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The influence of globalization, economics, and educational policy on the development of 21st century learning and education in the sciences, technology, engineering, and mathematics in schools of...

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Content Running head: INFLUENCE OF GLOBALIZATION IN IRELAND 1
THE INFLUENCE OF GLOBALIZATION, ECONOMICS, AND EDUCATIONAL POLICY
ON THE DEVELOPMENT OF 21ST CENTURY LEARNING AND EDUCATION IN
THE SCIENCES, TECHNOLOGY, ENGINEERING, AND MATHEMATICS IN
SCHOOLS OF IRELAND SUCH AS ST. JOSEPH’S COMMUNITY SCHOOL
by
Kevin James Hryciw
____________________________________________________________________
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 Kevin James Hryciw
INFLUENCE OF GLOBALIZATION IN IRELAND 2
DEDICATION
This dissertation is dedicated to the many inspiring teachers I have had throughout my
life. Teachers have revealed themselves in many ways over the years: school teacher, boss,
mentor, colleague, spouse, family, and friend. I thank all of you for pushing me to be the person I
have become.
INFLUENCE OF GLOBALIZATION IN IRELAND 3
ACKNOWLEDGMENTS
Like most successes in life, the process of earning the Doctor of Education degree at the
University of Southern California was not achieved in isolation, without help from others.
Dr. Michael Escalante had the vision and persistence to create and lead this unique cohort
experience for superintendents and assistant superintendents. During the past few years he has
worn many hats in his role as a support provider: dissertation chair, professor, professional
mentor and guide, dissertation progress police, and cheerleader. Thank you Mike for all you have
done to get all 16 of us through!
Thanks to the group of world-class USC professors our cohort had the pleasure of
meeting and knowing. The knowledge, experience, and wisdom that each shared with the cohort
have been and will continue to be invaluable in our professional lives. Each professor is admired
and loved by the cohort. Special thanks to Dr. David Cash, Dr. Pedro Garcia., Dr. Rudy
Castruita, Dr. Alex Cherniss, Dr. Stuart Gothold, Dr. John Garcia, Dr. Alan Green, and Dr.
Artineh Samkian.
Thanks also to George and Sheila Porter. Their passion and love for SciFest is infectious.
Their partnership in this study was invaluable; we could not have done it without them.
Finally, thanks to the amazing 15 other individuals (Michelle, Matt, Owen, Paul, Karen,
Art, Froilan, Eddie, Sheryl, Steve, Steve, Shelley, Darin, Colleen, and Alex) who made up this
cohort. I am amazed by the diverse strength and wisdom that was shared collectively. We will
forever be bound by this experience. Fight on!!!
INFLUENCE OF GLOBALIZATION IN IRELAND 4
TABLE OF CONTENTS
Dedication 2
Acknowledgements 3
List of Tables 7
Abstract 10

Chapter 1: Overview of the Study 11
Statement of the Problem 11
Purpose of the Study 12
Research Questions 12
Significance of the Study 13
Definition of Terms 14
Organization of the Dissertation 15
Chapter 2: Literature Review 17
Globalization 18
Historical Perspective of Globalization 19
Theoretical Perspectives of Globalization 20
Theoretical Perspectives of Globalization’s Influence on Education 23
Education in the 21st Century 26
21st Century Skills 26
Theoretical Framework of 21st Century Skills 28
STEM 31
STEM Education in a Globalized World 33
PBL 35
Theoretical Framework of STEM PBL 38
Science Fairs 39
Ireland 43
Historical and Political Background of Ireland 43
Ireland’s Economy 48
A Globalized Ireland 50
Education in Ireland 53
National Science Fairs in Ireland 57
Chapter Summary 59
Chapter 3: Methods 61
Design Overview 61
Research Cohort 62
Sample 63
Setting and Population 64
Schools 64
MNCs 65
Political leaders 67
Access and Entry 68
Data Collection Instruments and Protocols 68
Surveys 70
Interviews 72
Observations 75
Data Analysis 78
Limitations and Delimitations of the Study 80
INFLUENCE OF GLOBALIZATION IN IRELAND 5
Assumptions of the Study 80
Credibility and Trustworthiness 81
Ethics 82
Chapter Summary 83
Chapter 4: Findings 84
Purpose of the Study 84
Research Questions 84
Findings, Research Question 1 85
Theme 1: STEM Education and Development of 21st Century Skills in Irish
Students Are Necessary 86
Student findings 86
Teacher findings 89
Administrator findings 91
Business leader and educational policymaker findings 92
Theme 2: Globalization and MNCs Have Played a Critical Role in Influ-
STEM Education and Development of 21st Century Skills in Ireland’s
Education System 93
Student findings 94
Teacher findings 96
Administrator findings 98
Business leader and educational policymaker findings 100
Theme 3: STEM Education and Development of 21st Century Skills in
Students Are Critical to Ireland’s Economic Future 101
Student findings 101
Teacher findings 102
Administrator findings 104
Business leader and educational policymaker findings 105
Summary of Findings for Research Question 1 106
Findings, Research Question 2 107
Theme 1: Science Competitions Have Influenced Inquiry-Based Instruction 107
Student findings 108
Teacher findings 110
Administrator findings 112
Business leader and educational policymaker findings 113
Theme 2: Students Benefit From Science Fairs 114
Student findings 116
Teacher findings 117
Administrator findings 119
Business leader and educational policymaker findings 119
Theme 3: Science Fairs Have Had a Positive Influence on Irish Education 121
Student findings 121
Teacher findings 122
Administrator findings 124
Business leader and educational policymaker findings 124
Summary of Findings for Research Question 2 125
Findings, Research Question 3 126
Theme 1: Science Fairs Have Positively Influenced Students to Pursue
STEM Education in Future Schooling and to Consider a STEM Career 126
INFLUENCE OF GLOBALIZATION IN IRELAND 6
Student findings 128
Teacher findings 130
Administrator findings 132
Business leader and educational policymaker findings 132
Theme 2: Science Fairs Have Advanced the Love of Science Through
Providing Authentic Learning Experiences for Students 134
Student findings 135
Teacher findings 136
Administrator findings 136
Summary of Findings for Research Question 3 137
Chapter Summary 137
Chapter 5: Conclusion and Discussion 140
Summary of Findings 143
Research Question 1 143
Theme 1 144
Theme 2 145
Theme 3 146
Research Question 2 147
Theme 1 147
Theme 2 148
Theme 3 149
Research Question 3 149
Theme 1 150
Theme 2 151
Implications for Practice 152
Recommendations for Future Research 155
Conclusion 155

References 157

Appendices
Appendix A: Recruitment Letter to Principal 167
Appendix B: Survey Protocol for School Administrator or Teacher 168
Appendix C: Survey Protocol for Political Leader or Business Leader 170
Appendix D: Survey Protocol for Educational Policymaker 172
Appendix E: Survey Protocol for Student Participant in SciFest 174
Appendix F: Political Leader/Educational Policymaker Interview Protocol 176
Appendix G: Business and Industry (MNCs) Interview Protocol 178
Appendix H: School Leader Interview Protocol 180
Appendix I: Teacher Interview Protocol 182
Appendix J: Student Interview Protocol 184
Appendix K: Classroom Observation Protocol 186
Appendix L: SciFest Observation Protocol 189
Appendix M: Information/Fact Sheet for Exempt Nonmedical Research 192
Appendix N: Information Letter to Parents 194
INFLUENCE OF GLOBALIZATION IN IRELAND 7
LIST OF TABLES
Table 1: Alignment of Survey Protocols to Research Questions (RQs) and
Theoretical Frameworks 72
Table 2: Alignment of Interview Protocols to Research Questions (RQs) and
Theoretical Frameworks 76
Table 3: Student Responses: Necessity of Science, Technology, Engineering, and
Mathematics (STEM) Education and Development of 21st Century Skills 87
Table 4: Teacher Responses: Necessity of Science, Technology, Engineering, and
Mathematics (STEM) Education and Development of 21st Century Skills 90
Table 5: Administrator Responses: Necessity of Science, Technology, Engineering,
and Mathematics (STEM) Education and Development of 21st Century Skills 91
Table 6: Business Leader and Educational Policymaker Responses: Necessity of
Science, Technology, Engineering, and Mathematics (STEM) Education and
Development of 21st Century Skills 92
Table 7: Student Responses: Critical Role of Globalization and Multinational
Corporations (MNCs) in Ireland’s Education System 95
Table 8: Teacher Responses: Critical Role of Globalization and Multinational
Corporations (MNCs) in Ireland’s Education System 97
Table 9: Administrator Responses: Critical Role of Globalization and Multinational
Corporations (MNCs) in Ireland’s Education System 99
Table 10: Business Leader and Educational Policymaker Responses: Critical Role of
globalization and Multinational Corporations (MNCs) in Ireland’s
Education System 100
Table 11: Student Responses: Science, Technology, Engineering, and Mathematics
(STEM) Education and 21st century Skills Critical to Ireland’s Economic
Future 102
Table 12: Teacher Responses: Science, Technology, Engineering, and Mathematics
(STEM) Education and 21st Century Skills Critical to Ireland’s Economic
Future 103
Table 13: Administrator Responses: Science, Technology, Engineering, and
Mathematics (STEM) Education and 21st Century Skills Critical to Ire-
land’s Economic Future 104
INFLUENCE OF GLOBALIZATION IN IRELAND 8
Table 14: Business Leader and Educational Policymaker Responses: Science,
Technology, Engineering, and Mathematics (STEM) Education and 21st-
