the team shared the
responsibilities of going out to various locations to meet and interview the chosen individuals.
The research team decided to pair up or work in small groups to ensure that all selected business
or industry leaders were interviewed. The entire research team opted to interview the Lord
Mayors of Dublin and Cork. Data collected from all interviews were shared with each team
member as a way to analyze, develop, and support the emerging themes.
Data Analysis
The study was organized in a way that facilitated the collection of data by the research
team in an effort to provide answers to the study’s three research questions. Three research
instruments (i.e., surveys, interviews, and observations) were used to gather such data. For the
purpose of the study, the researcher followed Creswell’s (2013) model for data analysis and
interpretation of qualitative research.
Each research team member used individual data gathered from the assigned school as
well as pooled data collected from political leaders, policymakers, and business and industry
leaders of MNCs who had an interest in the future of Ireland’s education and workforce. As part
of the process of data analysis, interviews were transcribed, surveys were compiled, and observa-
tion notes were analyzed. The research team used Rev, a web-based application and transcription
service for audio recordings. Data from the survey were compiled using Qualtrics, a web-based
software program used to collect and analyze survey data. (See interview protocols in Appendi-
ces B–E; the observation protocols, in Appendices F and G; and survey protocols, in Appendices
H and I.)
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As a result of the data collection by using the three instruments, the data were analyzed to
formulate common themes and findings to better understand the influence of globalization and
MNCs on educational policy, curriculum, and instructional practices in schools. The following
sections identify the common findings and emerging themes for each research question.
Findings for Research Question 1
Research Question 1 asked, “How have globalization and MNCs influenced educational
policy in the area of STEM education and the development of 21st-century skills?” Globaliza-
tion and MNCs drive the needs of the education system in Ireland, and economic policy has sup-
ported the demands and needs of MNCs (Sweeney et al., 2008). The aim for Research Question
1 was to better understand how MNCs within Ireland and the impact of globalization on the
country’s economy influence policies pertaining to the nation’s education system, particularly in
the areas of STEM education and development in 21st-century skills. As Ireland develops as a
knowledge-based economy, a key challenge for education is to develop the necessary mix of
creativity and skills to respond to the needs of a changing labor market (Leahy & Phelan, 2014).
To address and provide information for this question, data were collected through the distribution
of surveys completed by students, school staff, business leaders, and policymakers. To expand
on addressing this question, classroom observations were conducted as well as interviews from
various stakeholders. The data collected from multiple sources resulted in the triangulation of
data, which allowed for a deeper understanding of the interrelationship between the business
sector and educational community, including the multiple perspectives of individual stakeholders
on globalization, STEM, and 21st-century skills.
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Theme 1: Increase in 21st-Century Skills and STEM Education Are Essential to Economic
Prosperity in Ireland
The available literature showed that with the emergence of globalization, Ireland inher-
ited a multitude of companies that employ over 35,000 people in the pharmaceutical-chemical,
bio-pharmaceutical, medical devices, and diagnostics sectors (Sweeney et al., 2008). Ireland is
also ranked as one of the top destinations in the world for multinational technology companies
(O’Brien, 2013). This economic boom stems from the period known as the Celtic Tiger, a time
of economic prosperity that began in the 1990s. During this time, MNCs migrated into Ireland
and helped to create the economic growth that the country was lacking since its independence in
1922 (Mhaille Battel, 2003).
Through the collection of data in the study, themes emerged that were aligned with the
study’s research questions. One prevalent emerging theme consisted of the importance of 21st-
century skills and STEM education with respect to Ireland’s economic prosperity. In order to
evaluate the importance of 21st-century skills and STEM education, data were collected through
surveys, interviews, and observations. The surveys provided to various stakeholders included
questions that were aligned with Research Question 1. To support the importance of 21st-
century skills and STEM, the majority of stakeholders agreed that both STEM education and the
development of 21st-century skills were important. In the survey responses, 81% of all students,
as well as 81% of FS students, agreed that STEM education is essential to the economic prosper-
ity of Ireland (Table 4). Additionally, 98% of all teachers and administrators and 91% of FS
teachers and administrators agreed that STEM education is important (Table 5).
With regard to 21st-century skills, 92% of all students surveyed believed that 21st-
century skills are important. In comparison to the entire student group surveyed, 90% of FS
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Table 4
Participants’ Responses Regarding the Importance of Science, Technology, Engineering, and
Mathematics (STEM) Education and 21st-Century Skills Development: Fingal School (FS)
Students and All Students
Survey item and response categories FS students All students
STEM education is important.
Strongly agree 43 249
Agree 28 243
Neutral 6 59
Disagree 0 5
Strongly disagree 1 3
I don’t know 7 38
Development of 21st-century skills is important.
Strongly agree 37 316
Agree 30 218
Neutral 4 36
Disagree 1 4
Strongly disagree 0 3
I don’t know 2 38
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Table 5
Participants’ Responses Regarding the Importance of Science, Technology, Engineering, and
Mathematics (STEM) and 21st-Century Development: Fingal School (FS) Teachers and Admin-
istrators and All Teachers and Administrators
FS teachers/ All teachers/
Survey item and response categories administrators administrators
STEM education is important.
Strongly agree 8 100
Agree 3 21
Neutral 1 2
Disagree 0 0
Strongly disagree 0 0
I don’t know 0 0
Development of 21st-century skills is important.
Strongly agree 9 97
Agree 3 24
Neutral 0 2
Disagree 0 0
Strongly disagree 0 0
I don’t know 0 4
students confirmed that 21st-century skills are critical to Ireland’s economic potential. The
survey data from teachers and administrators indicated that 95% of all educators and 100% of FS
teachers and administrators agreed that 21st-century skills are essential to Ireland’s economy
(Table 5).
Outside of the educational setting, both policymakers and business leaders were support-
ers of 21st-century skills and STEM education. As a matter of fact, 100% of all survey partici-
pants within both stakeholder groups agreed on the importance of the two interdisciplinary areas
in education (Table 6).
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Table 6
Participants’ Responses Regarding the Importance of Science, Technology, Engineering, and
Mathematics (STEM) Education and 21st-Century Skills Development: Business Leaders and
Educational Policymakers
Business Educational
Survey item and response categories leaders policymakers
STEM education is important.
Strongly agree 8 7
Agree 1 0
Neutral 0 0
Disagree 0 0
Strongly disagree 0 0
I don’t know 0 0
Development of 21st-century skills is important.
Strongly agree 8 7
Agree 1 0
Neutral 0 0
Disagree 0 0
Strongly disagree 0 0
I don’t know 0 0
The data indicated that stakeholders in the greater Dublin area were strong advocates of
21st-century skills and STEM education. Furthermore, the literature presented in this study
supported the two interdisciplinary areas as being essential resources for the advancement of
Ireland’s economy. Educational, business, as well as political leaders in Ireland have been
proponents of STEM and 21st-century learning skill development. These stakeholders play a
significant role in promoting and establishing policies and procedures that will allow for a greater
emphasis on these interdisciplinary areas. The additional skills acquired by students will better
prepare them for the globalized economy and make them more employable.
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The survey data collected indicated that STEM and 21st-century skills were highly impor-
tant to all stakeholder groups. Interview data from students, educators, business leaders, and
policymakers were also analyzed to determine how individuals feel about the importance of
STEM and 21st-century skills. Data collected from interviews conducted at schools, business
locations, and public offices indicated some similarities to the overall tendencies identified in the
survey results.
A student from FS noted that STEM and 21st-century skills are critical and that without
these acquired skills, “a lot of jobs would not be possible or wouldn’t be a reachable goal for a lot
of people” (S. Quinn, personal communication, April 20, 2016). Another FS student noted that
“we need to acquire these skills because less people are working in farming jobs and working
more in city jobs which require important high level skills” (C. Doyle, personal communication,
April 20, 2016). One particular student expanded further on her views of STEM and 21st-
century skills:
They’re really quite boring, but they can be fun as well because you can learn through
different methods and ways of teaching. I think it’s really quite inventive for students
because it teaches you about creativity and how to think creativity, which are both essen-
tial for the future. If you don’t have these two skills, you will not enjoy your job because
they are often necessary for a good job. (A. McCarthy, personal communication,
April 20, 2016)
A teacher from FS noted that STEM and 21st-century skills are vital to Ireland’s economy
and MNCs because “there is a need for highly skilled workforce, and if students acquire these
skills at an early age, they will have a better opportunity to compete for jobs in which current
MNCs offer in our country” (K. Gallagher, personal communication, April 20, 2016). The
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statement made by the teacher confirmed that students must have access to classroom environ-
ments that offer inquiry-based opportunities and courses that can expose them to real- world
applications within STEM fields. Sheila Porter, founder and CEO of SciFest, concurred with the
comment made by the FS teacher: “As a country it’s very important to us, technology and IT
[information technology], and I think we need to fully train the workforce if we’re going to come
out of the recession” (Sheila Porter, personal communication, April 18, 2016).
A representative from Ireland’s Department of Education and Skills added that STEM
subjects in school help to develop 21st-century skills. At the same time, she believed that “they
are ideally placed to develop in the students those skills of critical thinking, of collaboration, and
of adaptability which are required in today’s workforce in which MNCs are striving for (N.
Byrne, personal communication, April 18, 2016). The same sentiment was expressed in a
statement by a representative from the National Council for Curriculum and Assessment:
I think STEM education is really important in the 21st century because young people need
to think quantitatively. They need to be able to problem solve; they need to look for
solutions, not from a fixed set of solutions that they already have, but to look for it some-
where else. As our world becomes more technical and the economy relies more on a
skilled workforce, students need this type of knowledge you get in STEM. (R. Ryan,
personal communication, April 19, 2016)
Interviews with officials representing various MNCs established in Ireland reaffirmed the
importance of 21st-century skills and STEM through statements such as, “Skill development and
STEM is extremely important, and we support it because we want to ensure that we have a future
pipeline of scientists and engineers to ensure our company is sustainable for the future (M.
O’Neill, personal communication, April 18, 2016). The importance was also identified through a
INFLUENCE OF GLOBALIZATION 105
statement by another MNC official regarding STEM and 21st-century skills: “They are hugely
important for so many jobs of the future (T. Kennedy, personal communication, April 18, 2016).
MNC officials rely on future members of the workforce to acquire STEM and 21st-century skills
as a way to gauge their future economic prosperity and sustainability.
The research team conducted classroom observations in STEM areas as a means to iden-
tify key models of collaborative learning among students and to identify how the classroom
learning environment supported appropriate and engaging learning experiences for 21st-century
learners. Observed indicators demonstrated the schools’ efforts to instill lessons that were inter-
disciplinary, student centered, and integrated with real-world issues. Other observations that
supported collaborative learning showed the use of creativity while students worked in teams to
complete a challenging task. Through scaffolding techniques, teachers were observed directing
student learning and building on their problem-solving skills. As evidenced in a science class-
room at FS, the teacher outlined steps to problem solve techniques for students, including the use
of exploration, explanation, and reflection (personal observation, April 20, 2016).
Other STEM classroom observations at FS indicated that the traditional teacher-centered
learning still existed and that 21st-century skills development was lacking. Some classrooms
were observed to have a noncollaborative setting, thereby resulting in the lack of inquiry-based
learning. Within these settings, the environment was rich in direct lecture, individual assign-
ments, and focused more on memorization activities that supported students in preparing for the
Leaving Certificate examination. The use of technology by students in these STEM classes was
insignificant, as most classrooms were provided with only one computer managed by the teacher
(personal observation, April 20, 2016).
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Theme 2: Disparity Among Stakeholder Groups Regarding Supporting Changes to Cur-
rent Educational Policy in Ireland to Ensure That Students Develop 21st-Century Skills
and Receive a STEM Education
With the advancement in Ireland’s economy, educational policymakers are challenged to
create the necessary blend of creativity and skills to support the needs of a changing labor market.
Paus (2005) noted that research, development, and innovation are critical elements in achieving
and maintaining economic competitiveness and securing continued prosperity. The availability
of an adequate number of graduates skilled in STEM fields will be a critical factor in supporting
this strategy. Future economic growth relies on the ability to attract and retain higher value
activities and higher skills with an emphasis on research, design, and innovation. Ireland’s
economic success mirrors most common practices among other developed countries, including
the development of a high-skilled, high-wage economy, as a result of enhancing the education
and skills of its workforce. Ireland’s economic survival has relied on the promotion and educa-
tion in STEM fields to attract MNCs (Paus, 2005). Although reform in educational policy has
greatly influenced Ireland’s economic success, the creation of world-class skills is assumed to be
a road to continued economic prosperity by meeting the demands of MNCs (Dunning, 2002).
Data collected in this study revealed a disparity among stakeholder groups regarding the need to
make changes to current educational policy to ensure that students develop 21st-century skills
and receive a STEM education.
Survey data showed that respondents from stakeholder groups did not have consensus on
the subject of supporting changes to current educational policy in Ireland. When survey data
from FS teachers and administrators and their counterparts who worked in other schools through-
out Ireland were analyzed, 85% agreed or strongly agreed, 9% in this stakeholder group were
INFLUENCE OF GLOBALIZATION 107
neutral, and 6% disagreed on supporting changes to current educational policy to support student
development of 21st-century skills and receiving a STEM education (Table 7). Overall, student
respondents had a different perspective than educators on their support for change in current
educational policy. Although 67% of all students surveyed agreed or strongly agreed that
changes to current educational policy in Ireland should occur, 20% remained neutral and 9% did
not know (Table 8).
The results from the survey data completed by business leaders differed from those of
teachers and school administrators with regard to making changes to current educational policy.
Nearly all business leaders surveyed agreed or strongly agreed that changes should occur in
educational policy to better prepare students with 21st-century skills. The survey results for
business leaders were consistent with the work of Collins and Rose (2001), who supported that
without policy change, significant shortages are forecast in the medium to long term of graduates
per year along with the possibility that a large number of low-skilled individuals will be unable to
find suitable employment. The data indicated that educational policymakers also agreed that
there should be changes to educational policy in Ireland to ensure that students develop 21st-
century skills and receive a STEM education. Although the business leaders displayed a slightly
higher level of agreement than educational policymakers, a minimum number of respondents
expressed neutral or disagree responses, thus indicating that a high percentage of both business
leaders and policymakers either agreed or strongly agreed with the statements. Table 9 summa-
rizes survey data that reflect a high level of agreement among policymakers and business leaders,
with responses supporting change to current educational policy in Ireland to ensure that students
develop 21st-century skills and receive a STEM education.
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Table 7
Participants’ Responses Regarding a Disparity Among Stakeholder Groups About Supporting
Changes to Current Educational Policy in Ireland to Ensure That Students Develop 21st-Century
Skills and Receive a Science, Technology, Engineering, and Mathematics (STEM) Education:
Fingal School (FS) Teachers and Administrators and All Teachers and Administrators
FS teachers/ All teachers/
Survey item and response categories administrators administrators
Changes to current educational policy in Ireland
should occur.
Strongly agree 3 49
Agree 4 60
Neutral 3 12
Disagree 3 7
Strongly disagree 0 0
I don’t know 0 0
Table 8
Participants’ Responses Regarding a Disparity Among Stakeholder Groups About Supporting
Changes to Current Educational Policy in Ireland to Ensure That Students Develop 21st-Century
Skills and Receive a Science, Technology, Engineering, and Mathematics (STEM) Education:
Fingal School (FS) Students and All Students
Survey item and response categories FS students All students
Changes to current educational policy in Ireland
should occur.
Strongly agree 14 110
Agree 33 286
Neutral 12 118
Disagree 1 21
Strongly disagree 0 4
I don’t know 12 53
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Table 9
Participants’ Responses Regarding the Disparity Among Stakeholder Groups About Supporting
Changes to Current Educational Policy in Ireland to Ensure That Students Develop 21st-Century
Skills and Receive a Science, Technology, Engineering, and Mathematics (STEM): Business
Leaders and Educational Policymakers
Business Educational
Survey item and response categories leaders policymakers
Changes to current educational policy in Ireland should
occur.
Strongly agree 4 4
Agree 7 2
Neutral 1 1
Disagree 0 1
Strongly disagree 0 0
I don’t know 0 0
Interview responses reflected data collected through the survey instruments on whether
changes to current educational policy in Ireland should occur. A representative from a
technology-based MNC focused on the need for a computer science curriculum in Ireland’s
education system:
The fact that we don’t have some sort of computer science curriculum or subject any-
where for fourth, fifth, and sixth, which are kids who are 16, 17, and 18 years of age,777
that’s a gap. In a country like ours, which has all the presence of technology and multina-
tional, we don’t have that and you have to question that. (M. Daly, personal communica-
tion, April 19, 2016)
Based on this statement from a MNC representative, changes to current educational policy are
required to address the STEM gap in Ireland’s education system and to increase exposure to
STEM education for students. During an interview, an educational policymaker added that the