Century Skills Critical to Ireland’s Economic Future 105
Table 15: Student Responses: Science Competitions Have Influenced Inquiry-Based
Instruction 109
Table 16: Teacher Responses: Science Competitions Have Influenced Inquiry-Based
Instruction 110
Table 17: Administrator Responses: Science Competitions Have Influenced Inquiry-
Based Instruction 112
Table 18: Business Leader and Educational Policymaker Responses: Science
Competitions Have Influenced Inquiry-Based Instruction 113
Table 19: Student Responses: Students Benefit From Science Fairs 116
Table 20: Teacher Responses: Students Benefit From Science Fairs 118
Table 21: Administrator Responses: Students Benefit From Science Fairs 119
Table 22: Business Leader and Educational Policymaker Responses: Students Benefit
From Science Fairs 120
Table 23: Student Responses: Science Fairs Have Had a Positive Influence on
Irish Education 122
Table 24: Teacher Responses: Science fairs Have Had a Positive Influence on
Irish Education 123
Table 25: Administrator Responses: Science Fairs Have Had a Positive Influence on
Irish Education 124
Table 26: Business Leader and Educational Policymaker Responses: Science Fairs
Have Had a Positive Influence on Irish Education 125
Table 27: Student Responses: Science Fairs Have Had a Positive Influence on Pursuing
Science, Technology, Engineering, and Mathematics (STEM) Education and
Considering a STEM Career 129
Table 28: Teacher Responses: Science Fairs Have Had a Positive Influence on
Pursuing Science, Technology, Engineering, and Mathematics (STEM)
Education and Considering a STEM Career 130
Table 29: Administrator Responses: Science Fairs Have Had a Positive Influence on
Pursuing Science, Technology, Engineering, and Mathematics (STEM)
Education and Considering a STEM Career 133
INFLUENCE OF GLOBALIZATION IN IRELAND 9
Table 30: Business Leader and Educational Policymaker Responses: Science Fairs Have
Had a Positive Influence on Pursuing Science, Technology, Engineering, and
Mathematics (STEM) Education and Considering a STEM Career 134
INFLUENCE OF GLOBALIZATION IN IRELAND 10
ABSTRACT
The Irish education system is in need of reform due to the impact of globalization and
foreign direct investment (FDI) in Ireland in the past 20 years. The growing presence of
multinational corporations (MNCs) has created a demand for a future workforce in science,
technology, engineering, and mathematics (STEM) careers. This educational transformation
requires students in Ireland to develop 21st century skills through STEM education that places
focus on STEM topics. An important component of STEM education is implementation of
inquiry-based teaching strategies such as project-based learning (PBL), as well as student
participation in science and technology fairs. However, not all Irish students are acquiring 21st
century skills through STEM education. One of the barriers identified in this study is that the
current national curriculum in Ireland places heavy emphasis on preparing students for the final
secondary school examination (Leaving Certificate) that determines students’ educational futures
and pathways.
This study examined the influence of globalization and educational policy on the cur-
riculum 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 classroom teachers to prepare students for a 21st century workforce in STEM careers.
The principal findings of this predominantly qualitative study indicated that globalization
and MNCs have begun to influence STEM education in Ireland, as well as development 21st
century skills in Irish students. It is clear that all participants had a shared interest in advancing
STEM education and 21st century skills as Ireland’s future economic success relies on its ability
to educate a workforce ready to embark on STEM careers.
INFLUENCE OF GLOBALIZATION IN IRELAND 11
CHAPTER 1: OVERVIEW OF THE STUDY
Chapter 1 provides an overview of the study, statement of the problem, purpose of the
study, research questions, significance of the study, definitions of key terms, and organization of
the dissertation.
Ireland, in recent decades, has been a major player in the globalized world economy; with
multinational corporations (MNCs) bringing growth in industry to the science, technology, engi-
neering, and mathematics (STEM) sectors (Fischer, 2009). Ireland continues to adapt to shifting
economic landscapes, rebounding after the economic loss during the Great Recession and expe-
riencing notable economic growth during the era of the Celtic Tiger. These economic forces have
influenced Ireland’s educational system, which is striving to develop strategies to prepare
students for the 21st century. A national emphasis on science competitions is advancing STEM
education, as well as project-based learning (PBL) and has the potential to assist students in
developing 21st century skills. Ireland is working to prepare a future workforce ready to embark
on STEM occupations (O’Hagan & Newman, 2014).
Statement of the Problem
As a result of foreign direct investment (FDI), globalization, and multinational economic
conditions, companies have completely transformed the manner in which they produce, market,
and sell goods and services worldwide (Friedman, 2007). For these reasons, Ireland has made
significant changes in trade agreements, educational policy, and federal and local government
mandates. Since the Celtic Tiger era of the 1990s, Ireland has enjoyed a positive transformational
shift in industry because of its desire and ability to attract foreign direct investors and MNCs to
its country (Fischer, 2009). Ireland is experiencing unanticipated challenges resulting from this
economic infusion. To attract and retain foreign companies and produce competitive domestic
INFLUENCE OF GLOBALIZATION IN IRELAND 12
firms, the educational community of Ireland must expand opportunities for all students to
develop 21st century skills in STEM through inquiry-based instructional strategies, including
PBL (Markham, Larmer, & Ravitz, 2009). 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 (Capraro, Capraro, & Morgan, 2013; Slough & Milam, 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 STEM careers.
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 and selection of STEM-related courses in Senior Cycle, as well as their
pursuit of college- and/or career-related STEM fields?
Qualitative researchers often use a theoretical lens to view their studies (Creswell, 2014).
In efforts to guide this case study and assist in analyzing data, four theoretical frameworks were
selected: (a) Friedman’s (2007) framework of globalization, (b) Spring’s (2015) world
INFLUENCE OF GLOBALIZATION IN IRELAND 13
educational culture, (c) Wagner’s (2008) survival skills for the 21st century, and (d) the Capraro
et al. (2013) design principles for STEM and PBL. Each of these frameworks is significantly
useful in understanding the role of science fairs and competitions such as SciFest in Ireland.
Significance of the Study
Globalization has influenced nations around the globe as the worldwide community has
been “flattened” and drawn closer together due to technology and the need to outsource produc-
tion (Friedman, 2007). 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. The
shift to a knowledge-based economy has increased the need for attention to school curriculum as
new generations of workers are prepared for the 21st century (Thurow, 2000). This study
explored Ireland’s science fair participation in relation to the use of PBL in STEM-related
courses.
Ireland once held a prized economy; however, the recession that began in 2008 upset the
thriving nation. As Ireland is in economic recovery, its 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 (Fischer, 2009). This study
examined the relationship of curriculum, instruction, 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 educational system are aimed to attract MNCs to the
nation as globalization efforts spread in search of an educated and prepared workforce.
INFLUENCE OF GLOBALIZATION IN IRELAND 14
Definition of Terms
The following terms are defined for application within this study.
21st century skills: Multidimensional skills of critical thinking, collaboration, communi-
cation, and creativity that will be required for students to be successful in the new era of the
modern world (National Education Association [NEA], 2010; Partnership for 21st Century
Learning Skills [P21], 2015).
Foreign direct investment (FDI): Establishment of a business operation in another coun-
try to form a joint venture in the host economy (Moran, 2012).
Globalization: The process of international integration by which worldview, products,
ideas, and other aspects of culture become integrated (Spring, 2015).
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 (Kwon, 2009).
Inquiry-based learning: A method of instruction that poses questions, problems, or
scenarios while placing the students and their interaction 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 (Kwon, 2009).
Project-based learning (PBL): A systematic teaching method that engages students in
learning knowledge and skills through an extended inquiry process structured around complex,
authentic questions and carefully designed products and tasks (Markham et al., 2009).
INFLUENCE OF GLOBALIZATION IN IRELAND 15
Science competition/exhibition/fair: A PBL experience of authentic learning in the realm
of science; the doing of science in an approach that emulates the real practice of scientists (Atkin
& Black, 2003).