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Irish Business and Employee Confederation “has been vocal in support of educational reform.
They agree with business leaders, and they are happy to see that some reform has already been
rolled out (B. Wilson, personal communication, April 19, 2016).
An interviewed educational policymaker also provided his perspective on changes to
current educational policy in Ireland:
Educational policy is responding to economic changes in Ireland. I think more in policy
has to change. The way policy operates, there is a lot of thinking about the big ideas and
policy traits, but not enough people are involved in discussion and the debate. We are
looking at developing 21st-century skills, and these skills are being developed in schools.
There’s a number of initiatives there to train teachers. Change happens slowly. At the
same time, I think that change is difficult for many educators. (P. Burke, personal com-
munication, April 18, 2016)
Data gathered through teacher and school administrator interviews provided a different
perspective with respect to changes in current educational policy to ensure that students develop
21st-century skills and receive a STEM education. An FS teacher stated that even though educa-
tional reform is inevitable, the allocation of more resources to schools and teacher training is
necessary before any change can occur. She added that “we are stuck in a system in Ireland
where policies are being pushed but no training or additional resources are being allocated to
support change” (A. Campbell, personal communication, April 20, 2016). Additional teacher
responses in interviews were similar in response, such as, “I think it’s more school influence that
have helped develop 21st-century skills and the study of STEM subjects. Influence is coming
from within more them from without” (K. Gallagher, personal communication, April 2016).
Based on these FS teachers’ insight and other similar responses, the majority of teachers were
INFLUENCE OF GLOBALIZATION 111
neutral about supporting change to current educational policy in Ireland to ensure that students
develop 21st-century skills and receive a STEM education.
Student interviews at FS indicated that they lacked courses and curriculum that exposed
them to STEM and 21st-century skills, thereby confirming that a change in policy is necessary in
order for students to prepare for the future workforce. An FS student gave such evidence by
making the following statement:
We need to improve education so that we can learn about new jobs and expand our
knowledge in STEM subjects, such as technology. It is important that we have technol-
ogy courses like coding or something to do with computers inside the curriculum, because
you can go to other places where you can attend such classes, but some students wouldn’t
make that effort. (T. Brennan, personal communication, April 20, 2016)
Additional student responses in interviews supported changes to educational policies, such as,
“We need more exposure to computers because now at the level we’re at, we don’t have a
computer class anymore” (C. Fitzgerald, personal communication, April 20, 2016) and “Having
exams that include skills that MNCs require would actually benefit you in the long run, rather
than just being able to take a written exam” (L. Brown, personal communication, April 20, 2016).
Such statements provided by students indicated that current educational policy directly affected
them because they did not feel that they were prepared for tomorrow’s job market. Students felt a
need for change to gain access to 21st-century skills and to receive a STEM education.
Classroom observations provided additional data to better understand whether there is a
need to change current educational policy in Ireland or to provide more support to schools, such
as resources and professional development for teachers to support student access to 21st-century
skills and STEM education. Observed teachers had a good understanding of STEM curriculum,
INFLUENCE OF GLOBALIZATION 112
as demonstrated through instructional strategies that supported 21st-century skills. Observed
classrooms were equipped with limited technology, consequently restricting students from STEM
programs. However, educational policymakers and leaders in MNCs agreed that in order to
attract and retain foreign companies and to produce competitive domestic firms, educational
policy in Ireland must support and expand opportunities for all students to develop 21st-century
skills in STEM (O’Hagan & Newman, 2014).
Theme 3: Globalization Drives Interest in MNCs to Support STEM Education and Devel-
opment of 21st-Century Skills
The review of literature demonstrates that globalization has led to a more interconnected
world in which a certain skill set is necessary to participate in the global economy (Zhou, 2013).
It has also allowed MNCs to invest in countries, such as Ireland, where they can produce goods
and provide services at a cheaper cost. As more companies invest in Ireland, the demand for
knowledge-ready workers will continue to increase. Dunning (2002) noted that the creation of
world-class skills is assumed to be a route to economic prosperity by meeting the demands of
MNCs. MNCs in Ireland have relied on a skilled workforce to succeed in the global market. As
a result, MNCs have a vested interest in STEM education and the development of 21st-century
skills.
Survey results within all stakeholder groups showed that most individuals agreed that
MNCs have a great influence on STEM education and development of 21st-century skills. Data
specific to teachers and administrators indicated that 92% agreed or strongly agreed; 100% of FS
teachers and administrators agreed or strongly agreed. Table 10 contains the survey data from
the teachers and administrators regarding their opinion of MNCs and their support of STEM
education and 21st-century skills in Ireland’s schools.
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Table 10
Participants’ Responses Regarding Whether Globalization Drives Interest in Multinational
Corporations (MNCs) to Support Science, Technology, Engineering, and Mathematics (STEM)
Education and Development of 21st-Century Skills: Fingal School (FS) Teachers and Admin-
istrators and All Teachers and Administrators
FS teachers/ All teachers/
Survey item and response categories administrators administrators
Globalization has influenced the demand for STEM
education and development of 21st-century skills.
Strongly agree 4 65
Agree 8 51
Neutral 0 5
Disagree 0 0
Strongly disagree 0 0
I don’t know 0 6
MNCs have influenced the demand for STEM
education and development of 21st-century
skills.
Strongly agree 6 57
Agree 6 60
Neutral 0 9
Disagree 0 0
Strongly disagree 0 1
I don’t know
MNCs should support and promote STEM education
and development 21st-century skills in schools in
Ireland.
Strongly agree 1 66
Agree 9 48
Neutral 0 8
Disagree 1 3
Strongly disagree 1 2
I don’t know 0 0
INFLUENCE OF GLOBALIZATION 114
The perceptions of business leaders regarding MNCs’ influence and support for STEM
education and 21st-century learning mirrored that of teachers and administrators. Completed
surveys by business leaders indicated that most strongly agreed with the statement that MNCs
have a great influence on STEM education and development of 21st-century skills. Compared to
business leaders, policymakers were not as assertive in their opinion, but the majority did agree.
Table 11 summarizes the data from both stakeholder groups; Table 12 summarizes the data on
the results from FS students, as well as all students who were surveyed, with regard to the
influence of MNCs in Ireland on STEM education and 21st-century skills.
The data strongly indicated student awareness of the importance of MNCs’ advocacy for
the well-prepared workforce required for a competitive global economy. Surprisingly, 19% of
students remained neutral on whether MNCs influenced or supported STEM education and the
development of 21st-century skills.
Data collected through interviews showed a different perspective on MNCs and their
influence in education compared to the results of the survey data. Teacher interviews indicated
concern with regard to limited access to MNCs. One FS teacher noted concern about the discon-
nection between schools and MNCs:
Schools want MNCs and MNCs want schools, but there is a lack of communication and
effort being made by MNCs, from my experience. There is no joined-up thinking or no
delivery system from one to another, and this hurts our schools because we rely heavily
on MNCs for funding, computers, and sponsorships. (G. Hughes, personal communica-
tion, April 20, 2016)
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Table 11
Participants’ Responses Regarding Whether Globalization Drives Interest in Multinational
Corporations (MNCs) to Support Science, Technology, Engineering, and Mathematics (STEM)
Education and Development of 21st-Century Skills: Business Leaders and Educational Policy-
makers
Business Educational
Survey item and response categories leaders policymakers
Globalization has influenced the demand for STEM
education and development of 21st-century skills.
Strongly agree 9 1
Agree 1 6
Neutral 1 1
Disagree 0 0
Strongly disagree 0 0
I don’t know 1 0
MNCs have influenced the demand for STEM edu-
cation and development of 21st-century skills.
Strongly agree 9 1
Agree 2 6
Neutral 0 1
Disagree 0 0
Strongly disagree 0 0
I don’t know 1 0
MNCs should support and promote STEM educa-
ton and development of 21st-century skills in
schools in Ireland.
Strongly agree 11 3
Agree 1 3
Neutral 0 1
Disagree 0 0
Strongly disagree 0 0
I don’t know 0 0
INFLUENCE OF GLOBALIZATION 116
Table 12
Participants’ Responses Regarding Whether Globalization Drives Interest in Multinational
Corporations (MNCs) to Support Science, Technology, Engineering, and Mathematics (STEM)
Education and Development of 21st-Century Skills: Fingal School (FS) Students and All Students
Survey item and response categories FS students All students
Globalization has influenced the demand for STEM
education and development of 21st-century skills.
Strongly agree 10 160
Agree 31 275
Neutral 14 89
Disagree 0 7
Strongly disagree 0 7
I don’t know 19 59
MNCs have influenced the demand for STEM edu-
cation and development of 21st-century skills.
Strongly agree 13 131
Agree 35 256
Neutral 14 114
Disagree 1 12
Strongly disagree 0 7
I don’t know 11 77
MNCs should support and promote STEM educa-
tion and development of 21st-century skills in
schools in Ireland.
Strongly agree 22 209
Agree 30 243
Neutral 14 85
Disagree 1 12
Strongly disagree 0 6
I don’t know 7 42
Another FS teacher commented on how difficult it is to have MNCs at schools:
When there is interest at the school with a particular MNC, MNCs do not show effort in
sending someone from corporate to come out to the school. You have to go knocking on
INFLUENCE OF GLOBALIZATION 117
doors or ringing yourself. There is no way through the department of education or any-
thing that you can do to link up with some of these MNCs. (A. Campbell, personal com-
munication, April 20, 2016)
From a school administrator’s standpoint, there has been some success in partnerships
with MNCs that support STEM education:
Siemens, which is a local company here, is a strong partner with our school. We have a
good, strong relationship with them from a business standpoint, in terms of visiting their
plant and the mentoring system that goes on where workers mentor a number of our
students in terms of helping them to understand how STEM education is applied to the
actual work setting. The primary focus of it is to support schools in the community. (F.
Thompson, personal communication, April 20, 2016)
Personnel from Ireland’s Department of Education and Skills concurred on the impor-
tance of a strong relationship between schools and MNCs:
It’s important that MNCs’ feedback to education providers. 21st-century skills are the
type of skills MNCS need from students need and the type of skills that the education
planners should be promoting. It’s important that there’s a link there and both parties are
talking to each other at all times that so that change is inevitable. (N. Byrne, personal
communication, April 20, 2016)
Interviews with students also revealed the impact that MNCs have on schools and student
interest to pursue a STEM career. This situation was evident in the following FS student’s
statement:
We need our school to provide us with a good education so we can aim to be employed in
these MNCs, because in the future, they’re most likely going to be the best option for us.
INFLUENCE OF GLOBALIZATION 118
MNCs are making STEM fields more important to learn because these MNCs require
some form of STEM education, especially in technology and engineering. (M. Boyle,
personal communication, April 20, 2016)
Another FS student added that MNCs have “helped lift the standards of the students, and it’s
making them definitely work harder” (C. Healy, personal communication, April 20, 2016).
Interviews with students also revealed how MNCs can enhance their ability to support
and influence students’ interest in STEM education and development of 21st-century skills. A
FS student agreed with teachers when it came to the importance of MNCs visiting schools:
They definitely should be going around schools in Ireland and other countries informing
students about what skills are required in a certain job. By visiting schools, MNCs can
give you information on the things you’re going to be dealing with in a STEM career if
you want to pursue a job with their company. (S. O’Shea, personal communication,
April 20, 2016)
Another FS student emphasized the need for students to have the opportunity to visit MNCs and
work with them in order to get firsthand experience with STEM careers:
They could give students a better insight of what it is to actually work in those kinds of
businesses. A tour of the factory or facility would be good because we would be able to
see what workers do every day. They can even offer us an experience on the job by
providing internships when we are a bit older. (V. White, personal communication,
April 20, 2016)
Based on analysis of the interview data, it was clear that educators and students valued
relationships with MNCs and saw the importance of MNCs in promoting 21st-century skills and
STEM education. These stakeholders understood that MNCs must continue to play a significant
INFLUENCE OF GLOBALIZATION 119
role in the promotion of STEM education in order for students to have an interest in STEM fields
and to bring exposure to students on the tools and skills necessary for tomorrow’s workforce.
Discussion Summary for Research Question 1
Globalization influences education in the expansion of human capital, lifelong learning,
and economic development (Spring, 2008). As a result of globalization, Ireland experienced
economic growth and prosperity during the Celtic Tiger era and established a long-lasting part-
nership with several MNCs. The three themes discussed in this section were developed as a
result of the extensive analysis of data collected throughout the research team’s visit to Ireland.
These themes provided a better understanding of the first research question that focused on the
ways in which globalization and MNCs have influenced policy in the area of STEM education
and the development of 21st-century skills. Data used to provide conclusions for the first
research question examined perspectives from multiple stakeholder groups including political,
corporate, and educational leaders in Ireland.
The triangulation of data compiled through surveys, interviews, and observations con-
firmed that participants strongly felt that STEM education and the development of 21st-century
skills are important for the economic success of Ireland’s future. An analysis of the data demon-
strates that business leaders had a higher level of agreement than did teachers and school admin-
istrators that changes to current educational policy must occur. Although teachers generally
supported changes to Ireland’s educational system, most felt that a greater support for school
resources and professional development are needed to help to enhance STEM education and the
development of 21st-century skills.
The data supported that MNCs have played a significant role in the promotion of STEM
and 21st-century skills. Stakeholder groups understood the need for students to be better
INFLUENCE OF GLOBALIZATION 120
prepared and equipped with the skills that MNCs require for their workforce. Students and
educators saw the importance of partnerships with MNCs and believed that such partnerships
would increase students’ interest in STEM fields. Students and educators who were interviewed
emphasized the importance of better communication and interaction between schools and MNCs
to better understand what MNCs expect of their future workforce.
Findings for Research Question 2
Research Question 2 asked, “How have science and technology competitions, such as
SciFest, influenced development of 21st-century skills through the use of inquiry-based instruc-
tional strategies in STEM?” The objective of this question was to analyze the correlation
between science fairs in Ireland and the development of 21st-century learning skills using
inquiry-based strategies within STEM fields. Two themes materialized from the analysis of data
collected through observations, including a SciFest science fair and STEM classes, along with
surveys and interviews. The themes revealed the impact that science and technology fairs have
on students and schools, as well as stakeholders’ viewpoints on how much students benefit from
participating.
Theme 1: Science and Technology Fairs Influence Student Participation in STEM Educa-
tion and Development of 21st-Century Skills
The literature reviewed for this research study finds that science and technology fairs such
as SciFest have constituted a positive educational phenomenon for students, because science fairs
promote student-led project work in STEM-related courses (Bencze & Bowen, 2009). Students
who participate in science and technology fairs are exposed to 21st-century skills that are
required in most STEM careers upon which MNCs are dependent.
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Stakeholders who participated in this study generally agreed that science and technology
fairs have an influence on students’ interest and participation in STEM education as well as 21st-
century skills development. The majority of respondents acknowledged that student participation
in science and technology fairs is valuable to Ireland’s future workforce because students can
increase their interest in STEM education while also developing skills that are required for the
current job market. For teachers and students, surveys indicated that a notable proportion of
these stakeholders remained neutral in their responses to the survey question, while all business
leaders and policymakers supported that science competitions influence student participation in
STEM education and their development of 21st-century skills. Survey results also indicated that
most students agreed or strongly agreed that science competitions have influence in their educa-
tion (Table 13).
Table 13
Participants’ Responses Regarding Whether Science Competitions Influence Students’ Participa-
tion in Science, Technology, Engineering, and Mathematics (STEM) Education and Development
of 21st-Century Skills: Fingal School (FS) Students and All Students
Survey item and response categories FS students All students
Science competitions influence my participation in
STEM education and my development of 21st-
century skills.
Strongly agree 16 249
Agree 39 243
Neutral 15 59
Disagree 2 5
Strongly disagree 0 3
I don’t know 2 38
INFLUENCE OF GLOBALIZATION 122
A student from FS explained that being a participant in SciFest “encourages a student to
want to pursue a field in which they did their project from” (P. McMahon, personal communica-
tion, April 21, 2016), while another student expressed how being exposed to science and technol-
ogy fairs can change students’ attitudes on STEM:
At first, students who were encouraged to participate in SciFest were very reluctant
because they were not interested. But now, students want to do the projects for SciFest,
and they are submitting projects for their own interest and curiosity. (R. Donnelly, per-
sonal communication, April 20, 2016)
Table 14 identifies school staff responses to the survey question item focusing on the
influence of science competitions on students’ participation in STEM education and their devel-
opment of 21st-century skills. The majority of educators’ responses were consistent with the
review of literature that student participation in science competitions can stimulate students’
interest in STEM fields such as science. One teacher at FS stated that “if students find a project
they are really interested in, it will open up a whole new world in STEM interest for them
because they get exposed to careers they might not have thought of” (D. O’Leary, personal com-
munication, April 20, 2016). Another FS teacher commented that “participating in SciFest
informs students of which within STEM career they might like, which ones they want to explore
more, and which skill level they need to acquire” (C. Mullan, personal communication, April 20,
2016).
The FS principal spoke about the inspirational effect that science and technology fairs
have on students, noting that “students build confidence and self-esteem and become more
interested in STEM education” (N. Byrne, personal communication, April 20, 2016). The prin-
cipal also highlighted the acknowledgment that students receive when they apply the skills that
INFLUENCE OF GLOBALIZATION 123
Table 14
Participants’ Responses Regarding Whether Science Competitions Influence Students’ Participa-
tion in Science, Technology, Engineering, and Mathematics (STEM) Education and Their Devel-
opment of 21st-Century Skills: Fingal School (FS) Teachers and Administrators and All
Teachers and Administrators
FS teachers/ All teachers/
Survey item and response categories administrators administrators
Science competitions influence student participation
in STEM education and development of 21st-century
skills.
Strongly agree 4 51
Agree 4 54
Neutral 4 19
Disagree 0 1
Strongly disagree 0 1
I don’t know 0 1
they have learned during their participation in science and technology fairs: “While students are
generally intrinsically motivated by their area of study, they also get lots of positive affirmation
from presenting their projects and the interest from other students, teachers, and the public,
which provides for great encouragement (N. Byrne, personal communication, April 20, 2016).
The literature reviewed also acknowledged that little is known about students’ perceived
motives for participating in local or national science fairs and about the ways in which their
involvement mediates their interest in science learning and scientific careers (Dionne et al.,
2001). The literature supported the reason why a proportion of educators remained neutral in
their survey responses. Table 14 summarizes data responses from teachers and administrators at
FS and throughout Ireland.
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Table 15 reports the responses by respondent business leaders and policymakers.
Through the promotion of science fairs and competitions, MNCs have a direct influence on their
future workforce across the globe (Bencze & Bowen, 2009). A representative from a MNC in
Ireland explained why science competitions influence students’ participation in STEM education
and their development of 21st-century skills:
There is a potential benefit because it can have a lasting impact on students’ pursuit of
STEM careers. Science fairs are seen as a way of tying everything together, if it is done
right, if the competition is set up correctly. Student participation in science fairs builds a
framework for developing core skills they need for future career in STEM fields. (S.
Barry, personal communication, April 19, 2016)
Table 15
Participants’ Responses Regarding Whether Science Competitions Influence Students’ Participa-
tion in Science, Technology, Engineering, and Mathematics (STEM) Education and Their
Development of 21st-Century Skills: Business Leaders and Educational Policymakers
Business Educational
Survey item and response categories leaders policymakers
Science competitions influence student participation
in STEM education and development of 21st-century
skills.
Strongly agree 4 4
Agree 5 4
Neutral 0 0
Disagree 0 0
Strongly disagree 0 0
I don’t know 0 0
INFLUENCE OF GLOBALIZATION 125
Observations were conducted in science, engineering, and technology classes at FS. Data
collected from classroom observations provided evidence that students who participated in
science and technology fairs are developing 21st-century skills through the use of inquiry-based
strategies. These skills provide students with the ability to be better prepared for entry-level
careers in STEM and can also be utilized in any other areas of study. Students were observed in
FS engineering teacher H. Flanagan’s classroom working together in groups of four; each student
participant had a responsibility within the group. The learning objective for the assignment was
to work together on a problem scenario that required each student to give input and solve the
issue together. Throughout the process, students were allowed to use resources, including work
tools and technological devices (personal observation, April 20, 2016).
Theme 2: Students Benefit From Participating in Science and Technology Fairs
The review of literature strongly indicated that students’ participation in science and
technology fairs will result in positive outcomes in their education and their careers. It was noted
that the earlier students gain hands-on experience with developing simple scientific concepts, the
easier it will be for them to later perform more complex studies in science. For example, “if
students follow the scientific method as they carry out experiments for their science fair projects,
it will help them understand scientific concepts and will lead them to a lasting interest in both
science and engineering” (Bellipanni & Lilly, 1998, p. 11). This concept found in the research
indicates positive outcomes for students in their quest for a degree in higher education and a solid
career. Such an accomplishment will enhance their skill level and knowledge that MNCs are
currently seeking from the workforce.
The data collected from multiple stakeholders involved in this study showed a compre-
hensive alignment on the agreement that students benefit from participation in science fairs. The
INFLUENCE OF GLOBALIZATION 126
respondents agreed with the literature in believing that science fairs, such as SciFest, constitute a
positive educational experience for students because science fairs promote student-led project
work, thereby increasing their ability to better perform in a future workforce that emphasizes a
collaborative environment within the workplace (Bencze & Bowen, 2009). The review of
research literature also demonstrated that science fairs engage students to connected to real-world
problems and scenarios (Bellipanni & Lilly, 1999). Exposure to such fairs will connect students
to career pathways, subsequently strengthening a knowledge-based economy with a workforce
prepared with 21st-century skills. Results from student respondents indicated a strong level of
agreement that students benefit from science and technology fairs (Table 16).
Table 16
Participants’ Responses Regarding the Benefits of Students’ Participation in Science Fair
Competitions: Fingal School (FS) Students and All Students
Survey item and response categories FS students All students
Students benefit from participating in science and
technology fairs.
Strongly agree 29 191
Agree 33 274
Neutral 4 83
Disagree 2 18
Strongly disagree 0 6
I don’t know 6 25
Table 17 summarizes data results from staff members at FS and throughout schools in
Ireland who responded to the staff survey question item on the benefit accruing to students from
their participation in science fairs. The responses provided by these educators were aligned to
the literature review that contended that student participation in science fairs positively impacts
INFLUENCE OF GLOBALIZATION 127
their academic record, improves their presentation skills, and provides for networking (Czerniak
& Lumpe, 1996). The analysis of the survey data revealed that a strong majority of respondents
either agreed or strongly agreed that students benefit from science fair competitions.
Table 17
Participants’ Responses Regarding the Benefits of Students’ Participation in Science Fair Com-
petitions: Fingal School (FS) Teachers and Administrators and All Teachers and Administrators
FS teachers/ All teachers/
Survey item and response categories administrators administrators
Students benefit from participating in science and
technology fairs.
Strongly agree 4 74
Agree 6 46
Neutral 2 6
Disagree 0 0
Strongly disagree 0 1
I don’t know 0 0
Table 18 summarizes the responses from business leaders and policymakers. One busi-
ness leader from a major MNC company in Ireland shared how science fairs benefit students:
Overwhelmingly, science fairs really spark the interest of the students and motivate them
to go on and study further. It sparks that interest for them to say it was fun, it was excit-
ing, and it didn’t feel like work to them. The more kinds of project-based activities and
the more we let students explore, rather than learn formulas and processes, the more
prepared and interested they will be. (K. Reid, personal communication, April 19, 2016)
Policymakers shared the same sentiment as business leaders and teachers in supporting
that science fairs give“kids an interest into science and as a result, the learning becomes more
INFLUENCE OF GLOBALIZATION 128
Table 18
Participants’ Responses Regarding the Benefits of Students’ Participation in Science Fair
Competitions: Business Leaders and Educational Policymakers
Business Educational
Survey item and response categories leaders policymakers
Students benefit from participating in science and
technology fairs.
Strongly agree 6 7
Agree 3 1
Neutral 0 0
Disagree 0 0
Strongly disagree 0 0
I don’t know 0 0
intrinsic and students are motivated because they see the value in their learning” (D. Kane, per-
sonal communication, April 18, 2016). Overall, stakeholders showed consistency with regard to
agreeing or strongly agreeing that students benefit from participation in science and technology
fairs.
Data collected through classroom observations at FS provided support for students
benefitting from science and technology fairs. As students find motivation through their partici-
pation in science fairs, the ability to think critically and problem solve becomes more evident in
the classroom. Students who had previously participated in science fairs were observed in FS
agricultural science teacher D. O’Leary’s classroom. During the observation, the classroom
teacher presented a fresh potato to students who were grouped in pairs. The lesson was designed
for students to observe potato starch grains under a microscope and to determine the impact that
water and light had on the actual potato. The teacher posed several questions on which the
INFLUENCE OF GLOBALIZATION 129
students were required to work with their partner to answer as they worked collaboratively in this
inquiry-based project (personal observation, April 20, 2016).
Discussion Summary for Research Question 2
The primary theme indicated that science and technology fairs have a positive impact on
students’ interest in STEM education and their development of 21st-century skills. Overall, the
data collected demonstrated that participants agreed that science and technology fairs influence
students and allow them to discover more about STEM education and to better understand the
importance of 21st-century skills acquisition. Data provided support for science and technology
fairs as a direct benefit for students. Through the triangulation of interviews, surveys, and class-
room observations, participants agreed that students’ participation in such fairs benefits them
because they are exposed to inquiry-based activities and experiences that will prepare them for a
STEM career in a competitive global workforce (Creswell, 2013).
Business leaders and educational policymakers relied on schools to expose students to a
STEM education and to embed inquiry-based learning in the classroom. Teachers and students
approached science and technology fairs as a way to build interest in STEM fields. Unfortu-
nately, there are limited resources to assist students in preparing for science and technology fairs.
Students felt that an increase in technology courses and resources in their schools would enhance
their experience at science and technology fairs, while teachers struggled with coordinating suf-
ficient time during the instructional day to prepare students for these fairs. It was noted in several
interviews that teachers were more concerned with ensuring that students were prepared for the
Leaving Certificate exams.
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Findings for Research Question 3
Research Question 3 asked, “How has participation in science and technology competi-
tion, such as SciFest, influenced students’ interest in and selection of STEM-related courses in
Senior Cycle, as well as their pursuit of college- and/or career-related STEM fields?” The objec-
tive of this research question was to determine whether there was a correlation between volun-
tarily inquiry-based activities such as SciFest and students’ selection of Senior Cycle courses as
well as career choices in STEM-related fields. Students who pursue a career in STEM fields are
subject to employee recruitment by MNCs. MNCs are very important to the Irish economy and
its workforce. MNCs have played a significant role in Ireland’s economic boost in recent
decades and hold 11% percent of all private sector employment in Ireland (Hannigan, 2000). This
research question was formulated to examine the influence of science and technology fairs on
students’ interest in STEM-related careers, which would provide a segue to placement in high-
demand positions in MNCs in Ireland.
To get a thorough perspective of science and technology fairs by stakeholders participat-
ing in this research study, multiple types of data were collected via surveys, interviews, and
observations. Stakeholders could access surveys through an emailed link or via hard copy; the
latter were administered and completed at the site. Individual and group interviews were con-
ducted at school sites and at respective places of employment for participants; observations were
conducted in classrooms as well as at the SciFest science and technology fair held in Cork,
Ireland. Two main themes emerged to produce a conclusion for Research Question 3.
INFLUENCE OF GLOBALIZATION 131
Theme 1: Student Participation in Science and Technology Fairs Has Increased Student
Interest in STEM-Related Fields and 21st-Century Skills
As indicated in the literature review, Ireland has advocated the creation of a high-skilled,
high-wage economy by upgrading the education and skills of its workforce. Ireland’s economic
survival became dependent on promotion of and education in STEM fields to attract MNCs
(Paus, 2005). The creation of world-class skills, or 21st-century skills, has been assumed to be a
route to economic prosperity by meeting the demands of MNCs (Dunning, 2002). Students’
participation in science and technology fairs has been an integral part of their acquisition of such
skills and their interest in STEM-related fields. The work of Wagner (2008) served as a frame-
work to organize a set of skills with which schools can prepare students for STEM careers and
21st-century jobs. Exposure to such skills through science and technology fairs not only
increases students’ interest in STEM fields but also provides them with the capacity to apply
their acquired skills in whatever field of study they desire.
Stakeholder surveys indicated an increase in the STEM field of study and 21st-century
skills due to the influence of students’ participation in science and technology fairs. Table 19
presents data showing this inclination in respondent opinions by students. Results for students
who agreed or strongly agreed in Table 19 are not as significant as noted in prior survey re-
sponses by students, although a majority of students feel that their participation in science and
technology fairs has increased their interest in STEM and 21st-century skills, as well as pursuing
STEM-related subjects during their Senior Cycle.
Teachers and school administrators at FS and all other schools who participated in the
survey had a similar but higher level of agreement on the survey items in Table 20. Compared to
students’ opinions, adults believed that science and technology fairs had a slightly more
INFLUENCE OF GLOBALIZATION 132
Table 19
Responses Regarding Students’ Increased Interest in Science, Technology, Engineering, and
Mathematics (STEM) and 21st-Century Skills After Participating in Science Fair Competitions:
Fingal School (FS) Students and All Students
Survey item and response categories FS students All students
My interest in STEM and development of 21st-
century skills has increased as a result of the science
competition.
Strongly agree 14 95
Agree 25 215
Neutral 17 113
Disagree 8 62
Strongly disagree 2 30
I don’t know 8 77
After participating in the science competition, I have
increased interest in studying STEM-related subjects
in Senior Cycle.
Strongly agree 18 127
Agree 25 181
Neutral 17 119
Disagree 7 63
Strongly disagree 1 30
I don’t know 12 77
INFLUENCE OF GLOBALIZATION 133
Table 20
Responses Regarding Students’ Increased Interest in Science, Technology, Engineering, and
Mathematics (STEM) and 21st-Century Skills After Participating in Science Fair Competitions:
Fingal School (FS) Teachers and Administrators and All Teachers and Administrators
FS teachers/ All teachers/
Survey item and response categories administrators administrators
Interest in STEM and development of 21st-century
skills has increased as a result of science compe-
titions.
Strongly agree 0 24
Agree 7 67
Neutral 4 26
Disagree 0 4
Strongly disagree 0 3
I don’t know 1 3
Science and technology fairs have been benefi-
cial in preparing students for Senior Cycle edu-
cation.
Strongly agree 0 18
Agree 7 57
Neutral 4 29
Disagree 0 17
Strongly disagree 0 2
I don’t know 1 4
significant impact on students’ interests in STEM and 21st-century skills and in their selection of
courses during their Senior Cycle. It was noted that a substantial number of students and staff
remained neutral on both items. Table 20 summarizes the survey responses by teachers and
school administrators.
Survey results by business leaders and policymakers indicated even stronger opinions
with respect to agreeing or strongly agreeing that students’ interest in STEM and 21st-century
skills have increased as a result of their participation in science and technology fairs. Table 21
INFLUENCE OF GLOBALIZATION 134
summarizes data from business leaders and policymakers, who had the highest level of agree-
ment on the survey items identified in Table 21. These items had an equivalent number of policy-
makers who agreed or strongly agreed that science and technology fairs had a significant impact
on student interests in STEM and 21st-century skills and in their selection of courses during their
Senior Cycle.
Table 21
Responses Regarding Students’ Increased Interest in Science, Technology, Engineering, and
Mathematics (STEM) and 21st-Century Skills After Participating in Science Fair Competitions:
Business Leaders and Educational Policymakers
Business Educational
Survey item and response categories leaders policymakers
Interest in STEM and development of 21st-century
skills has increased as a result of the science compe-
titions.
Strongly agree 2 2
Agree 7 5
Neutral 1 1
Disagree 0 0
Strongly disagree 0 0
I don’t know 0 0
Development of 21st-century skills is important.
Strongly agree 3 2
Agree 6 5
Neutral 1 1
Disagree 0 0
Strongly disagree 0 0
I don’t know 0 0
The survey results provided a positive indicator that students benefit from their participa-
tion in science and technology fairs by displaying greater interest in STEM and 21st-century
INFLUENCE OF GLOBALIZATION 135
skills, as well as a growing interest in STEM-related fields and selection of courses in their
Senior Cycle.
Interviews provided data to further examine the impact that science and technology fairs
have on students’ interest in STEM and 21st-century skills. One FS student noted:
At first I was reluctant to participate in SciFest, but after going through the experience for
the first time, it was an eye-opener for me because I did not know that there were so many
options to choose from when selecting a project. The fair allowed me to further expand
on my own interest in science and also pursue a career in biology. (G. O’Keeffe,
April 20, 2016)
This statement provided correlates with the survey data, indicating that science and technology
fairs deepen student interest in STEM-related fields. Students’ participation in science and
technology fairs provides opportunities for them to find a career interest, thus supporting a
clearer pathway for the selection of courses for their Senior Cycle. An example of this situation
was the following comment by a FS student:
When I did SciFest, I saw a lot of projects that were technology driven, and it broadened
my interest in this field of study. After returning from SciFest, I wanted to delve into that
field and learn more about technology going into the Senior Cycle. (K. MacDonald,
personal communication, April 20, 2016)
Students who participated in interviews generally had a positive outlook toward science
and technology fairs. They expressed how participating in such fairs exposed them to 21st-
century skills through student group projects and left them eager for more information on STEM
fields. One FS student provided the following account of his experience:
INFLUENCE OF GLOBALIZATION 136
I found science to be fun when I participated in SciFest. I worked with two other students
for my project, and we learned how to work together to complete our research project.
Having been part of SciFest has sparked my interest in physics, and I actually want to
become a physicist or something to do with physics . . . so actually it affected me. (L.
Maloney, April 20, 2016)
Student participation in science and technology fairs can be more influential when
students have autonomy in the selection of their projects. This supplementary educational expe-
rience has more positive outcomes for students when they feel supported by adults and are