Science, technology, engineering, and mathematics (STEM) education: An interdiscipli-
nary and applied educational approach replacing traditional lecture-based teaching strategies
with approaches that are more project based and inquiry driven (Breiner, Harkness, Johnson, &
Koehler, 2012).
SciFest: A series of local, regional, national, and international science competitions and
exhibitions for secondary students in Ireland, hosted in schools at the local level and at institutes
of technology at the regional level (SciFest, n.d.a).
Organization of the Dissertation
This case study explored the influence that globalization, FDI, and the presence of MNCs
on secondary schools in Ireland that have a close affiliation with SciFest, Ireland’s largest
science fair and exhibition. The dissertation is divided into five chapters. Chapter 1 provides an
overview of the study, statement of the problem, purpose of the study, research questions, sig-
nificance of the study, definitions of key terms, and organization of the dissertation.
Chapter 2 reviews relevant literature on the topics in three key areas: globalization, edu-
cation in the 21st century, and Ireland. The first section, Globalization, defines globalization,
presents an historical overview, provides a conceptual and theoretical framework, and explains
globalization’s influence on education in the 21st century. The second section, Education in the
21st Century, defines 21st century skills, examines STEM education, explores PBL, and
discusses science fairs. The third section, Ireland, provides a brief historical and political
background, examines the economy, discusses the education system, and explores SciFest.
INFLUENCE OF GLOBALIZATION IN IRELAND 16
Chapter 3 provides a description of the methodology used to conduct this case study,
identifies the sample (including setting and participants), explains the data collection process
including a description of the instruments and protocols that were used to collect and triangulate
data in an effort to validate findings, provides a data analysis plan with an explanation of the
process used to analyze data, and considers limitations and delimitations, credibility and
trustworthiness, and ethics.
Chapter 4 presents a restatement of the study’s purpose, restatement of the study’s
research questions, the findings from the data collection in Ireland conducted in April 2016 with
a description and analysis of the data, and a summary of the findings.
Chapter 5 summarizes the findings of the study, identifies implications for practice, and
presents recommendations for further research. This chapter describes how this study contributes
to the body of knowledge on the influence of globalization and MNCs on the educational system
in Ireland and potentially in other countries around the world.
INFLUENCE OF GLOBALIZATION IN IRELAND 17
CHAPTER 2: LITERATURE REVIEW
This literature review examines the influence of globalization, FDI, and MNCs on the
curriculum and practices of schools in Ireland. The review examines the extent to which FDI and
MNCs have affected new job opportunities and changed the landscape of educational practices in
efforts to produce a future STEM-competent workforce. Ireland faces the challenge of educating
students to develop skills necessary for success in the 21st century to prepare the next generation
of workers (O’Hagan & Newman, 2014). In addition, this review explores the influence of
science fairs such as SciFest on educating and preparing a future workforce ready to embark on
STEM careers.
This literature review is organized into three key areas: globalization, education in the
21st century, and Ireland. These major headings pertain to a globalized Ireland’s influence on
educational policy and practice to educate a workforce that meets the ever-changing needs of the
21st century. The first section, Globalization, defines globalization, presents an historical over-
view describing how globalization has evolved over time, provides a conceptual and theoretical
framework of globalization (Spring, 2015), and explains globalization’s influence on the chang-
ing world of education in the 21st century. The second section, Education in the 21st Century,
focuses on various aspects of education and pedagogy in a 21st century globalized world. This
section defines 21st century skills and discusses the relevance of those skills in today’s world,
examines STEM education and argues the need to produce STEM competencies in students,
explores the concept of PBL and its influence on STEM education, and examines science fairs as
a vehicle for advancing STEM-PBL in today’s students. The third section, Ireland, focuses on
the setting of this study: Ireland. The section provides a brief historical and political background
of Ireland; examines the economy of Ireland, including the forces at work as a globalized
INFLUENCE OF GLOBALIZATION IN IRELAND 18
economic success story; discusses the education system in Ireland; and explores SciFest, the
largest science fair and exhibition in Ireland. Together, these three sections provide a framework
for this study in addressing the three research questions:
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 and selection of STEM-related courses in Senior Cycle, as well as their
pursuit of college- and/or career-related STEM fields?
Globalization
In order to understand the social and economic changes in countries with emerging
economies, such as Ireland, it is first necessary to know what globalization is and trace its roots
alongside variables affecting 21st century global economics. This section defines globalization,
presents an historical overview describing how globalization has evolved over time, provides a
conceptual and theoretical framework of globalization, and explains globalization’s influence on
the changing world of pedagogy and education.
The concept of globalization was first presented in 1985 by Theodore Levitt to explain
changes in global economics affecting production, consumption, and investment (Stromquist,
2002). However, globalization is not a new phenomenon; many of the characteristics of what is
commonly thought of as globalization are not new (Jacobson, Kirby, & O’Broin, 2006). Thomas
Friedman (2007) defined globalization as the interconnectedness of technology, capitol, and
information across national and continental boundaries, which in turn cultivates and drives a
INFLUENCE OF GLOBALIZATION IN IRELAND 19
single global market. Spring (2008) asserted that globalization is the process of international
integration by which worldview, products, ideas, and other aspects of culture become more inte-
grated. Smith (2004) argued for a different definition of globalization, seeing it rather as “a
complex set of processes taking place across a variety of spatial scales and in a variety of
different arenas (including political, cultural, ecological and criminal)” (p. 505). Wagner (2008)
added that at the heart of globalization is education, which provides a country’s society with the
ability to compete in the global market through the acquisition of skills and knowledge.
Historical Perspective of Globalization
Historically, humans have always sought to be connected. In his book Bound Together:
How Traders, Preacher, Adventurers, and Warriors Shaped Globalization, Nayah Chanda
(2007) asserted that globalization is an historical process in which communities throughout the
world, separated geographically, become connected. While the current understanding of the term
globalization has existed for only three decades, its roots trace back conceptually to the Ice Age,
when early humans left Africa in search of a better life for their families and tribes (Chanda,
2007). Since then, humans have continued to migrate the world over, exchanging customs, ideas,
goods, values, knowledge, and religious beliefs driven by the human desire to explore, dominate,
and prosper (Chanda, 2007). Some historical examples of globalization include the trans-Saharan
trade from Africa to Arabia, the Silk Road on which humans journeyed from Asia into Europe,
as well as the Atlantic trade routes that expanded economic networks from Africa to the Ameri-
cas. Chanda (2007) identified four general categories, which he called agents of globalization:
warriors seeking domination and the expansion of empires, traders seeking profit, preachers
spreading religious influence, and adventurers seeking discovery of new lands.
INFLUENCE OF GLOBALIZATION IN IRELAND 20
Along the way, globalization has adapted to technological advances in the world.
Although globalization can provide economic benefits through access to new technologies and
products that improve the quality of lives for people, it can also increase economic, environ-
mental, and technological dislocations and inequalities (Friedman, 2007). While there are many
benefits to globalization, Chanda (2007) identified some of the problems and challenges that
humans have faced historically as a result of globalization, including slavery and oppression,
spread of disease, and loss of culture and traditions.
Theoretical Perspectives of Globalization
Friedman’s The World is Flat (2007) explained how an ever-changing world continues to
transform and evolve at a constant, fast-moving pace through globalization. This “flattening” of
the world enables people to connect with the rest of the world in ways that are easier and faster
than ever. Friedman (2007) described innovation in the arena of globalization in three stages:
Globalization 1.0, 2.0, and 3.0. The first period (1.0) was described in general terms as the world
transforming from a large-sized to a medium-sized world. This time period of innovation began
in the late 15th century and lasted for approximately 300 years. During this time, globalization
took the form of countries expanding their global presence through imperialism and conquest
rooted in competition for resources and wealth. The second period (2.0) began with the Industrial
Revolution and spanned approximately 200 years, from 1800 to 2000, when the world shrank
from medium to small. During these 200 years the world experienced the emergence of MNCs
looking to expand into and compete in a global market. The period that Friedman (2007) referred
to as 3.0 was created as a result of the information revolution in the late 20th century, marked by
the spread of personal computers, telephones, and fax machines. Such advances in innovation set
in motion opportunities for people to globalize themselves with the ability to directly reach out
INFLUENCE OF GLOBALIZATION IN IRELAND 21
and connect with others the world-over, utilizing digital technologies (Friedman, 2007). This
period was defined by an individual’s ability to globalize and interact in the world market.
Friedman (2007) identified 10 “flatteners” that affected the world and have been game
changers in the global economy. The first three are (a) the fall of the Berlin Wall in 1989, (b) the
day Netscape™ was released in 1995, and (c) the introduction of work flow software. The fall of
the Berlin Wall on November 9, 1989, was an event of great importance as it represented both
social and economic freedom to the global community and tipped scales of public perception for
millions of people trapped behind the “iron curtain” to embrace principles of a democratic and a
free-market society (Friedman, 2007). The rise of the personal computer, combined with the fall
of the Berlin Wall, led to further globalization on an individualized level, allowing people the
opportunity to “globalize themselves” in the digital world through easy and convenient forms of
communication such as fax machines, email, and improved telephone technology (Friedman,
2007). These technological and political forces produced a global, technological arena for col-
laboration across borders, languages, cultures, and geography.
According to Friedman (2007), other levelers came about when the World Wide Web
was created and the Netscape™ browser went public, allowing people to collaborate, create, and
share content (music, words, pictures, etc.) with others around the world via digital technology.
This convenient access to the Internet expanded technology’s reach to average people the world
over, having a profound effect on the way people communicate and share. In addition, the
software industry created work-flow resources that standardized protocols, giving machines the
ability to talk to each other via the Internet, thus enabling efficient ways to communicate, share
information, and collaborate. These work-flow resources led to online businesses, which changed
the way individuals and businesses interacted with the global marketplace. Friedman argued that
INFLUENCE OF GLOBALIZATION IN IRELAND 22
these first three “flatteners” innovated a whole new global platform spawning six new forms of
collaboration.
Friedman (2007) asserted that people from all parts of the world have a leveled playing
field to compete in this new global platform, which gave rise to six new forms of collaboration
that further flattened the world: uploading, outsourcing, offshoring, supply chaining, insourcing,
and informing. Uploading is the process of communities collaborating and interacting online.
Three types of uploading are explored: wikis, blogging, and podcasting. While uploading appeals
to the basic human need to be valued and heard, the author warned that it has the most potential
for harm. Outsourcing is the process of transferring a sector of in-house work to another
company to perform the required work, which is eventually reintegrated into the operation of the
company. Friedman highlighted the government-subsidized institutes of technology in India that
have trained a workforce to support the technology industry after the dotcom bust by performing
work in the technology industry at a much cheaper rate. The third form of collaboration is called
offshoring. As the name implies, this form of collaboration allows companies to move their
entire operation to a new country to perform work at a cost savings due to cheaper labor and
facilities.
According to Friedman (2007), this new open source community led to a fourth type of
collaboration: supply chaining, a method of collaborating horizontally among suppliers, retailers,
and customers. This flattener allows companies worldwide to collaborate on a global scale in an
efficient manner through streamlined practices such as marketing, sales, shipping, and distribu-
tion in real time. These supply chains ease the process of offshoring and companies can provide
everything from goods to services in real time. The fifth form of collaboration, insourcing,
occurs when a company performs work for another company. Friedman (2007) used UPS as an
INFLUENCE OF GLOBALIZATION IN IRELAND 23
example of a company that performs services for companies other than shipping. The sixth and
final type of collaboration is called “informing,” which, in essence, is the search for knowledge.
This flattener has a profound effect on people as they become their own self-directed learner,
researcher, and selector of entertainment. This technology-enabled playing field allows one to
“operate without regard to geography, distance, time, or . . . even language” (Friedman, 2007, p.
204).
The 10th and final flattener is what Friedman (2007) described as “the steroids,” consist-
ing of personal digital devices such as mobile phones, iPods, personal digital assistants, instant
messaging, and Voice-over Internet Protocol. The author referred to these devices as steroids
because they amplify and turbocharge all other flatteners. These devices allow people to utilize
all forms of collaboration (outsourcing, offshoring, uploading, supply chaining, insourcing, and
informing) and make it possible to do each and every one of them in a way that is “digital,
mobile, virtual, and personal” (Friedman, 2007, p. 187).
Theoretical Perspectives of Globalization’s Influence on Education
According to Spring (2008), globalization is a change in economics that affects produc-
tion, consumption, and investment, which in turn affects large segments of the world’s popula-
tion. Globalization has a direct influence on cultural, geopolitical, and social changes, of which
education is a part. This direct impact is brought about by globalization’s flattening of the world,
resulting in a need for an educational system to prepare students to compete with other students
around the world and to innovate and create rather than perform predesigned tasks (Friedman,
2007). Thus, there is great value in educating a future workforce to increase earning power for
the nation. To be competitive, students must learn skills to be able to collaborate, communicate,
solve problems, and think critically (Friedman, 2007; Wagner, 2008).
INFLUENCE OF GLOBALIZATION IN IRELAND 24
Like Friedman (2007), Daggett and Pedinotti (2005) discussed the need to prepare
students to compete at an international level. Daggett and Pedinotti (2005) argued for the
importance of focusing on the sciences and leadership. They cited China and India as examples
of countries whose educational systems have excelled by focusing on the sciences and leadership
and who now rival countries such as the United States that have traditionally been at the fore-
front of the global marketplace (Daggett & Pedinotti, 2005). Skills and competencies that must
be developed to compete in a globalized 21st century include the ability to work with diverse
groups, leadership capabilities, as well as science and technology expertise (Daggett & Pedinotti,
2005; Friedman, 2007).
Spring (2008) described four theoretical perspectives relating globalization and educa-
tion: (a) the world culture view, (b) the world system approach, (c) a postcolonial analysis, and
(d) a cultural approach. The world culture theorists hold that the world is slowly evolving into
one worldwide culture and that education based on a Western model of educating the masses is
the new global cultural ideal. Here, research has demonstrated common global practices that are
leading to global homogeneity (Spring, 2015). Contrary to the world culture approach is the
world systems theory which is based on the notion that dominant nations attempt to legitimize
their power by using education and schooling to spread capitalist ideology. The world systems
perspective sees the world in two very unequal zones: the dominant U.S.-Japan-European
Nations zone, and the dominated peripheral nations zone. Similar to the world system approach,
the postcolonial approach views globalization as an attempt to impose a Westernized political
and economic agenda on the rest of the world. Both the Western systems and postcolonial
theorists attribute the success of wealthy nations on educating students as the future workforce.
A culturalist view rejects global cultural uniformity and does not agree that organizations are
INFLUENCE OF GLOBALIZATION IN IRELAND 25
conspiring to create a worldwide uniform education system. Rather, this system recognizes
differing approaches to the education model.
In addition to the four theories, Spring (2015) offered four models of education: eco-
nomic education world model, progressive education world model, religious education world
model, and indigenous education world model. The economic education world model, as the
name implies, is based on accounting and, thus, imposes systems of accountability. In this
system, students are viewed as investments in a future workforce; human capital is to be
educated for work. Test scores and accountability lie at the heart of this model, with tests
benchmarked to Program for International Student Assessment (PISA) and Trends in
International Mathematics and Science Study (TIMSS), English taught as the language of global
business, and standardized curriculum. Criticisms of this model include arguments that it
imposes an economic model onto cultures and fails to prepare students on social justice issues
and environmental considerations (Spring, 2015). The progressive education world model, in
stark contrast to the economic education world model, is centered on teaching principles of
social justice (Spring, 2015). This model is teacher and student based in relation to curriculum,
and relies on student participation and interaction on issues of social justice, human rights, and
environmental protection.
The third model called the Religious Education World Model contrasts both the Pro-
gressive Education World Model and Economic Education World Model in that it differs from
these secular views of education advocating for economic equality (Progressive) or economic
development (Economic; Spring, 2015). Rather, this theory focuses on serving the religious
communities and often includes religious text, has a focus on spirituality, and places an emphasis
on morality and ethics. The indigenous education world model allows indigenous nations to
INFLUENCE OF GLOBALIZATION IN IRELAND 26
control their own schooling systems and integrates indigenous culture and language into the cur-
riculum (Spring, 2015).
Globalization and the need to be competitive affect educational practice and policy in
countries throughout the world. The fast-moving pace of globalization as described by Friedman
(2007) places demands on educational systems, which must be responsive. A part of this respon-
siveness requires that students be able to compete in an international arena (Dagget & Pedinotti,
2005). Skills and competencies that must be developed to compete in a globalized market
include the ability to lead and work collaboratively with diverse groups (Dagget & Pedinotti,
2005; Friedman, 2007).
Education in the 21st Century
Education is an increasingly important topic as countries look to compete in globalized
world markets. Furthermore, education systems are under pressure to abandon traditional
learning models and replace them with a STEM-integrated PBL approach. This section defines
21st century skills, provides a theoretical framework for 21st century skills, defines STEM edu-
cation, examines STEM education in a globalized world, discusses PBL, and examines the role
of science fairs in this new era of education.