supplied with the necessary resources as well as 21st-century skill development in the classroom.
Other stakeholder groups who were interviewed provided different perspectives of the
influence of science and technology fairs on students’ interest in and pursuit of STEM-related
fields as well as 21st-century skill development. One FS teacher expanded on the importance of
student interest in a particular subject when participating in science and technology fairs:
If students find a project they are really interested in, it will open up a whole new world
for them . . . they get exposed to careers they might not have thought of for themselves.
They become passionate about their project and allows them to go deep into research and
a find new discovery for learning. (T. O’Rourke, personal communication, April 20,
2016)
An FS administrator noted the relationship among STEM, the economic realities of
today’s job market, and the understanding that 21st-century skills are the skills needed for jobs.
The administrator added that science fairs have only a small impact on students’ interest in
STEM-related fields:
INFLUENCE OF GLOBALIZATION 137
Student participation in science fairs would have an impact on the pickup of science
subjects by students in Senior Cycle. Although students benefit from fairs like SciFest, a
large number of our students would go on to study STEM subjects in third level, but they
would in all schools, so I’m not sure that has anything to do with participation in science
and fairs. (F. Thompson, personal communication, April 20, 2016)
An FS teacher who was interviewed had a different perspective than the administrator:
There has been an increase in students taking more STEM-related courses during Senior
Cycle, especially from students who voluntarily participated in science and technology
fairs prior to entering their Senior Cycle. I have personally witnessed these students
advance in their 21st-century skill development, resulting in greater preparation for third-
level studies. (K. Gallagher, personal communication, April 20, 2016)
A policymaker and representative from Ireland’s Department of Education and Skills
provided a first-hand experience on how students who participated in science and technology
fairs were most likely to take STEM subjects for Senior Cycle and go on to study STEM-related
fields:
One school I visited recently had two boys who carried out a project which looked at the
influence of habitat on chicken eggshells. They looked at things like color of shell,
thickness of shell, etc. The Principal informed me that one of those boys is now studying
agricultural science in University College Dublin and the other is studying veterinary
medicine in Poland. (N. Byrne, personal communication, April 18, 2016)
During an observation at SciFest in Cork, Ireland, additional data were provided to
further support the theme as well as the findings from interviews and survey data. Two students
who were teamed up at SciFest enthusiastically explained how their participation in SciFest
INFLUENCE OF GLOBALIZATION 138
challenged them to work together and utilize each other’s skills and abilities to create a quality
and well-researched project. Both students added that their participation in SciFest increased
their interest in STEM-related fields: One was more interested in physics; the other was
motivated to pursue a career in computer programming (personal communication, April 23,
2016).
Theme 2: Science and Technology Fairs Have Been Beneficial in Preparing Students for the
Labor Force
The review of literature noted that for most students, an interest in science and participa-
tion in science fairs must be driven by motivational factors. They are a venue for the populariza-
tion of science and consequently an important encouragement for the pursuit of careers in science
or other STEM-related fields (Dionne et al., 2011). Twenty-first-century workplace careers
require skills such as problem solving, discovery, exploratory PBL, and student-centered devel-
opment of ideas and solutions. These skills mirror the latest critical skills identified by Wagner
and Compton (2012): critical thinking and problem solving; collaboration and leadership; agility
and adaptability; initiative and entrepreneurialism; effective oral and written communication;
ability to access and analyze information; ability to have and use curiosity and imagination; and
incorporation of play, passion, and purpose.
Science and technology fairs are beneficial for all participants, not just those who plan to
pursue a STEM profession. Participants in this study noted that student participants are provided
with a solid foundation that includes the skills to be productive members of a competitive work-
force. Through the collection of data, participants identified several benefits that students gain
from their participation in science and technology fairs. The theme of science and technology
fairs being beneficial for preparing students for the labor force was evident in the data collected
INFLUENCE OF GLOBALIZATION 139
from all stakeholders through surveys, interviews, and observations at SciFest. Data results
indicated that most participants either agreed or strongly agreed with statements focused on
student preparation for the workforce through participation in science and technology fairs,
although participants expressed different levels of support regarding this theme.
Survey data were collected by each stakeholder group to determine their perspectives of
student preparation for the workforce. Student survey data at both FS and all schools visited
combined indicated a high level of agreement (Table 22), although it was strongly noted in
relation to this theme that a large proportion of students either disagreed with the statement or
selected I don’t know as their response. This finding demonstrated that some students were
uncertain about their future and how their participation in science and technology fairs impacted
their future studies and career interest.
Table 22
Responses Regarding Whether Students’ Preparation for the Labor Force Is Benefitted by
Participating in Science Fair Competitions: Fingal School (FS) Students and All Students
Survey item and response categories FS students All students
Science and technology fairs have been beneficial in
preparing students for the labor force.
technology fairs.
Strongly agree 10 51
Agree 27 167
Neutral 13 140
Disagree 8 79
Strongly disagree 4 31
I don’t know 12 129
INFLUENCE OF GLOBALIZATION 140
In the data collected from educators, including teachers and administrators, Table 23
shows that a majority of respondents either agreed or strongly agreed with the statement that
science and technology fairs prepare students for the labor force. It was noted that a minority of
all educators disagreed with this statement.
Table 23
Responses Regarding Whether Students’ Preparation for the Labor Force Is Benefitted by Par-
ticipating in Science Fair Competitions: Fingal School (FS) Teachers and Administrators and
All Teachers and Administrators
FS teachers/ All teachers/
Survey item and response categories administrators administrators
Science and technology fairs have been beneficial
in preparing students for the labor force.
Strongly agree 2 28
Agree 8 58
Neutral 2 26
Disagree 0 6
Strongly disagree 0 2
I don’t know 10 7
The theme was further supported through interview data collected from participants. The
data provided a more descriptive viewpoint by participants on science and technology fairs and
their influence on student preparation for the workforce. One FS student described how her
participation in SciFest influenced her decision to pursue a career in a science field:
In SciFest, I did a project on the benefits and the effects of equine therapy on people with
disabilities. I did a lot of investigation on this and realized I was really interested in this
subject. I am going to pursue a career in equine science. Science opens up so much
doors, and I am really glad that I did SciFest in the sense that it really opened up a lot of
INFLUENCE OF GLOBALIZATION 141
doors and made me realize what future career I’m interested in. (L. Dwyer, personal
communication, April 20, 2016)
One FS teacher described the skill sets that student participants in science and technology
fairs gain—tools that can be applied in the workforce:
As students go through the process of completing their experiments, they are doing
microwheel experiments and they are understanding the techniques that are required as
part of the experimental process. Students get a different idea that actually might change
their mind or perception about a certain field in science. The process of experimentation
prepares students to think outside the box—a skill relevant to STEM-related fields and
careers. (D. O’Leary, personal communication, April 20, 2016)
When asked how science and technology competitions affect students’ preparedness for
STEM-related career fields, SciFest CFO George Porter noted:
A lot of careers currently, and even more so in the future, are going to require creative
thinkers, problem solvers, team players, and SciFest supports all of those. Student partic-
ipation in SciFest has developed their confidence through working through their own idea
and presenting it to an expert, and defending their ideas to an expert. (personal communi-
cation, April 21, 2016)
The explanation provided by George Porter supported the fact that science and technology fairs
encourage, foster, and reward the development of key skills required for STEM careers for
students. It also echoed the opinions of interviewed teachers who believed that science and tech-
nology fairs influence the development of 21st-century skills. The skills identified as being
acquired through the science and technology fairs fall within the needs and demands of the
MNCs’ labor forces in Ireland.
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Business leaders shared similar perspectives and stressed how science and technology
fairs provide practical experience for students. A representative from Medtronic noted that one
part of it is the academic side of studying, but “then there is much more about the practical side,
the team building within the team working on the projects collaboratively” (L. Kenny, April 19,
2016). Another business leader from Dell further expanded on the practicality of science and
technology competitions:
My expectation is that they do affect students very positively for STEM careers. It’s all
part of the practical inspiration. I think it makes kids more ready to get into the mix of a
particular career path when they get to the university, as they are now more familiar with
the practical work, including solving problems, that goes well beyond just the textbook.
As a result, they are better prepared for their careers. (M. Reid, personal communication,
April 19, 2016)
Classroom observation data supported that students who participated in science and
technology fairs were also acquiring practical experiences through inquiry-based learning and
working with STEM-related subjects. It was noted in one FS science classroom observation that
the teacher was more of a facilitator who provided general background information about the an
experiment that students had to complete. The inquiry-based lesson focused on the investigative
approach, which led to practical work by students. The teacher did not give students the answer
and did not tell them what the product of the experiment looked like or what results to expect.
Through the process of inquiry-based learning, students were able to find an effective way to
present their findings. The skills acquired through inquiry-based learning are aligned to Wag-
ner’s (2008) seven survival skills that students need to work, learn, and be productive citizens in
a knowledge-based economy.
INFLUENCE OF GLOBALIZATION 143
Discussion Summary for Research Question 3
The data analysis for Research Question 3 confirmed that students’ participation in
science and technology fairs has increased their interest in STEM-related fields and 21st-century
skills, as was evident in multiple participant responses through survey, interview, and observa-
tion data. Although some stakeholders had a variance of opinion regarding how much influence
science and technology fairs have on student interest in STEM, most agreed that student partici-
pation encourages, fosters, and rewards the development of 21st-century skills. Students who
participate in science and technology fairs and competitions are most likely to take STEM
subjects for Senior Cycle due to their exposure to STEM-related fields as well as the confidence
level they build after successfully completing a PBL activity.
The second theme related to Research Question 3 was that in science and technology fairs
was beneficial for the preparation of students for the labor force. Participants from all stake-
holder groups within the study had a high level of agreement that science and technology fairs
helped to create a pipeline into STEM careers, although individual respondents believed that the
building of 21st-century skills through inquiry-based learning was the primary benefit for stu-
dents who participated in science and technology fairs. Acquiring content knowledge is no
longer sufficient if students wish to pursue a career in STEM. Participants noted that students
must learn how to apply both knowledge and skills in real-world settings, develop critical
thinking skills, and build on their written and oral communication skills. Science and technology
fairs provide students with practical experiences in STEM fields. It was noted by the researcher
that through the experiences gained in participation of science and technology fairs, as well as
teacher implementation of PBL activities in the classroom, students acquired 21st-century skills
that would prepare them for a STEM related career.
INFLUENCE OF GLOBALIZATION 144
Chapter Summary
Data analysis included a review of the literature, survey responses, interview responses,
and observations. The data were analyzed and aligned with the research questions and the four
frameworks: Freidman (2007), Slough and Milan (2013), Spring (2015), and Wagner (2008).
These frameworks were used to analyze and understand Ireland’s experience in globalization, its
curriculum and instruction incorporating 21st-century learning skills, and implementation of PBL
within STEM education.
Data associated with Research Question 1 produced three themes. The first theme for
Research Question 1 proposed that the increase in 21st-century skills and STEM education are
essential to economic prosperity in Ireland. As a result of globalization, Ireland experienced
economic growth and prosperity during the Celtic Tiger era and established a long-lasting
partnership with several MNCs. These MNC require labor-ready workers who are equipped with
21st-century skills. The second theme specified that there is a disparity among stakeholder
groups with respect to supporting changes to current educational policy in Ireland to ensure that
students develop 21st-century skills and receive a STEM education. An analysis of the data
revealed a disparity among stakeholder groups on the need to make changes to current educa-
tional policy to ensure that students develop 21st-century skills and receive a STEM education.
Teachers and administrators understood the urgency of preparing students with the skills required
to meet the demands of the current labor force in Ireland’s MNC market, but they did not have
consensus with business leaders and educational policymakers on the subject of supporting
changes to current educational policy in Ireland. The third theme indicated that globalization
drives interest in MNCs to support STEM education and the development of 21st-century skills.
MNCs in Ireland have relied on a skilled workforce to be able to succeed in the global market.
INFLUENCE OF GLOBALIZATION 145
An analysis of the data indicated that all stakeholders supported the notion that MNCs should
play a role in supporting STEM education and 21st-century skills. However, educators who were
interviewed indicated concern with regards to limited access to MNCs and at times an overall
lack of interest to partner with schools on a consistent basis.
Analysis of the data related to Research Question 2 produced two themes. The first
theme was that science and technology fairs influence student participation in STEM education
and development of 21st-century skills. The data results indicated strong support from partici-
pants, as noted by favorable agreement in survey and interviews that student participation in
STEM education and development of 21st-century skills are influenced by these fairs. The
second theme was that students benefit from participating in science and technology fairs.
Results from the data collected showed strong agreement by participants that students benefit
from participation in science fairs. The respondents supported the belief that science fairs are
positive educational experiences for students due to their promotion of PBL. The experience
increases students’ ability to better perform in a future workforce that emphasizes a collaborative
environment within the workplace (Bencze & Bowen, 2009).
Analysis of the data related to Research Question 3 produced two themes. The first
theme was that student participation in science and technology fairs has increased students’
interest in STEM-related fields and 21st-century skills. This increase is important to the eco-
nomic future of Ireland as students who participate in science and technology fairs are most likely
to take STEM subjects for Senior Cycle due to their exposure of STEM-related fields. This
belief was consistent among multiple stakeholder groups as demonstrated through survey, inter-
view, and observation data. However, participants had different perspectives on the level of
impact that science and technology have on students’ interest in STEM and 21st-century skills.
INFLUENCE OF GLOBALIZATION 146
The second theme indicated that science and technology fairs have been beneficial in preparing
students for the labor force. Participants from all stakeholder groups in the study had a high level
of agreement that science and technology fairs helped to create a pipeline into STEM careers,
although the data indicated that some students were uncertain about their future and how their
participation in science and technology fairs impacted their future studies and their career inter-
ests. Overall, stakeholders supported that science and technology fairs are the venue for the
popularization of science and consequently important encouragement for the pursuit of careers in
science or other STEM-related fields (Dionne et al., 2011).
INFLUENCE OF GLOBALIZATION 147
CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS
The importance of STEM education in Ireland is not only seen as an aspect of economic
prosperity but also as a valuable way of helping to develop students with the 21st-century skills
required in an ever-changing technological world. MNCs in Ireland strive for a highly skilled
workforce, and the country’s educational leaders and policymakers continue to collaborate to
ensure that students have the competencies to succeed in a globalized market economy. Science
and technology fairs in Ireland have played a pivotal role in the increase of student interest in
STEM fields as well as acquisition to 21st-century skills.
This study collected data from various stakeholder groups within the greater Dublin area
in Ireland through surveys, interviews, and observations in classrooms and SciFest. The data
assisted the researcher to determine the findings for the research study. This study examined the
influence of globalization and educational policy on the curriculum and instructional practices in
schools in Ireland. The study also examined how science fairs and competitions influence the
use of inquiry-based instructional strategies, such as PBL, by teachers in the classroom to prepare
students for a 21st-century workforce in the fields of STEM. The entire study was organized into
five chapters.
Chapter One presented an overview of the study, including an introduction of the research
questions, a statement of the problem and purpose, a discussion of limitations, and definitions of
terms used in the study. One key component of Chapter One were the research questions that
were developed to assist the researcher in examining the influence of globalization and MNCs on
STEM and 21st-century educational policies. The research questions also allowed the researcher
to examine the influence of science and technology on 21st-century skills and inquiry-based
INFLUENCE OF GLOBALIZATION 148
strategies in STEM, as well as the influence of science and technology competitions on students’
interest in STEM-related courses in Senior Cycle, college, and career-related STEM fields.
Chapter Two provided a comprehensive review of related literature that focused on
primary topics within the research study, including globalization, MNCs, STEM, 21st-century
skills, inquiry-based learning, and science and technology fairs. To better understand the educa-
tional and economic development in Ireland, a historical perspective was included. The chapter
also identified and defined the four conceptual frameworks used for this research study: (a)
Friedman’s (2007) framework of globalization, (b) Spring’s (2015) world educational culture, (c)
Wagner’s (2008) survival skills for the 21st century, and (d) Slough and Milam’s (2013) design
principles for PBL and STEM. Each of these frameworks was significantly useful in understand-
ing the role of science fairs and competitions in Ireland. Friedman (2007) illustrated the world-
wide movement of globalization and the importance of ready-skilled citizens needed to facilitate
a flattening global market. Spring (2015) provided various concepts related to a common global
education system, including uniformity in curriculum as well as educational practices and goals.
Wagner’s (2008) work identified various 21st-century skills that students must acquire and
develop to become qualified STEM workers in a globalized market. Finally, the work by Slough
and Milan (2013) served as a framework to analyze PBL within STEM. The use of PBL for the
study of STEM in the classroom can potentially be an effective vehicle for integration of 21st-
century skills in the curriculum and student learning to help students to become prepared for the
jobs of the future.
Chapter Three presented the study’s methodology, including important components such
as the research design; research team; population and sample; instrumentation; data collection;
data analysis; and a discussion of validity, reliability, and ethical considerations in relation to the
INFLUENCE OF GLOBALIZATION 149
implemented procedures. The researcher was the primary instrument in data collection and
analysis. In order to collect and triangulate the contextualized data, the researcher used two types
of data collection, qualitative and quantitative, for the study. The data were collected through
surveys, interviews, and observations from various stakeholder groups, including students,
educators, business leaders, and educational policymakers. The data were analyzed and triangu-
lated for the purpose of forming emerging themes.
Chapter Four defined the data collected in the study and identified emerging themes for
each of the research questions. The chapter included an analysis of data, which consisted of a
coded frequency analysis and percentages of survey responses, excerpts from interview transcrip-
tions, and observational notes. The analysis of the data provided for emerging themes. Finally,
conclusions were drawn for each of the study’s three research questions.
Chapter Five provides a summary of the previous chapters and presents implications for
current practice and recommendations for future research.
Summary of Findings
Seven themes emerged from the data analysis conducted in the study. This section
presents a summary and discussion of the findings related to the study’s three research questions.
Research Question 1
Research Question 1 asked, “How have globalization and MNCs influenced educational
policy in the area of STEM education and the development of 21st-century skills?” The goal of
this question was to understand how the presence of MNCs within Ireland and the influence of
globalization on the economy impact educational policies that are related to STEM and 21st-
century skills development. The data results for Research Question 1 revealed three primary
themes.
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The initial theme related to Research Question 1 was that the increase in 21st-century
skills and STEM education is essential to economic prosperity in Ireland. The data showed that
stakeholders in the greater Dublin area are strong advocates of 21st-century skills and STEM
education. The literature presented in this study supported the two interdisciplinary areas as
essential resources for the advancement of Ireland’s economy. Educational, business, as well as
political leaders in Ireland were proponents of STEM and 21st-century learning skill develop-
ment (Lamar, 2015; Leahy & Phelan, 2014; O’Reilly, 2012;).
The second finding related to Research Question 1 was that there is a disparity among
stakeholder groups with respect to supporting changes to current educational policy in Ireland to
ensure that students develop 21st-century skills and receive a STEM education. It was noted by
Dunning (2002) that although reform in educational policy has greatly influenced Ireland’s
economic success, the creation of world-class skills is assumed to be the road to continued
economic prosperity by meeting the demands of MNCs. The results from the survey data com-
pleted by business leaders differed from those of teachers and school administrators with regard
to making changes to current educational policy. Participating business leaders and policymakers
had the strongest response in their belief that changes should occur in educational policy to better
prepare students with 21st-century skills.
The third finding related to Research Question 1 revealed that globalization drives
interest in MNCs to support STEM education and the development of 21st-century skills. An
analysis of the data showed that all stakeholders supported the notion that MNCs should play a
role in supporting STEM education and 21st-century skills. Students and educators saw the
importance of partnerships with MNCs and believed that such partnerships would increase
students’ interest in STEM fields. However, educators who were interviewed indicated concern
INFLUENCE OF GLOBALIZATION 151
with regard to limited access to MNCs at times and an overall lack of interest to partner with
schools on a consistent basis.
In summary, the three themes provided a better understanding of the first research ques-
tion that focused on the ways in which globalization and MNCs have influenced policy in the
areas of STEM education and the development of 21st-century skills. The triangulation of data
compiled through surveys, interviews, and observations confirmed that participants strongly felt
that STEM education and the development of 21st-century skills are important for the economic
success of Ireland’s future (Creswell, 2013). Although findings for stakeholder groups showed a
high level of agreement on educational reform, teachers generally felt that greater support for
school resources and professional development is necessary to help enhance STEM education
and the development of 21st-century skills.
Research Question 2
Research Question 2 asked, “How have science and technology competitions, such as
SciFest, influenced development of 21st century skills through the use of inquiry-based instruc-
tional strategies in STEM?” The objective of this question was to analyze the correlation be-
tween science fairs in Ireland and the development of 21st-century learning skills using in-
quiry-based strategies within STEM fields. The data results for Research Question 2 revealed
two main themes.
The first finding related to Research Question 2 was that science and technology fairs
influence student participation in STEM education and the development of 21st-century skills.
According to Bellipanni and Lilly (1999), the earlier that students gain hands-on experience with
developing simple scientific concepts, the easier it will be for them to later perform more com-
plex studies in science and other STEM areas. The majority of respondents acknowledged that
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student participation in science and technology fairs is valuable to Ireland’s future workforce
because students can increase their interest in STEM education while also developing skills that
are required in the current job market. For teachers and students, survey data indicated that a
notable proportion of respondents remained neutral for this topic, while all business leaders and
policymakers supported that science competitions influence student participation in STEM
education and their development of 21st-century skills.
The second finding related to Research Question 2 was that students benefit from partici-
pating in science and technology fairs. Analysis of data collected indicated that respondents
agreed with the literature in viewing science fairs, such as SciFest, as a positive educational
experience for students. Science fairs promote student-led project work, thus increasing their
ability to better perform in a future workforce that subsequently creates a collaborative environ-
ment within the workplace (Bencze & Bowen, 2009).
Findings related to Research Question 2 indicated that respondents supported the concept
that science fairs are positive educational experiences for students because of their promotion of
PBL. Although there is increasing support for science and technology fairs in Ireland, there are
limited resources to assist students in preparing for fairs. An increase number of technology
courses and resources in their schools will enhance students’ experience at science and technol-
ogy fairs.
Research Question 3
Research Question 3 asked, “How has participation in science and technology competi-
tion, such as SciFest, influenced students’ interest in and selection of STEM-related courses in
Senior Cycle, as well as their pursuit of college- and/or career-related STEM fields?” This
question was formulated to examine the influence of science and technology fairs on student
INFLUENCE OF GLOBALIZATION 153
interest in STEM-related careers, which would provide a segue to placement in high-demand
positions within MNCs in Ireland. The work of Wagner (2008) served as a framework to orga-
nize a set of skills in which schools can prepare students for STEM careers and 21st-century jobs.
Analysis of the data related to Research Question 3 produced two themes. The first
theme showed that student participation in science and technology fairs has increased students’
interest in STEM-related fields and 21st-century skills. Students who participated in interviews
generally had a positive outlook toward science and technology fairs. They expressed how
participating in such fairs exposed them to 21st-century skills through student group projects
while leaving them ready to grasp for more information on STEM fields. When compared to
student opinion, adults believed that science and technology fairs have a more significant impact
on student interests in STEM and 21st-century skills and in their selection of courses during their
Senior Cycle.
The second finding related to Research Question 3 was that science and technology fairs
have been beneficial in preparing students for the labor force. Twenty-first-century workplace
careers require skills such as problem solving, discovery, exploratory PBL, and student-centered
development of ideas and solutions. These skills mirror the latest critical skills identified by
Wagner and Compton (2012). Individuals in this study noted that student participants are
provided with a solid foundation that includes the skills to be productive members of a competi-
tive workforce. Data results show that most participants either agreed or strongly agreed with
statements focused on student preparation for the workforce through participation in science and
technology fairs.
These seven emerging themes indicate the importance of Irish educational reform as a
means for preparing students to compete in a globalized economy through the development of
INFLUENCE OF GLOBALIZATION 154
21st-century skills and access to STEM education. In order for Ireland to remain competitive in a
global market, the country must continue to develop a workforce that possesses ready skills for
the future.
Implications for Practice
This case study examined Ireland’s historical relationship between globalization, MNCs,
and its educational system. Globalization has led to a more interconnected world in which a
certain skill set is necessary to participate in the global economy (Zhao, 2013). Currently, MNCs
outsource jobs to countries such as Ireland, where there are human capital and a lower labor cost.
According to Zhao (2013), human capital is achieved via the educational system and a
knowledge-ready workforce that is developed via the implementation of 21st-century skills.
This study assisted the researcher in better understanding Ireland’s current economic
needs and the role that education plays to prepare students with the skills needed for today’s
workforce. As Ireland continues to compete in a globalized market, a key challenge for educa-
tion is to develop the necessary mix of creativity and skills to respond to the needs of a changing
labor market.
Over the past few decades, globalization and MNCs have spearheaded a series of eco-
nomic changes in Ireland that forced individuals to acquire the knowledge and skills needed to
work effectively in jobs requiring STEM competencies. Educational policy in Ireland must focus
on granting schools the resources that will better prepare students for tomorrow’s workforce. In
order to address the demands of Ireland’s economy and remain competitive in a globalized
market, there are three implications regarding the practice of education in Ireland.
The first implication for practice by educators, policymakers, and political leaders
involves a stronger implementation of STEM disciplines and 21st-century skills in schools. As
INFLUENCE OF GLOBALIZATION 155
technology increasingly seizes the environment and controls everyone’s lives, it becomes ever
more urgent that more of today’s students be competent in STEM disciplines to ensure the future
of global economic power (Drew, 2011). A majority of participants in this study expressed that
STEM education and 21st-century skills are important for the economic future of Ireland and a
globalized economy. Respondents expressed the need to increase STEM courses, particularly in
technology and engineering, because some schools have limited course offerings or programs for
students interested in these STEM disciplines. Irish schools provide mathematics at both lower
and higher levels; however, not all schools provide applied mathematics, technology, or engi-
neering courses. In addition to increasing STEM programs, a greater emphasis on communicat-
ing the benefits of STEM education to students is necessary. The need for highly skilled technol-
ogy and engineering graduates is critical, as these two fields are essential in driving the Irish
economy. Respondents indicated that there is a lack of technology in the classroom. During
observations, it was noted that most classrooms are restricted to one computer most of the time is
used by the teacher. Students need access to technology to support their learning in STEM
education.
One of the most critical areas that respondents addressed is the need for teachers to adapt
their instruction to incorporate 21st-century skills. According to Wagner (2008), learning basics
of how to read and write are simply not enough. Wagner proposed seven survival skills that
students need to work, learn, and be productive citizens in a knowledge-based economy. These
survival skills can be applied to the education system in Ireland. Respondents indicated that
current educational policy forces teachers to prepare students for standardized assessments, such
as the Leaving Certificate examination. Respondents indicated that less time should be devoted
to preparing students for such exams; instead, classrooms should become more learner centered
INFLUENCE OF GLOBALIZATION 156
so as to allow students to collaborate and explore for themselves. Allowing students the opportu-
nity to engage in these types of learning environments, including PBL activities such as science
and technology fairs, will increase their ability to be creative, to think critically, to problem solve,
and to become more collaborative.
The second implication for practice is the desire to build a stronger relationship between
MNCs and schools. The research showed that the partnerships among school educators, educa-
tional policymakers, and business leaders are beneficial to improving the socioeconomic condi-
tions of Ireland. The study results indicated that business leaders, policymakers, students, and
teachers all have a common interest in a partnership between MNCs and schools. However,
students and educators felt that there is a need for a stronger investment and commitment by
MNCs. MNCs have the opportunity to provide valuable insight regarding the skills that should
be instilled in today’s globalized workforce. Respondents indicated that MNCs could provide
other opportunities for students, including internships, sponsorships for science fair projects,
classroom presentations, summer programs, field trips, and scholarships for students interested in
applying their studies to STEM disciplines. As Ireland continues to adapt to a globalized econ-
omy, it is critical that MNCs make every effort to invest in a better relationship with schools in
order to address student needs for the benefit of Ireland’s economic future.
The third implication for practice was apparent when the majority of participants indi-
cated that student participation in science and technology fairs can draw them into STEM fields
and build on their 21st-century skills. Encouraging students to participate in science and technol-
ogy fairs can also stimulate student interest in science (Olson & Loucks-Horsley, 2000). Students
expressed the need to have more opportunities and time during class to prepare and learn the
skills that will better prepare them for science and technology fairs. Student participation in fairs
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was also affirming for teachers who had put the effort into preparing students and promoting
inquiry-based learning. Respondents indicated that students who participate in science and
technology fairs are the most likely to take STEM subjects for Senior Cycle. Participation in
science and technology fairs is optional for students; however, participation encourages, fosters,
and rewards the development of key skills. Continued support for student participation in
science and technology fairs will not only provide students with a general knowledge of STEM
concepts but also will positively influence student development of 21st-century skills and take
inquiry-based learning to a new level.
One of the facts that can be learned from this study is that educational systems must
evolve in order to meet the demands of globalization and MNCs. Just as curriculum must grow
to help students develop the knowledge and 21st-century skills required to enter the global
economy, the structure of these educational systems also must adapt to the times. O’Reilly
(2012) noted that technology was the primary sector to assist in Ireland’s attractive economic
landscape in the late 1990s and into the early 2000s.
Recommendations for Future Research
The study involved a structured protocol and a limited time frame for the researcher to
gather data. The data collected were limited to a specific number of targeted stakeholders on
whom the researcher relied. The review of literature was utilized to further expand on the
research topic and to develop the research questions for the study. The literature noted a limited
amount of research on the influence of science and technology fairs on STEM education and
21st-century skills. Even though thousands of students participate in fairs every year, no
instrument to measure student attitudes toward participating in this hands-on learning experience
has been fully developed and available for school administrators and teachers to assess the
INFLUENCE OF GLOBALIZATION 158
perceived value that current students attribute to participation in science fairs (Huddleston,
2014). As a result, the study calls for a series of recommendations for future research.
The schools selected as part of this research were generally from affluent neighborhoods
in and around Dublin, Ireland. A more diverse population would have provided for a broader
perspective from students and educators. The limited time spent at his assigned school was not
sufficient for the researcher to gather sufficient observational data because classroom visits were
limited and some students were not present due to previous engagements with other school
activities. A team of more than two researchers would have allowed for more interviews,
classroom observations, and an increase in data collection.
The second recommendation would be to visit more science and technology fairs such as
SciFest. Science and technology fairs were a key component of this research study, and having
the opportunity to observe only one fair resulted in a limited amount of observation data. Addi-
tional observations of other science and technology fairs would provide the researcher with
comparable data among fairs. Moreover, future research would benefit from a more structured
process for analyzing the impact of science fairs on student interest in STEM education and 21st-
century skills.
Future research should continue to examine the changes to educational policy as a way to
support an increase in STEM education and 21st-century skills. Following the sequence of
Junior Cycle courses, students are administered the Junior Cycle Certificate examinations that are
currently in revision to include practical work, group work. and inquiry assessments. A new
Junior Cycle examination focus has been a proposed solution in the educational system, with the
goal of allowing an inquiry-based learning strategy that would include science and technology
fairs to be included in the curriculum. Further research on the Transition Year program is also
INFLUENCE OF GLOBALIZATION 159
recommended because most students expressed deep interest in having the opportunity to go
outside the educational norm by opting for a Transition Year. Although Transition Year is now