21st Century Skills
Across the globe, countries recognize the importance of education in creating and main-
taining the ability to compete with other countries (Spring, 2008). As was discussed in the previ-
ous section, nations, employers, and educators are interested in preparing students for success in
the new 21st century global market. As the world becomes “flat,” education systems and schools
are required to shift practices to provide students with the skills that are necessary to compete in
the 21st century. Rapidly changing technologies and global markets place an immediate urgency
INFLUENCE OF GLOBALIZATION IN IRELAND 27
on school systems to prepare students for the 21st century job market. The urgency of this work
is highlighted in NEA’s (2010) Preparing 21st Century Students for a Global Society: An Edu-
cator’s Guide to the Four Cs:
Today, people can expect to have many jobs in multiple fields during their careers. The
average person born in the latter years of the baby boom held 11 jobs between the ages of
18 and 44, according to the U.S. Bureau of Labor Statistics. The new social contract is
different: only people who have the knowledge and skills to negotiate constant change
and reinvent themselves for new situations will succeed. (p. 5)
P21 offered a framework for 21st century learning with an emphasis on skills, content
knowledge, and literacy to assist students in mastering the multidimensional skills that will be
required for them in the new era of the modern world (P21, 2015). This framework is based on
four essential skills that are critical to success in the 21st century: collaboration, communication,
critical thinking, and creativity (NEA, 2010; P21, 2015).
With a focus on creating learning environments that will ensure that students graduate
prepared to succeed in the global economy, P21 (2015) described core subjects essential to
student success: English language arts, world languages, arts, mathematics, economics, science,
geography, history, government, and civics. P21 (2105) stressed the importance of skills related
to learning and innovation through the development of the four C’s in students. However, P21
also recognized that developing skills related to innovation require that attention be paid to
acquiring literacy in the areas of technology, information, and media as well. According to P21
(2105), current and future job environments require that students develop more than just thinking
skills and content knowledge of any particular field. Rather, schools must prepare students for
life and career skills such as self-direction and initiative, flexibility and adaptability,
INFLUENCE OF GLOBALIZATION IN IRELAND 28
accountability and productivity, leadership and responsibility, and cross-cultural skills to work in
multicultural settings.
Theoretical Framework of 21st Century Skills
Wagner (2008) called for educational reform based on the need to prepare students for
success in the 21st century. Currently, the education system in America is not adequately prepar-
ing students for college. Wagner (2008) reported that 40% of students take remedial classes and
65% of college professors report that students are not adequately prepared for college. He identi-
fied several reasons for the failure to change, including inadequate funding, lack of consensus on
what specific change is needed, inconsistent definitions of rigorous curriculum, and lack of
vision to respond to a globalized world. He pointed to gaps in the current American education
system such as the quality of education between middle-class and minority and/or poor students,
what is being taught in schools and what is needed in a globalized society, and outdated cur-
ricula, materials, and teaching methods. As Friedman (2007) described, students must be pre-
pared to compete in a global economy. The fast-changing technologies and growing economies
of nations such as China, India, and Thailand continue to change the global landscape of jobs,
making it critical to redefine the process by which students are educated today. To address this
need, Wagner (2008) identified seven survival skills for the 21st century.
The first survival skill, critical thinking and problem solving, focuses on a student’s
ability to apply a systematic approach to solving a problem, analyze the roots of a problem, and
understand how a problem evolves over time (Wagner, 2008). The second survival skill, collabo-
ration across networks and leading by influence, taps into a student’s ability to think strategically
and lead in multicultural environments with people of diverse backgrounds and cultures. The
third survival skill, agility and adaptability, is critical because students must be flexible and
INFLUENCE OF GLOBALIZATION IN IRELAND 29
adaptable to an ever-changing world. In this new fast-paced environment, resourcefulness and
lifelong learning will be important traits. The fourth skill, initiative and entrepreneurialism,
requires that students acquire the ability to lead, seek new ideas, and look for opportunities to
make improvements. The fifth skill, effective oral and written communication, refers to the
ability of a student to communicate clearly and articulate views, ideas, opinions, and thoughts in
a global environment. The sixth skill, accessing and analyzing information, is essential for
students in mastering the ability to collect, synthesize, and evaluate diverse forms of data. The
seventh skill, curiosity and imagination, is key for students in developing the ability to ask
appropriate questions, be inquisitive, base learning on inquiry, and be motivated (Wagner, 2008).
Wagner (2012) advanced his position on the topic of 21st century skills in Creating
Innovators, and placed a heavy emphasis on the ability to be innovative, stating that it is critical
to the growth and success of students who are embarking on a globalized society in a world that
is rapidly changing. Wagner (2012) challenged his previous stance and asserted that the seven
survival skills are no longer sufficient. Other qualities that he cited as necessary for innovation
are perseverance, the ability to tolerate failure, willingness to experiment, and a capacity for
design thinking (Wagner, 2012). In this fast-paced new era of digitization, automatization, and
outsourcing, people simply must possess the ability to absorb new information and find new
ways to do things. Thus, schools must rethink the traditional approach of valuing what students
know and instead place emphasis on how students learn (Friedman, 2007).
Similarly, Cramer (2007) asserted that there must be a re-envisioning of what learning
looks like in the 21st century in relation to both teachers’ and students’ roles, as well as content.
The North Central Regional Educational Laboratory and the Metiri Group (as cited in Cramer,
2007) identified crucial skills that students must obtain for the 21st century: digital-age literacy;
INFLUENCE OF GLOBALIZATION IN IRELAND 30
basic, scientific, economic, and technological literacies; visual and information literacies;
multicultural literacy and global awareness; inventive thinking; adaptability, managing
complexity, and self-direction; curiosity, creativity, risk taking, higher-order thinking, and sound
reasoning; effective communication; teaming, collaboration, and interpersonal skills; personal,
social, and civic responsibility; interactive communication; high productivity; prioritizing,
planning, and managing for results; effective use of real-world tools; and the ability to produce
relevant, high-quality products (Cramer, 2007). Schleicher (2012) supported this assertion,
explaining that, as the world changes rapidly, the knowledge and skills that are traditionally
taught in school will not address the challenges of the 21st century. Rather, education in this new
era must be more creative and focused on critical approaches to thinking and problem solving
through the use of technology, communication, and collaboration (Schleicher, 2012).
Students must be taught to be learners, rather than be taught to be receptors of infor-
mation, simply regurgitating memorized facts. In addition, students must know how to navigate
information. The “flattened” world described by Friedman (2007) through the explosive expan-
sion of the World Wide Web has created a constant flow of knowledge, information, and news
that students must not only be able to access but sift through to find facts and real sources of
knowledge and information.
To summarize, shifting the education paradigm to include strategically educating students
to acquire 21st century skills is not just about improving students’ chances of having successful
careers; it is also about developing a skilled and competent future workforce in efforts to keep a
nation globally competitive. In order to compete in a “flat” world (Friedman, 2007), countries
must have innovators who develop ideas to solve a wide range of problems and develop new
technologies and better products, services, and processes (Wagner, 2012). Citizens need to know
INFLUENCE OF GLOBALIZATION IN IRELAND 31
how to solve new problems and adapt to an ever-changing job market. Friedman and
Mandelbaum (2011) stated that the success or failure of countries to change their education
systems and develop students with 21st century skills will determine whether or not they will
continue to develop good jobs and remain economically viable. Twenty-first century skills are of
particular importance in the realm of STEM education.
STEM
This section provides an overview and background of STEM education, defines the term,
and discusses important concepts related to STEM education in a globalized world. Discussed in
this section are relevant studies related to STEM education and the selection of STEM careers.
According to Sanders (2009), the National Science Foundation (NSF) has used STEM to
refer to the four separate fields of science, technology, engineering and mathematics, and both
government and business officials use it to describe job occupations and industry. STEM is also
used to refer to STEM education, and should be clearly distinguished as such when discussed in
the context of education (Sanders, 2009).
NSF coined the acronym in the 1990s while reporting on the state of education related to
these content fields (Sanders, 2009). Originally, NSF used SMET as shorthand, which later
evolved to STEM (Sanders, 2009). For nearly a decade, few people were familiar with the term,
until work such as that by Friedman (2007) introduced the concept of a “flat” world with com-
petitive global economic markets. It then became more broadly understood and accepted that, in
the 21st century, these four subjects would play a critical role in a country’s global standing.
Consequently, a shift was made from teaching science and mathematics as distinct stand-alone
subjects to an integrated STEM approach in education (Sanders, 2009).
INFLUENCE OF GLOBALIZATION IN IRELAND 32
In general terms, STEM education means replacing traditional lecture-based teaching
strategies with approaches that are more project based and inquiry driven (Breiner et al., 2012).