optional for students, it benefits students because it allows them to explore options and to have
time to mature and decide which career pathway is best for them (O’Reilly, 2012). Future
research should examine any newly adopted educational policies that target and promote the
development of 21st-century skills.
Conclusion
This research study provided an analysis of data that addressed Ireland’s current eco-
nomic status and educational reform as a result of the country’s response to globalization and its
need for 21st-century skilled workforce. Ireland’s educational system has historically adjusted to
meet economic trends and demands. Recent educational reform has directed schools to put a
greater emphasis on the development of 21st-century skills and to explore greater opportunities
for STEM education. The need for a knowledgeable and skilled workforce becomes more
critical as MNCs create new economic models through technological advances. In addition,
research findings indicated that there is a strong support for science and technology fairs as a way
to promote student interest in STEM education and 21st-century skills. Data collected and
analyzed implied that stakeholders have a strong desire to work together to develop a sustainable
and skilled workforce to drive the further expansion and development of the Irish economy.
INFLUENCE OF GLOBALIZATION 160
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Appendix A
Recruitment Letter to Principal
Dear [CONTACT NAME],
My name is [USC STUDENT’S NAME] and I am currently [USC STUDENT’S TITLE/ POSITION],
located in the United States. I am also a doctoral student at the University of Southern California (USC)
and in April, 2016, I will travel with 15 other doctoral students from USC to Ireland as part of a research
team led by Dr. Michael Escalante.
Recently, Sheila Porter, CEO of SciFest, contacted you, or a representative at your school, to request
your participation in a 1-day study. On April 20 or 21, 2016, another doctoral student and I hope to visit
[NAME OF SCHOOL/INSTITUTION] to talk with, observe, and survey willing students, teachers, and
you.
This study’s ultimate goal is to understand how schools and SciFest are helping students to develop 21st-
century skills, particularly in the fields of science, technology, engineering, and maths (STEM). We are
interested in STEM education as a means of producing knowledge-ready workers for 21st- century jobs.
Furthermore, we aim to understand the influence of globalization and multinational corporations on
schools throughout Ireland.
The following questions will guide our research:
1. How have science and technology competitions, such as SciFest, influenced development of 21st-
century skills through the use of inquiry-based instructional strategies in STEM?
2. How has participation in science and technology competitions, such as SciFest, influenced students’
interest and selection of STEM-related courses in the senior cycle, as well as in pursuing college-
and/or career-related STEM fields?
3. How have globalization and multinational corporations influenced educational policy in the area of
STEM education and the development of 21st-century skills?
Please know that participation during our visit will be entirely voluntary, confidential, and nonevaluative.
If you would like, at the completion of the overall study, I would be more than happy to provide a copy of
the final dissertation results and conclusions report.
Thank you for considering my request and taking your valuable time to read this correspondence; without
your help, this experience would not be possible.
May I request that you reply at your convenience via email to [USC STUDENT’S EMAIL] to provide a
contact number and preferred time for me to call you to discuss details about my visit to [NAME OF
SCHOOL/INSTITUTION].
Sincerely,
[USC STUDENT’S NAME]
INFLUENCE OF GLOBALIZATION 169
Appendix B
Political Leader/Educational Policymaker Interview Protocol
Interviewer: Date:
Interviewee: Location:
Job Title: Contact Information:
Length of Time in Your Position
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to changes in the education system in Ireland. This study’s ultimate goal is to
understand how schools and SciFest are helping students to develop 21st-century skills. These
21st-century skills may be defined as skills that students need to compete in a global workforce
and economy, including critical thinking, collaboration, adaptability, initiative, effective oral and
written communication skills, ability to access and analyze information, and curiosity and
imagination. We are particularly interested in the fields of science, technology, engineering, and
maths (STEM).
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes among the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Influence of Globalization and Multinational Corporations on Educational Policy,
STEM, and Development of 21st-Century Skills
1. What is your opinion of the importance of science, technology, engineering, and maths
education, or STEM, and 21st-century skills development?
2. Describe changes in educational policy that have occurred as a result of globalization in
Ireland.
3. How has the influence of multinational corporations (MNCs) created an increased need for
students to acquire 21st-century skills, particularly those in STEM fields?
4. What should be the role of MNCs and other business and industry in promoting STEM and
21st-century skills development in schools in Ireland?
INFLUENCE OF GLOBALIZATION 170
5. How can STEM education help Ireland’s economic future, if at all?
6. What is the importance of 21st-century skill development and its influence on the economic
future of Ireland?
7. Some people say that, to promote development of 21st-century skills and STEM education,
current educational policy in Ireland must change. How would you respond to that?
II. Influence of Science and Technology Competitions (SciFest) on Development of 21st-
Century Skills and the Use of STEM and Inquiry-Based Learning Strategies
1. What has been your experience with the science and technology competitions, such as
SciFest?
2. How do science and technology competitions affect teaching practices in science?
3. How do science and technology competitions affect STEM curriculum?
4. What strategies should be employed to prepare students for science and technology competi-
tions?
5. How do science and technology competitions affect or promote the use of inquiry-based
instructional strategies?
6. How do science and technology competitions affect or promote the use of technology in
schools?
7. How will science and technology competitions influence change in the educational system
in Ireland?
III. Influence of Science Competitions (SciFest) on Students Pursuing STEM-Related
Subjects in Senior Cycle and/or in College and/or a STEM-Related Career
1. Have you noticed changes in interest in STEM-related fields by students who participate in
science and technology competitions? How about teachers? Educational leaders?
2. How do science and technology competitions affect student interest in continuing their study
in STEM fields in senior cycle and/or in college, if at all?
3. How do science and technology competitions affect student preparedness for STEM-related
career fields, if at all?
INFLUENCE OF GLOBALIZATION 171
Appendix C
Business and Industry (MNCs) Interview Protocol
Interviewer: Date:
Interviewee: Location:
Job Title: Contact Information:
Length of Time in Your Position:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to changes in the education system in Ireland. This study’s ultimate goal is to under-
stand how schools and SciFest are helping students to develop 21st-century skills. These 21st-
century skills may be defined as skills that students need to compete in a global workforce and
economy, including critical thinking, collaboration, adaptability, initiative, effective oral and
written communication skills, ability to access and analyze information, and curiosity and imagi-
nation. We are particularly interested in the fields of science, technology, engineering, and maths
(STEM).
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes among the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Influence of Globalization and Multinational Corporations on Educational Policy,
STEM, and Development of 21st-Century Skills
1. What is your opinion of the importance of science, technology, engineering, and maths
education, or STEM, and 21st-century skills development?
2. Describe changes in educational policy that have occurred as a result of globalization in
Ireland.
3. How has the influence of multinational corporations (MNCs) created an increased need for
students to acquire 21st-century skills, particularly those in STEM fields?
INFLUENCE OF GLOBALIZATION 172
4. What should be the role of MNCs and other business and industry in promoting STEM and
21st-century skills development in schools in Ireland?
5. How can STEM education help Ireland’s economic future, if at all?
6. What is the importance of 21st-century skill development and its influence on the economic
future of Ireland?
7. Some people say that to promote development of 21st-century skills and STEM education,
current educational policy in Ireland must change. How would you respond to that?
II. Influence of Science and Technology Competitions (SciFest) on Development of 21st-
Century Skills and the Use of STEM and Inquiry-Based Learning Strategies
1. What has been your experience with the science and technology competitions, such as
SciFest?
2. How do science and technology competitions affect teaching practices in science?
3. How do science and technology competitions affect STEM curriculum?
4. What strategies should be employed to prepare students for science and technology competi-
tions?
5. How do science and technology competitions affect or promote the use of inquiry-based
instructional strategies?
6. How do science and technology competitions affect or promote the use of technology in
schools?
7. How will science and technology competitions influence change in the educational system
in Ireland?
III. Influence of Science Competitions (SciFest) on Students Pursuing STEM-Related
Subjects in Senior Cycle and/or in College and/or a STEM-Related Career
1. Have you noticed changes in interest in STEM-related fields by students who participate in
science and technology competitions? How about teachers? Educational leaders?
2. How do science and technology competitions affect student interest in continuing their study
in STEM fields in senior cycle and/or in college, if at all?
3. How do science and technology competitions affect student preparedness for STEM-related
career fields, if at all?
INFLUENCE OF GLOBALIZATION 173
Appendix D
School Leader Interview Protocol
Interviewer: Date:
Interviewee: Location:
Job Title: Contact Information:
Length of Time in Your Position:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to changes in the education system in Ireland. This study’s ultimate goal is to under-
stand how schools and SciFest are helping students to develop 21st-century skills. These 21st-
century skills may be defined as skills that students need to compete in a global workforce and
economy, including critical thinking, collaboration, adaptability, initiative, effective oral and
written communication skills, ability to access and analyze information, and curiosity and imagi-
nation. We are particularly interested in the fields of science, technology, engineering, and maths
(STEM).
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes among the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Influence of Globalization and Multinational Corporations on Educational Policy,
STEM, and Development of 21st-Century Skills
1. What is your opinion of the importance of science, technology, engineering, and maths
education, or STEM, and 21st-century skills development?
2. Describe changes in educational policy that have occurred as a result of globalization in
Ireland.
3. How has the influence of multinational corporations (MNCs) created an increased need for
students to acquire 21st-century skills, particularly those in STEM fields?
INFLUENCE OF GLOBALIZATION 174
4. What should be the role of MNCs and other business and industry in promoting STEM and
21st-century skills development in schools in Ireland?
5. How can STEM education help Ireland’s economic future, if at all?
6. What is the importance of 21st-century skill development and its influence on the economic
future of Ireland?
7. Some people say that to promote development of 21st-century skills and STEM education,
current educational policy in Ireland must change. How would you respond to that?
II. Influence of Science and Technology Competitions (SciFest) on Development of 21st-
Century Skills and the Use of STEM and Inquiry-Based Learning Strategies
1. What has been your school’s experience with the science and technology competitions, such
as SciFest?
2. How has SciFest affected teaching practices in science at your school, if at all?
3. How has SciFest affected STEM curriculum at your school, if at all?
4. What strategies are employed to prepare students for SciFest at your school?
5. How has SciFest affected or promoted use of inquiry-based instructional strategies at your
school, if at all?
6. How has SciFest affected or promoted the use of technology at your school, if at all?
7. How has SciFest influenced change in the educational system in Ireland, if at all?
III. Influence of Science Competitions (SciFest) on Students Pursuing STEM-Related
Subjects in Senior Cycle and/or in College and/or a STEM-Related Career
1. What changes have you noticed in interest in STEM-related fields by students who partici-
pate in science and technology competitions, if any? How about teachers interest in STEM-
related fields? Educational leaders’ interest in STEM-related fields?
2. How has SciFest affected student interest in continuing their study in STEM fields in Senior
Cycle and/or in college, if at all?
3. How has SciFest affected student preparedness for STEM-related career fields, if at all?
INFLUENCE OF GLOBALIZATION 175
Appendix E
Teacher Interview Protocol
Interviewer: Date:
Interviewee: Location:
Job Title: Contact Information:
Length of Time in Your Position:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to changes in the education system in Ireland. This study’s ultimate goal is to under-
stand how schools and SciFest are helping students to develop 21st-century skills. These 21st-
century skills may be defined as skills that students need to compete in a global workforce and
economy, including critical thinking, collaboration, adaptability, initiative, effective oral and
written communication skills, ability to access and analyze information, and curiosity and imagi-
nation. We are particularly interested in the fields of science, technology, engineering, and maths
(STEM).
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes among the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Influence of Globalization and Multinational Corporations on Educational Policy,
STEM, and Development of 21st-Century Skills
1. What is your opinion of the importance of science, technology, engineering, and maths
education, or STEM, and 21st-century skills development?
2. Are you aware of any changes in educational policy that have occurred as a result of global-
ization in Ireland?
3. How has the influence of multinational corporations (MNCs) created an increased need for
students to acquire 21st-century skills, particularly those in STEM fields?
INFLUENCE OF GLOBALIZATION 176
4. What should be the role of MNCs and other business and industry in promoting STEM and
21st-century skills development in schools in Ireland?
5. How can STEM education help Ireland’s economic future, if at all?
6. What is the importance of 21st-century skill development and its influence on the economic
future of Ireland?
7. Some people say that to promote development of 21st-century skills and STEM education,
current educational policy in Ireland must change. How would you respond to that?
II. Influence of Science and Technology Competitions (SciFest) on Development of 21st-
Century Skills and the Use of STEM and Inquiry-Based Learning Strategies
1. What has been your school’s experience with science and technology fairs, such as SciFest?
2. How has SciFest affected teaching practices in science, if at all?
3. How has SciFest affected STEM curriculum in your classroom, if at all?
4. What strategies are employed to prepare students for SciFest at your school and in your
classroom?
5. How has SciFest affected or promoted the use of inquiry-based instructional strategies at
your school and in your classroom, if at all?
6. How has SciFest affected or promoted the use of technology at your school?
7. How has SciFest influenced change in the educational system in Ireland, if at all?
III. Influence of Science Competitions (SciFest) on Students’ Pursuit of STEM-Related
Subjects in Senior Cycle and/or in College and/or a STEM-Related Career
1. What changes have you noticed in the interest in STEM-related fields in students who
participate in SciFest, if any? How about teachers? Educational leaders?
2. How has SciFest affected student interest in continuing study in STEM in Senior Cycle
and/or in college, if at all?
3. How has SciFest affected student preparedness for STEM-related career fields, if at all?
INFLUENCE OF GLOBALIZATION 177
Appendix F
Student Interview Protocol
Interviewer: Date:
Interviewee: Location:
Job Title: Contact Information:
Length of Time in Your Position:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to changes in the education system in Ireland. This study’s ultimate goal is to under-
stand how schools and SciFest are helping students to develop 21st-century skills. These 21st-
century skills may be defined as skills that students need to compete in a global workforce and
economy, including critical thinking, collaboration, adaptability, initiative, effective oral and
written communication skills, ability to access and analyze information, and curiosity and imagi-
nation. We are particularly interested in the fields of science, technology, engineering, and maths
(STEM).
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes among the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Influence of Globalization and Multinational Corporations on Educational Policy,
STEM, and Development of 21st-Century Skills
1. What is your opinion of the importance of science, technology, engineering, and maths
education, or STEM, and 21st-century skills development?
2. How has globalization and multinational corporations [may need to explain these concepts]
in Ireland affected what is taught and what is expected from you, if at all?
3. How has the influence of multinational corporations (MNCs) created an increased need for
you to acquire 21st-century skills, particularly those in STEM fields?
INFLUENCE OF GLOBALIZATION 178
4. What should be the role of MNCs and other business and industry in promoting STEM and
21st-century skills development in schools in Ireland?
5. How can STEM education help Ireland’s economic future, if at all?
6. What is the importance of 21st-century skill development and its influence on the economic
future of Ireland?
7. Some people say that to promote development of 21st-century skills and STEM education,
current educational policy in Ireland must change. Based on your experience as a student,
how would you respond to that?
II. Influence of Science and Technology Competitions (SciFest) on Development of 21st-
Century Skills and the Use of STEM and Inquiry-Based Learning Strategies
1. What has been your experience with SciFest?
2. How have your science lessons prepared you for SciFest? What about lessons in other
subjects?
3. Have any particular classroom or laboratory activities been helpful in preparing you for
SciFest?
4. How do your teachers help you to prepare for SciFest?
5. What are some examples of inquiry-based lessons that you have had in any of your subjects
[may need to explain this concept]?
6. To what extent has SciFest affected or promoted your use of technology in your courses?
7. How has SciFest influenced change in the educational system throughout Ireland, if at all?
III. Influence of Science Competitions (SciFest) on Students’ Pursuit of STEM-Related
Subjects in Senior Cycle and/or in College and/or a STEM-Related Career
1. What changes have you noticed in the interest in STEM-related fields in students who
participate in SciFest, if any? How about teachers or principals?
2. How has SciFest affected your interest in continuing your study in STEM in Senior Cycle
and/or in college, if at all?
3. How has SciFest affected your interest and preparedness for a STEM-related career field, if
at all?
INFLUENCE OF GLOBALIZATION 179
Appendix G
Classroom Observation Protocol
Date: Location of Observation:
Teacher Observed: Time of Observation:
Class Size (total students): Males Females
Class Title and Grade Level:
DESCRIPTION/DIAGRAM OF
CLASSROOM
! Position of student desks
! Position of teacher’s desk
! Whiteboard
! Grouping of students
! Technology
! Tables, computers, shelves
! Wall displays, decorations
* Reflection on how physical
space promotes 21st-century
skills
FRONT OF CLASSROOM
Overview of Lesson (Learning Objective for the Day):
Instructional Materials Used:
Additional Classroom Information:
INFLUENCE OF GLOBALIZATION 180