Some contend that STEM curriculum should closely parallel the work done by STEM field pro-
fessionals such as real-life scientists and engineers, while others argue that STEM education
should simply improve students’ use of technology and increase their understanding of how
things work (Breiner et al., 2012; Bybee, 2013). The topic of STEM education was studied and
addressed in a report by the National Research Council (NRC) titled Successful K-12 STEM
Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathe-
matics (NRC, 2011), which provided information using research and effective STEM education
practices for leaders at the district, state, and national levels to make strategic decisions about
improving STEM education. In its quest to identify successful STEM schools, the NRC (2011)
established three types of criteria: (a) criteria related to STEM outcomes, (b) criteria related to
STEM-focused schools, and (c) criteria related to STEM instruction and school-level practices.
The report identified effective models of STEM education, including capitalizing on student
interest and experiences in the early years of schooling, identifying what students know, and
sustaining student interest by engaging students in the areas of mathematics and science (NRC,
2011).
In this way, students successively deepen their understanding both of core ideas in the
STEM fields and of concepts that are shared across areas of science, mathematics, and
engineering. Students also engage with fundamental questions about the material and
natural worlds and gain experience in the ways in which scientists have investigated and
found answers to those questions. In grades K-12, students carry out scientific investiga-
tions and engineering design projects related to core ideas in the disciplines, so that by
INFLUENCE OF GLOBALIZATION IN IRELAND 33
the end of their secondary schooling they have become deeply familiar with core ideas in
STEM and have had a chance to develop their own identity as STEM learners through the
practices of science, mathematics, and engineering. (NRC, 2011, p. 19)
In addition, NRC (2011) made recommendations for two areas in need of additional research in
STEM education: (a) organizational and instructional practices to complement the growing body
of longitudinal data on student outcomes, and (b) research that measures outcomes other than test
scores.
STEM Education in a Globalized World
STEM education has become increasingly important in a globalized world. Carnevale,
Smith, and Melton (2011) examined the “important question regarding a national strategy for
sustaining economic innovation . . . at a time when science, technology, innovation, and the
related work in STEM occupations have become more integrated globally” (p. 1). The report
asserted that STEM occupations and education are critical for economic competitiveness because
of direct links between innovation and economic growth. Furthermore, advances in technology
and innovation have led to an increase in the demand for workers with STEM knowledge, skills,
and abilities. In the past, STEM work was concentrated on a small group of specialized workers
with STEM competencies; in today’s world, competencies in innovation are needed along a
much broader scope of occupations, resulting in a growing demand for workers with STEM
competencies.
Carnevale et al. (2011) described STEM competencies for STEM occupations as having
three components: knowledge, skills, and abilities. The “knowledge” associated with STEM
occupations includes production and processing, computers and electronics, engineering and
technology, design, building and construction, mechanical, mathematics, physics, chemistry, and
INFLUENCE OF GLOBALIZATION IN IRELAND 34
biology. “Skills” associated with STEM occupations include mathematics, science, critical
thinking, active learning, complex problem solving, operations analysis, technology design,
equipment selection, programming, quality control analysis, operations monitoring, operation
and control, systems analysis, and systems evaluation. “Abilities” associated with STEM occu-
pations include problem sensitivity, deductive reasoning, inductive reasoning, mathematical
reasoning, number facility, perceptual speed, and control precision (Carnevale et al., 2011).
While Friedman (2007) asserted that the world is becoming “flatter,” it is not yet flat and
the competitive advantage in the global economy remains extraordinarily bound to human capital
in STEM occupations and a workforce with STEM competencies (Carnevale et al., 2011; Heitor,
2009). Thus, to keep a competitive edge in the global market, nations must examine their
effectiveness in producing a natively educated and trained workforce with STEM competencies
or attract a foreign-born STEM-competent workforce. Unfortunately, research is showing
increasing disinterest in the subjects of science and technology by students (Osborne & Dillon,
2008). Hence, countries must analyze their ability to implement STEM education effectively.
One example of this analysis was highlighted in the National Academy of Sciences (NAS) report
Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic
Future (NAS, 2007). The report discussed four recommendations for the United States (U.S.) to
remain competitive in a global market: (a) increase the U.S. talent pool by K–12 mathematics
and science education; (b) sustain and strengthen the nation’s commitment to long-term basic
research; (c) develop, recruit, and retain top students, scientists, and engineers from both the
United States and abroad; and (d) ensure that the US remains the premier place in the world for
innovation (NAS, 2007).
INFLUENCE OF GLOBALIZATION IN IRELAND 35
Similarly, the NRC (2011) established three goals related to STEM education to “reflect
the types of intellectual capital needed for the nation’s growth and development in an increas-
ingly science- and technology-driven world” (p. 4): (a) increase the number of students seeking
advanced degrees and careers in STEM fields (broadening participation by women and minori-
ties), (b) increase the STEM-capable workforce (broadening participation by women and
minorities), and (c) increase STEM literacy by all students. Getting STEM education right in
countries that wish to compete in the global market of the 21st century is critical in that research
has shown that an early interest in STEM topics is a predicator for later learning and eventual
career interests and career selection (DeBacker & Nelson, 1999; Organisation for Economic Co-
operation and Development [OECD], 2012).
On the matter of STEM education in a globalized world economy, Wagner (2012)
asserted,
Business leaders, in particular, say that we need many more young people who can create
innovations in the areas of science, technology, and engineering. Many argue that so-
called STEM education (science, technology, engineering, and mathematics) is increas-
ingly important to the future of our country. (p. xiv)
In summary, when a country’s students succeed in acquiring STEM competencies, the entire
nation can compete globally (Christensen, Horn, Caldera, & Soares, 2011; Sanders, 2009). One
instructional strategy that helps students learn STEM competencies is PBL.
PBL
This section defines PBL, explores the tenets of PBL, describes PBL’s influence in the
classroom, and reviews research related to positive outcomes regarding student learning via PBL.
Markham et al. (2009) defined PBL as “a systematic teaching method that engages students in
INFLUENCE OF GLOBALIZATION IN IRELAND 36
learning knowledge and skills through an extended inquiry process structured around complex,
authentic questions and carefully designed products and tasks” (p. 4). PBL has been defined in
another way as a “model for classroom activity that shifts away from the classroom practices of
short, isolated teacher-centered lessons and instead emphasizes learning activities that are long-
term, interdisciplinary, student-centered, and integrated with real-world issues and practices”
(Holbrook, as cited in Capraro et al., 2013, p. 51). Thomas (2000), in a review of research on
PBL, established five criteria to define PBL: (a) Projects are central, not peripheral to the cur-
riculum; (b) projects are focused on questions or problems that “drive” students to encounter
(and struggle with) the central concepts and principals of the discipline; (c) projects involve
students in constructive investigation; (d) projects are student driven to some significant degree;
and (e) projects are realistic, not school-like.
Although the term PBL is relatively new, theoretical foundations for PBL have a long
history in America’s public schools, dating back to 19th-century work by Francis W. Parker and
John Dewey (Capraro et al., 2013). Originally, this method was focused on developing solutions
to real-world problems. Later, it was adapted and applied to activities that are of interest to
students even if those activities are at times transient or insignificant. In the 1960s and 1970s,
Vygotsky explored the concepts of experiential learning and encouraged it in the school setting
(Grant & Branch, 2005).
According to Markham et al. (2009), PBL serves to do the following:
1. Recognize students’ inherent drive to learn, their capability to do important work, and
their need to be taken seriously by putting them at the center of the learning process.
2. Engage students in the central concepts and principles of a discipline. The project work
is central rather than peripheral to the curriculum.
INFLUENCE OF GLOBALIZATION IN IRELAND 37
3. Highlight provocative issues or questions that lead students to in-depth exploration of
authentic and important topics.
4. Require the use of essential tools and skills, including technology, for learning, self-
management, and project management.
5. Specify products that solve problems, explain dilemmas, or present information gener-
ated through investigation, research, or reasoning.
6. Include multiple products that permit frequent feedback and consistent opportunities
for students to learn from experience.
7. Use performance-based assessments that communicate high expectations, present
rigorous challenges, and require a range of skills and knowledge.
8. Encourage collaboration in some form, either through small groups, student-led
presentations, or whole-class evaluations of project results. (pp. 4-5)
When teachers utilize PBL, students access curricular learning activities via a driving
question or authentic problem that ignites a drive to learn the concepts being presented. In doing
so, PBL enhances the quality of learning and leads the student to higher levels of cognitive
development through engagement with complex, novel problems. In addition, through the use of
PBL, students learn skills for the 21st century, such as in-depth investigation, planning, and
communicating, as well as collaboration (Markham et al., 2009).
Research on PBL reports several positive student learning outcomes, specifically in the
areas of content knowledge, collaborative skills, engagement and motivation, and critical
thinking and problem-solving skills. Several studies reported that students in PBL classes per-
formed better on assessments of content knowledge than students in traditional classrooms
(Boaler, 1997; Penuel & Means, 2000; Stepien, Gallagher, & Workman, 1993). PBL also has
INFLUENCE OF GLOBALIZATION IN IRELAND 38
been marked by high levels of student engagement (Belland, Ertmer, & Simons, 2006; Brush &
Saye, 2008) and motivation to learn (Bartscher, Gould, & Nutter, 1995). Students who partici-
pated in PBL benefitted from improved critical thinking and problem-solving skills
(Mergendoller, Maxwell, & Bellisimo, 2006; Shepherd, 1998; Tretten & Zachariou, 1995).
Theoretical Framework of STEM PBL
STEM is well suited for PBL because of the naturally occurring interdisciplinary overlap
of STEM content areas. The integration of STEM in the classroom is a divergent path from the
traditional and historical approach to teaching these subject areas in isolation. According to
Capraro et al. (2013), research shows that, when learning is fragmented and isolated, students
often fail to understand how various subject areas relate to each other. Ivanitskaya, Clark, Mont-
gomery, and Primeau (2002) argued that, while discipline-specific learning is important, espe-
cially for basic understanding of a specific content area, interdisciplinary learning scaffolds
higher-order thinking skills and assists students to acquire meaningful connections among
subject areas. Furthermore, according to Cobb and Bowers (1999), the integration of disciplines
results in strong conceptual knowledge when learners are involved in socially interactive
learning. “STEM PBL is perfectly suited for developing students’ conceptual knowledge,
because well-designed PBL is inherently interdisciplinary and collaborative in nature” (Capraro
et al., 2013, p. 51).
STEM PBL has been defined as an “ill-defined task within a well-defined outcome
situated with a contextually rich task requiring students to solve several problems which when
considered in their entirety showcase student mastery of several concepts of various STEM
subjects” (Capraro et al., 2013, p. 2). The authors suggested three steps when approaching ill-
structured problems: (a) define the problem, (b) identify the reasons for the problem, and (c) list
INFLUENCE OF GLOBALIZATION IN IRELAND 39
the outcomes if the problem is solved. Capraro et al. (2013) described a nine-step process for
solving an ill-structured problem: (a) determine the real problem, (b) state the real problem, (c)
identify alternate perspectives, (d) determine constraints, (e) gather information, (f) identify
possible solutions, (g) choose the best solution, (h) plan steps for implementing the solution, and
(i) adapt the solution (Capraro et al., 2013). Student science fairs projects are an example of
STEM PBL in that science fair projects utilize these nine steps within the scientific method.
Capraro et al. (2013) discussed advantages to integrated STEM PBL instruction. Hall
(1995) asserted that advantages include elimination of a fragmented curriculum, developmentally
appropriate instruction tailored to individual student needs, and flexible curriculum. An inte-
grated STEM PBL meets needs of diverse learners (Low & Shironaka, 1996). Student participa-
tion in science fairs is an example of students engaging in STEM PBL.
Science Fairs
This section provides a definition of the term science fair, offers a brief history of science
fairs, provides a rationale for the science competitions, and describes research on the role of
science fairs in education.
A science fair/exhibition is where students, having completed a scientific investigation,
present their methods and findings in the form of a report, display board and models for
exhibition and evaluation. The terms “science fair” and “science exhibition” are used
interchangeably. (Intel International Science and Engineering Fair [Intel ISEF], 2013,
p. 1)
Science fairs have existed since 1828, when the American Institute of Science held its
first science exposition in New York. In these science expeditions, medals were awarded to
inventors and scientists whose work produced scientific advancement in the industrial sector.
INFLUENCE OF GLOBALIZATION IN IRELAND 40
The first student science fair took place 100 years later when, in 1928, the American Institute of
Science, in partnership with the American Museum of Natural History, began to shift its focus
from industry to education, creating the model for student science fairs (Bellipanni & Lilly,
1999; Silverman, 1986). The model that was created nearly a century ago evolved into the ISEF,
which began in 1964 and continues today. In 1921, the Science Service of Washington, DC,
formed science clubs throughout the United States to promote and popularize science. These
science clubs and science fairs continued to grow throughout the 1950s. While science competi-
tions were developed for students at various levels in K–12 education, the competitions at the
elementary level were typically downplayed to encourage participation and develop confidence
in young students in the learning of science. The basic criteria for judging a science fair project
are creative ability, scientific thought or engineering goals, thoroughness of work, and skill and
clarity of project display (Bellipanni & Lilly, 1999).
According to Bellipanni and Lilly (1999) and McNay (1985), the purpose of science fairs
is to provide students hands-on experience in inquiry and research, specifically to identify a
problem, develop a hypothesis, design a process, collect data, interpret results, and draw conclu-
sions. Bochinski (2005) reported that science fair projects provide students hands-on experience
and knowledge in their own independent field of study of a particular topic in engineering, math-
ematics, or science. In addition, science fairs are a way for students to experience authentic
learning in the realm of science; applying science in an approach that emulates real practice by
scientists (Atkin & Black, 2003). Furthermore, “engaging with science fairs provides opportuni-
ties for students to take control of their own learning and build skill sets necessary for the 21st
century” (Intel ISEF, 2013, para. 1).
INFLUENCE OF GLOBALIZATION IN IRELAND 41
The National Science Teacher Association (NSTA) recognizes that science fairs are just
one piece of creating rich, diverse learning experiences in science education.
Student and staff participation in science competitions should be voluntary and open to
all students; emphasis should be placed on the learning experience rather than on the
competition; science competitions should supplement and enhance other educational
experiences and be closely aligned or integrated with the curriculum; the emphasis should
be on scientific process, content, and/or application; projects and presentation should be
the work of the student with proper credit to others for their contributions; and scientific
competitions should foster partnerships between students, the school and the science
community. (NSTA, 1999, Position Statements: Science Competitions, declarations
section)
In essence, science fairs should be a rewarding experience for all who are involved. The overall
aim is to provide students a range of experiences in science to develop tools to do well in and
enjoy science for the rest of their lives (NSTA, 1999).
Research shows that student participation in science fairs has several positive learning
outcomes for students, including self-directed learning, learning that is relevant to their lives,
skills development (such as research methodologies, design of experiments, data collection,
evaluation and analysis, critical thinking, problem solving, communications, innovation and
entrepreneurship), collaboration, cross-curricular and integrated approach to learning, and
engaging with global challenges (Intel ISEF, 2013). Research further demonstrates that, in many
countries, science-related extracurricular activities at school result in better student performance,
a stronger belief by students in their ability to handle science-related tasks, and greater enjoy-
ment of learning science (OECD, 2012).
INFLUENCE OF GLOBALIZATION IN IRELAND 42
When examining attitudes regarding science, research demonstrates that science compe-
titions have a positive effect. Hume (2009) designed a study that focused on authentic scientific
inquiry and teachers’ understanding of this concept. The goal of an inquiry and problem-solving
approach to science instruction is for students to become acculturated to science in a manner that
helps them to develop understanding and appreciation for authentic scientific work. Findings in
Hume’s study asserted that problem-solving approaches in science can lead to increased motiva-
tion for students to learn science, can engender attitudes and dispositions associated with auton-
omous and self-motivated learners, can promote collaborative work skills, and can improve
students’ ability to think critically and learn effectively.
Bruce and Bruce (2000) asserted that the most common reason that students become
interested in science is that they have participated in science fairs. Abernathy and Vineyard
(2001) surveyed students on the topic of science fairs and found that most students agreed that
science fairs were fun and that they had learned something new.
Research further demonstrates that science fairs have had a positive effect on both pro-
fessionals in the field of science and educators. Olson (1985) reported that adults with careers in
science stated that science fair experiences had influenced their choice of a profession in the field
of science. A study by Shaw (2008) asserted that scientists reported that encouragement from
others, excellence in teaching, and richness of science-related experiences were the most influ-
ential factors in choosing their careers. Czerniak and Lumpe (1996) asserted that many educators
agreed that science fairs were the best way to develop skills, attitudes, and knowledge that lead
to future success.
Intel ISEF is the world’s largest international pre-college science competition. It is a
program of Society for Science & the Public (SSP), which hosts science exhibitions for
INFLUENCE OF GLOBALIZATION IN IRELAND 43
approximately 1,700 high school students from more than 75 countries, regions, and territories
(SSP, 2016). An SSP-affiliated science fair is a research-based high school competition that is a
member of the Intel ISEF network. The science exhibitions exist in 46 states and the District of
Columbia, as well as in 70 countries. As a part of this network, science fairs follow basic guide-
lines for fair operations and Intel ISEF rules governing student research but are ultimately
responsible for their own management. Millions of students from around the world compete each
year in these local and regional sponsored science fairs. The winners of the local and regional
fairs go on to participate in SSP-affiliated regional and state fairs, at which the best win the
opportunity to attend Intel ISEF to have their projects judged by doctoral-level scientists, engi-
neers, and STEM field professionals (SSP, 2016). The next section discusses the broad concepts
of globalization, 21st century skills, STEM education, and science fairs within the context of
Ireland.