21st-Century Skills
(Wagner, 2008)
STEM/Inquiry-
Based (Slough &
Milam (2013)
Actions and Comments
Observed Observer Comments
Critical Thinking and
Problem Solving
Making Content
Accessible
Collaborating Across
Networks
Making Thinking
Visible
Agility and Adapt-
ability
Helping Students
Learn From Oth-
ers
Initiative and Entre-
preneurialism
Promoting Au-
tonomy and Life-
long Learning
Effective Oral and
Written Communica-
tion
Accessing and Ana-
lyzing Information
Curiosity and Imagi-
nation
Other Observations
INFLUENCE OF GLOBALIZATION 181
Reflection Questions:
1. RQ1: To what extent do STEM curriculum and 21st-century skills development exist?
2. RQ2: To what extent does the teacher utilize elements of SciFest in the curriculum?
3. RQ2: To what extent are 21st-century skills embedded in the lesson and/or instructional
strategy?
4. RQ2: What is the teacher’s role in the learning process?
5. RQ2: What is the evidence that inquiry-based learning strategies exist?
6. RQ2: How does student-led conversation influence participation in class?
7. RQ2: How is technology used in the classroom?
8. RQ3: To what extent is the teacher (student) engaged in the STEM curriculum?
9. Are there additional questions for the teacher?
INFLUENCE OF GLOBALIZATION 182
Appendix H
SciFest Observation Protocol
Date: Location of Fair:
Time of Observation:
Number of Students Participating: Males Females
DESCRIPTION/DIAGRAM OF
FAIR
! Position of student projects
! Grouping of students/themes
! Technology
! Tables, computers
! Wall displays, decorations
* Reflection on how physical
space promotes 21st-century
skills
FRONT OF FAIR
Overview of Events/Themes:
Additional SciFest Information:
INFLUENCE OF GLOBALIZATION 183
21st-Century Skills
(Wagner, 2008)
STEM/Inquiry-
Based (Slough &
Milam (2013)
Actions and Comments
Observed Observer Comments
Critical Thinking and
Problem Solving
Making Content
Accessible
Collaborating Across
Networks
Making Thinking
Visible
Agility and Adapt-
ability
Helping Students
Learn From Oth-
ers
Initiative and Entre-
preneurialism
Promoting Au-
tonomy and Life-
long Learning
Effective Oral and
Written Communica-
tion
Accessing and Ana-
lyzing Information
Curiosity and Imagi-
nation
Other Observations
INFLUENCE OF GLOBALIZATION 184
Reflection Questions:
1. RQ1: To what extent do STEM curriculum and 21st-century skills development exist?
2. RQ2: To what extent does the teacher utilize elements of SciFest in the curriculum?
3. RQ2: To what extent are 21st-century skills embedded in the lesson and/or instructional strategy?
4. RQ2: What is the teacher’s role in the learning process?
5. RQ2: What is the evidence that inquiry-based learning strategies exist?
6. RQ2: How does student-led conversation influence participation in class?
7. RQ2: How is technology used in the classroom?
8. RQ3: To what extent is the teacher (student) engaged in the STEM curriculum?
9. Are there additional questions for the teacher?
INFLUENCE OF GLOBALIZATION 185
Appendix I
Survey Protocol for School Administrator or Teacher
Date: Location of Survey:
Select One: School Administrator Teacher
Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–22 and rate your opinion next to each
statement.
STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other coun-
tries and their influence on education and policy in Ireland (Ex., Intel).
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know
1. STEM education is important. SA A N D SD DK
2. The development of 21st-century skills is important. SA A N D SD DK
3. Globalization has influenced the demand for STEM education
and the development of 21st-century skills. SA A N D SD DK
4. MNCs have influenced the demand for STEM education and
development of 21st-century skills. SA A N D SD DK
5. MNCs should support and promote STEM education and the
development of 21st-century skills in schools in Ireland. SA A N D SD DK
6. STEM education and 21st-century skill development are
important to the economic future of Ireland. SA A N D SD DK
7. Changes to current educational policy in Ireland should occur
to ensure that students development 21st-century skills and
receive a STEM education. SA A N D SD DK
8. Science and technology fairs positively influence participation
in STEM education and development of 21st-century skills. SA A N D SD DK
INFLUENCE OF GLOBALIZATION 186
9. Science and technology fairs have positively increased the
use of inquiry-based learning as an instructional strategy. SA A N D SD DK
10. Schools prepare students well for science and technology fairs. SA A N D SD DK
11. Science curriculum prepares students for participation in
science and technology fairs. SA A N D SD DK
12. Science and technology fairs promote the use of technology
in schools. SA A N D SD DK
13. Students benefit from participating in science and technology
fairs. SA A N D SD DK
14. As a result of science and technology fairs, there has been an
increase in teachers’ knowledge of STEM education. SA A N D SD DK
15. Teachers benefit by participating in science and technology
fairs. SA A N D SD DK
16. Educational leaders benefit by promoting participation in
science and technology competitions. SA A N D SD DK
17. Science and technology fairs have improved the educational
system in Ireland. SA A N D SD DK
18. Science and technology fairs have been beneficial in preparing
students for Senior Cycle education. SA A N D SD DK
19. Science and technology fairs have been beneficial in preparing
students for the labour force. SA A N D SD DK
20. Interest in STEM and the development of 21st-century skills
has increased as a result of science and technology fairs. SA A N D SD DK
21. Students who participated in science and technology fairs show
increased interest in studying STEM-related subjects in Senior
Cycle. SA A N D SD DK
22. Students who participated in science and technology fairs show
increased interest in studying STEM-related fields in college. SA A N D SD DK
INFLUENCE OF GLOBALIZATION 187
Appendix J
Survey Protocol for Political Leader or Business Leader
Date: Location of Survey:
Select One: Political Leader Business Leader
Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–22 and rate your opinion next to each
statement.
STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other coun-
tries and their influence on education and policy in Ireland (Ex., Intel).
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know
1. STEM education is important. SA A N D SD DK
2. The development of 21st-century skills is important. SA A N D SD DK
3. Globalization has influenced the demand for STEM education
and the development of 21st-century skills. SA A N D SD DK
4. MNCs have influenced the demand for STEM education and
development of 21st-century skills. SA A N D SD DK
5. MNCs should support and promote STEM education and the
development of 21st-century skills in schools in Ireland. SA A N D SD DK
6. STEM education and 21st-century skill development are
important to the economic future of Ireland. SA A N D SD DK
7. Changes to current educational policy in Ireland should occur
to ensure that students development 21st-century skills and
receive a STEM education. SA A N D SD DK
8. Science and technology fairs positively influence participation
in STEM education and development of 21st-century skills. SA A N D SD DK
INFLUENCE OF GLOBALIZATION 188
9. Science and technology fairs have positively increased the
use of inquiry-based learning as an instructional strategy. SA A N D SD DK
10. Schools prepare students well for science and technology fairs. SA A N D SD DK
11. Science curriculum prepares students for participation in
science and technology fairs. SA A N D SD DK
12. Science and technology fairs promote the use of technology
in schools. SA A N D SD DK
13. Students benefit from participating in science and technology
fairs. SA A N D SD DK
14. As a result of science and technology fairs, there has been an
increase in teachers’ knowledge of STEM education. SA A N D SD DK
15. Teachers benefit by participating in science and technology
fairs. SA A N D SD DK
16. Educational leaders benefit by promoting participation in
science and technology competitions. SA A N D SD DK
17. Science and technology fairs have improved the educational
system in Ireland. SA A N D SD DK
18. Science and technology fairs have been beneficial in preparing
students for Senior Cycle education. SA A N D SD DK
19. Science and technology fairs have been beneficial in preparing
students for the labour force. SA A N D SD DK
20. Interest in STEM and the development of 21st-century skills
has increased as a result of science and technology fairs. SA A N D SD DK
21. Students who participated in science and technology fairs show
increased interest in studying STEM-related subjects in Senior
Cycle. SA A N D SD DK
22. Students who participated in science and technology fairs show
increased interest in studying STEM-related fields in college. SA A N D SD DK
INFLUENCE OF GLOBALIZATION 189
Appendix K
Survey Protocol for Educational Policymaker
Date: Location of Survey:
Title:
Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–22 and rate your opinion next to each
statement.
STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other coun-
tries and their influence on education and policy in Ireland (Ex., Intel).
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know
1. STEM education is important. SA A N D SD DK
2. The development of 21st-century skills is important. SA A N D SD DK
3. Globalization has influenced the demand for STEM education
and the development of 21st-century skills. SA A N D SD DK
4. MNCs have influenced the demand for STEM education and
development of 21st-century skills. SA A N D SD DK
5. MNCs should support and promote STEM education and the
development of 21st-century skills in schools in Ireland. SA A N D SD DK
6. STEM education and 21st-century skill development are
important to the economic future of Ireland. SA A N D SD DK
7. Changes to current educational policy in Ireland should occur
to ensure that students development 21st-century skills and
receive a STEM education. SA A N D SD DK
8. Science and technology fairs positively influence participation
in STEM education and development of 21st-century skills. SA A N D SD DK
INFLUENCE OF GLOBALIZATION 190
9. Science and technology fairs have positively increased the
use of inquiry-based learning as an instructional strategy. SA A N D SD DK
10. Schools prepare students well for science and technology fairs. SA A N D SD DK
11. Science curriculum prepares students for participation in
science and technology fairs. SA A N D SD DK
12. Science and technology fairs promote the use of technology
in schools. SA A N D SD DK
13. Students benefit from participating in science and technology
fairs. SA A N D SD DK
14. As a result of science and technology fairs, there has been an
increase in teachers’ knowledge of STEM education. SA A N D SD DK
15. Teachers benefit by participating in science and technology
fairs. SA A N D SD DK
16. Educational leaders benefit by promoting participation in
science and technology competitions. SA A N D SD DK
17. Science and technology fairs have improved the educational
system in Ireland. SA A N D SD DK
18. Science and technology fairs have been beneficial in preparing
students for Senior Cycle education. SA A N D SD DK
19. Science and technology fairs have been beneficial in preparing
students for the labour force. SA A N D SD DK
20. Interest in STEM and the development of 21st-century skills
has increased as a result of science and technology fairs. SA A N D SD DK
21. Students who participated in science and technology fairs show
increased interest in studying STEM-related subjects in Senior
Cycle. SA A N D SD DK
22. Students who participated in science and technology fairs show
increased interest in studying STEM-related fields in college. SA A N D SD DK
INFLUENCE OF GLOBALIZATION 191
Appendix L
Survey Protocol for Student Participant in SciFest
Date: School:
Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–22 and rate your opinion next to each
statement.
STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other coun-
tries and their influence on education and policy in Ireland (Ex., Intel).
1. Have you taken part in a SciFest@School science fair: Yes No
2. Have you taken part in a SciFest@College science fair: Yes No
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know
3. STEM education is important. SA A N D SD DK
4. The development of 21st-century skills is important. SA A N D SD DK
5. Globalization has influenced the demand for STEM education
and the development of 21st-century skills. SA A N D SD DK
6. MNCs have influenced the demand for STEM education and
development of 21st-century skills. SA A N D SD DK
7. MNCs (businesses) should support and promote STEM education
and development of 21st-century skills in schools in Ireland. SA A N D SD DK
8. STEM education and 21st-century skill development are
important to the economic future of Ireland. SA A N D SD DK
9. Changes to current educational policy in Ireland should occur
to ensure that students development 21st-century skills and
receive a STEM education. SA A N D SD DK
10. Science and technology fairs positively influence my participa-
tion in STEM education and my development of 21st-century
skills. SA A N D SD DK
INFLUENCE OF GLOBALIZATION 192
11. I have teachers who use inquiry-based learning as a teaching
method. SA A N D SD DK
12. My science courses have prepared me well for the SciFest
science and technology fair. SA A N D SD DK
13. My school prepared me well for the SciFest science and
technology fair. SA A N D SD DK
14. Technology was an important part of my preparation for the
SciFest science and technology fairs. SA A N D SD DK
15. Students benefit from participating in science and technology
fairs. SA A N D SD DK
16. As a result of science and technology fairs, my teachers have
a better knowledge of STEM education. SA A N D SD DK
17. My teachers benefit by participating in science and technology
fairs. SA A N D SD DK
18. Educational leaders benefit by promoting participation in
science and technology fairs. SA A N D SD DK
19. The SciFest science and technology fairs have improved the
educational system in Ireland. SA A N D SD DK
20. The SciFest science and technology fairs have been beneficial
in preparing students for Senior Cycle education. SA A N D SD DK
21. The SciFest science and technology fairs have been beneficial
in preparing me for the labour force. SA A N D SD DK
22. My interest in STEM and the development of 21st-century skills
has increased as a result of the SciFest science and technology
fairs. SA A N D SD DK
23. After participating in the SciFest science and technology fair,
I have increased interest in studying STEM-related subjects in
Senior Cycle. SA A N D SD DK
24. After participating in the SciFest science and technology fair,
I have increased interest in studying a STEM-related field in
college. SA A N D SD DK
INFLUENCE OF GLOBALIZATION 193
Appendix M
Information/Fact Sheet for Exempt Nonmedical Research
University of Southern California
Rossier School of Education
Waite Phillips Hall
3470 Trousdale Parkway
Los Angeles, CA 90089
THE IMPACT OF GLOBALIZATION, ECONOMICS, AND EDUCATIONAL POLICY ON
21ST-CENTURY SKILLS AND EDUCATION IN SCIENCE, TECHNOLOGY,
ENGINEERING, MATHEMATICS AND THE SCIENCE FAIRS IN SCHOOLS
IN IRELAND SUCH AS FINGAL SCHOOL
You are invited to participate in a research study. Research studies include only people who vol-
untarily choose to take part. This document explains information about this study. You should
ask questions about anything that is unclear to you.
PURPOSE OF THE STUDY
The purpose of this study is to examine the influence of globalization and educational policy on
the curriculum and instructional practices in schools in Ireland. The study will also examine how
science fairs and competitions influence the use of inquiry-based instructional strategies, such as
project-based learning (PBL), by teachers in the classroom to prepare students for a 21st-century
workforce in the fields of science, technology, engineering, and mathematics (STEM).
PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to participate in a 15-minute survey, a
45-minute audiotaped interview, a 45-minute classroom observation, and/or a 10-minute SciFest
observation. You do not have to answer any questions that you don’t want to answer.
ALTERNATIVES TO PARTICIPATION
You may elect to participate in the interview process and not be audio recorded. You may elect
not to participate at all. Your relationship with your school/employer will not be affected by
whether or not you participate in this study.
CONFIDENTIALITY
Survey and observation data will be anonymous for all groups. Interview protocols for teachers,
principals, and students will collect identifiers. However, any identifiable information obtained
in connection with this study will remain confidential. Responses will be coded with a false
INFLUENCE OF GLOBALIZATION 194
name (pseudonym) and maintained separately. The audio tapes will be destroyed once they have
been transcribed. Interview protocols for business leaders, government officials, and educational
policymakers will collect identifiers (participant names/job titles/time in position, and contact
information), but only names and titles will be identifiable in the study. The audio tapes will be
destroyed once they have been transcribed.
The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research
studies to protect the rights and welfare of research subjects.
When the results of the research are published or discussed in conferences, only the above-
mentioned identifiable information will be used. Aggregate reports of findings will be shared
with SciFest and school site participants upon request.
INVESTIGATOR CONTACT INFORMATION
Principal Investigator:
Dr. Michael Escalante, University of Southern California, mescalan@usc.edumailto:mescalan@usc.edu;
mailto:mescalan@usc.edu
Co-investigators:
Kevin Hryciw, Assistant Superintendent, Arcadia Unified School District, hryciw@usc.edu
Alejandro Alvarez, Deputy Superintendent, Compton Unified School District, alva332@usc.edu
Colleen Hawkins, Assistant Superintendent, Compton Unified School District, chawkin@usc.edu
Arthur Cunha, Assistant Superintendent, Temple City Unified School District, acunha@usc.edu
Mathew Holton, Superintendent, Chaffey Joint Union High School District, mgholton@usc.edu
Owen Crosby, Assistant Superintendent, Huntington Beach Union High School District, crosby@usc.edu
Paul Gothold, Superintendent, Lynwood Unified School District, pgothold@usc.edu
Darin Brawley, Superintendent, Compton Unified School District, dbrawley@usc.edu
Froilan Mendoza, Superintendent, Baldwin Park Unified School District, fnmendoz@usc.edu
Karen Reed, Assistant Superintendent, South Pasadena Unified School District,
rkaren@usc.edumailto:hryciw@usc.edu
Sheryl Barnd, Superintendent/Principal, Mupu Elementary School District, sheryl.barnd@mupu.org
Edward Zuniga, Assistant Superintendent, El Monte Union High School District, edwardz@usc.edu
Michelle King, Superintendent, Los Angeles Unified School District, kingml@usc.edu
Shelley Adams, Superintendent, Baldy View Regional Occupational Program, shelleya@usc.edu
Steven Martinez, Superintendent/Principal, Hughes-Elizabeth Lakes Union School District, stevenfm@usc.edu
Steven Miller, Assistant Superintendent, Lawndale Elementary School District, millersr@usc.edu
IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los Angeles, CA
90089-0702, (213) 821-5272 or upirb@usc.edu
INFLUENCE OF GLOBALIZATION 195
Appendix N
Information Letter to Parents
University of Southern California
Rossier School of Education
Waite Phillips Hall
3470 Trousdale Parkway
Los Angeles, CA 90089
Dear Parents,
The purpose of this letter is to inform you of a study that will be conducted at your child’s school
on April 20 and 21. Sixteen doctoral students from the University of Southern California (USC)
will travel from USC to Ireland as part of a research team led by Dr. Michael Escalante.
This study’s ultimate goal is to understand how schools and SciFest are helping students to
develop 21st-century skills, particularly in the fields of science, technology, engineering, and
math (STEM). We are interested in STEM education as a means of producing knowledge-ready
workers for 21st-century jobs. Furthermore, we aim to understand the influence of globalization
and multinational corporations on schools throughout Ireland.
If your child agrees to take part in this study, he or she will be asked to participate in a 15-minute
survey, a 45-minute audiotaped interview, and/or a 45-minute classroom observation. Students
do not have to participate or answer any questions that they don’t want to answer.
Survey and observation protocols will not collect any identifiable information about the students.
Interview protocols for students will collect identifiers, such as name and school location, but any
identifiable information obtained in connection with this study will remain confidential. Re-
sponses will be coded with a false name (pseudonym) and maintained separately. The audio
tapes will be destroyed once they have been transcribed. As an alternative, your child may elect
to participate in the interview process and not be audio recorded.
Please know that participation during our visit will be entirely voluntary and nonevaluative.
Thank you for considering participation in this study.
Sincerely,
USC Doctoral Research Team

Abstract (if available)

Abstract Globalization has led to a greater interdependence in the world economy. Ireland has become one of the most globalized nations in the word over the past few decades due to an influx of multinational corporations (MNCs) that have seen Ireland as an attractive country for investment. Globalization and MNCs drive the needs of the education system in Ireland, and economic policy has supported the demands and needs of MNCs. A continued investment in Irish education, including an increase in science, technology, engineering, and mathematics (STEM) courses and the promotion of 21st-century skills, is important to Ireland’s future economic growth. ❧ Through a partnership between MNCs and educational leaders, Ireland must continue to promote a knowledge-based workforce ready to meet the needs and demands of the global job market. ❧ This study examined the influence of globalization and MNCs on education policy in Ireland. Science and technology fairs, such as SciFest, and their influence on the development of 21st-century skills and STEM education were also examined, along with the impact of these educational experiences on students’ selection of STEM-related courses and their pursuit of college- and/or career-related STEM fields. The findings of this predominantly qualitative study indicated a strong support for STEM and 21st-century skills, a more collaborative partnership between MNCs and schools, and revisions to educational policy to meet the needs of Ireland’s 21st-century learners.

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The influence of globalization and student participation in science fairs on 21st-century skill development, school leadership, instructional practices, and female students’ interest in science, ...

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SciFest and the development of 21st-century skills, interest in coursework in science, technology, engineering, and mathematics, and preparation of Irish students for a globalized Ireland

Asset Metadata

Creator Zuniga, Edward (author)

Core Title The impact of globalization, economics, and educational policy on 21st-century skills and education in science, technology, engineering, mathematics and the science fairs in schools in Ireland su...

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 03/01/2017

Defense Date 02/03/2017

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

Tag Globalization,OAI-PMH Harvest,science fairs,STEM

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Escalante, Michael (committee chair), Cash, David (committee member), Gothold, Stuart (committee member)

Creator Email edward.zuniga@emuhsd.org,lionez@aol.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-344020

Unique identifier UC11258280

Identifier etd-ZunigaEdwa-5104.pdf (filename),usctheses-c40-344020 (legacy record id)

Legacy Identifier etd-ZunigaEdwa-5104.pdf

Dmrecord 344020

Document Type Dissertation

Rights Zuniga, Edward

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