Ireland
Ireland is the setting of this study. This section of the literature review provides a brief
historical and political background of Ireland from prehistoric times through modern times and
the 21st century, discusses Ireland’s economy and the forces at play that make it one of the
world’s great success stories in the past two decades, examines Ireland in a globalized world,
describes Ireland’s education system, and explores the role of national science fairs, including
SciFest, in Ireland.
Historical and Political Background of Ireland
Ireland is an island located in the North Atlantic west of Great Britain, with a population
of more than 5 million (Cronin, 2001). As the 20th largest island in the world, covering 32,595
square miles, Ireland is made up of four provinces (Munster, Leinster, Cannacht, and Ulster), and
INFLUENCE OF GLOBALIZATION IN IRELAND 44
32 counties (Cronin, 2001). Politically, modern Ireland is divided into two republics: Northern
Ireland, which is part of Britain and ruled from Westminster Palace in London, and the Irish
Republic, governed by Dail Eireann, Dublin (Cronin, 2001). As historical chronology is dis-
cussed in the sections below, it is clear that Ireland has long been subject to a changing landscape
through waves of settlement over time influencing culture, politics, and religion that have con-
tributed to the Irish identity (Foster, 1989).
If globalization is the process of international integration by which worldview, products,
ideas, and other aspects of culture become more integrated (Spring, 2008), then Ireland has been
influenced by the forces of globalization as far back as prehistoric human inhabitants. Duffy
(2011) asserted that faint traces of humans date back as far as 8000 B.C., during the Mesolithic
Period (Middle Stone Age) and that inhabitants may have migrated via a land bridge connecting
Ireland and Great Britain. The Neolithic period (New Stone Age), around 3500 B.C., experi-
enced an agriculturist society of livestock breeders and crop growers. There is even evidence of
“industrial” activity in the large-scale manufacturing of stone axes (Duffy, 2011; O’Brien &
O’Brien, 1972). Ireland’s first metal workers emerged in the Bronze Age (2500-600 B.C.), uti-
lizing Ireland’s vast copper and gold deposits. It is unknown what language(s) these highly
developed cultures of the Neolithic and Bronze Ages spoke (Foster, 1989). In the latter half of
the first millennium B.C. (Iron Age), the Celts arrived in Ireland from central and western
Europe, speaking an Indo-European language that developed into Q-Celtic, an ancestor of Gaelic
language (Duffy, 2011; O’Brien & O’Brien, 1972). During this time, the monarchial system of
rule was introduced, with approximately 100 small kingdoms in five larger groupings: Ulaid
(Ulster), Midhe (Meade), Laigin (Leinster), Muma (Munster), and Connacht (Cronin, 2001).
INFLUENCE OF GLOBALIZATION IN IRELAND 45
Although it is unknown when Christianity arrived in Ireland, historians assert that it was
likely in the 4th and 5th centuries, making it the first non-Roman country to be converted to
Christianity (Duffy, 2011; Foster, 1989). The most notable missionary of Ireland was St. Patrick,
who is said to have been brought to Ireland as a slave and later returned as a bishop (Cronin,
2001; Duffy, 2011). St. Patrick is most noted for the unification of various religious orders, mon-
asteries, and churches to form the Irish Church, modeled after the Celtic power system that was
centered on local kingdoms governed by local families (Cronin, 2001).
Viking incursions lasted more than 200 years, bringing war with these Scandinavian war-
riors. The fact that Ireland had no central king was a detriment to the country (Cronin, 2001).
The Viking Ostmen (“men from the east”) made several positive contributions to Irish society
including giving Ireland its first towns, coinage, and advanced naval technology, eventually
making Dublin one of the wealthiest ports in all of western Europe (Duffy, 2011). In 1014, King
Brian Boru declared himself high king of all of Ireland, using the title “Emperor of the Irish,”
and eventually defeated the Vikings in the battle of Clontarf (Duffy, 2011).
The 11th through 13th centuries were a time of expansion in population and economy in
much of Europe, including advances in law, philosophy, and theology that eventually gave rise
to some of the first universities in the world (Duffy, 2011). During this time, the Normans
invaded (either peacefully or militaristically) much of Europe and the Middle East, including
Ireland, which led to the alignment of Ireland to the Pope as he sought greater influence and
dominance in society (Duffy, 2011; Foster, 1989).
During this period, conquerors such as the Normans and the English defeated Ireland
with relative ease. However, what changed the course of history for Ireland was not the military
success of these conquerors; rather, it was their decision to colonize (Duffy, 2011). In just a few
INFLUENCE OF GLOBALIZATION IN IRELAND 46
generations, Ireland changed dramatically with the rise of new towns and the expansion of
cultivation leading to drastic increases in both internal and foreign trade. These increases in the
13th century resulted in the largest economic boom that Ireland has ever experienced (Duffy,
2011).
Since 1066, English kings had expressed interest in dominating Ireland. However, not
until the rule of Henry VII and Henry VIII in the 16th century was Ireland propelled into disas-
trous mayhem (Duffy, 2011). During this time (Early Modern Ireland), the Tudors asserted
control of Ireland (Henry VIII proclaimed himself King of Ireland) after the English crown broke
away from the Vatican, in part due to the divorce of Henry VIII from Catherine of Aragon, an act
that led to the Protestant Reformation (Cronin, 2001). In 1613, the Catholic majority in the Irish
Parliament was overthrown and power passed to the Protestant minority. Cronin (2001) reported
that, as a result, two periods of war between the Catholics and Protestants ensued: 1641–1652
and 1689–1691. It would take more than 100 years of emancipation and repeal of restrictive laws
to allow Catholics to worship, own land, educate their children, and enter professions (Duffy,
2011). While the Irish parliament was abolished in 1801, Catholics were not granted full rights
until Catholic emancipation was attained throughout the new United Kingdom in 1829 (Cronin,
2001).
Despite religious unrest, the second half of the 18th century was a time of strong eco-
nomic growth for Ireland. However, this period came to an abrupt halt in the 1810s and 1820s,
when Ireland experienced heavy population growth (nearly 7 million), problems in the banking
sector, and a decline in the linen and agricultural industries (Duffy, 2011). The mid-19th century
brought crisis for Ireland in the form of a potato famine (1845-52) caused by a fungal disease
INFLUENCE OF GLOBALIZATION IN IRELAND 47
(Cronin, 2001; Duffy, 2011). It is estimated that 1 million died and another 1 million emigrated
from Ireland due to the threat of starvation and loss of income (Cronin, 2001).
Political and economic unrest continued throughout most of the 20th century for Ireland
due to growth in Irish nationalism in the second half of the 19th century that presented the
British government with severe difficulties (Duffy, 2011). In 1922, through the War of Inde-
pendence, Ireland eventually seceded from the United Kingdom (U.K.) to become the
independent Irish Free State. However, in 1937, six Northern counties, now known as Northern
Ireland, remained within the United Kingdom (Cronin, 2001).
The 1950s were characterized by severe economic difficulties stemming in part from a
resurgence of emigration, which came to symbolize the failure of the Irish government to care
for and provide its citizens with a basic standard of living (Duffy, 2011). The 1960s was a
decade of increasingly tense confrontation between Catholic civil rights demonstrators and
Protestant opponents, culminating in a violent uprising in 1969 known as the Northern Crisis.
Prominent players were the extreme republican organization Provisional Irish Republican Army
(IRA) and the loyalist force Ulster Defense Association (Duffy, 2011). A major breakthrough to
peace occurred in 1993 when the British government declared a cease fire and recognized the
right of the Irish to self-determination. The landmark 1998 Good Friday Peace Agreement
between parties in Northern Ireland was a negotiated peace deal addressing issues of human
rights, prisoner release, and cultural issues, resulting in the formation of the Police Service of
Northern Ireland (Duffy, 2011). The end of the 20th century in Ireland was a time of great hope,
with the Northern Ireland peace agreement and rapid economic growth of the 1990s caused by
the technology and economic boom commonly referred to as the “Celtic Tiger” (Duffy, 2011).
INFLUENCE OF GLOBALIZATION IN IRELAND 48
Ireland’s Economy
In a little over the span of one generation, Ireland rose from one of the poorest countries
in the European Union (EU) to one of the most successful economies. In this prosperous era of
the Celtic Tiger, Ireland achieved the second-highest gross domestic product (GDP) per capita
among EU nations (Dorgan, 2006). In the 1990s and 2000s, Ireland aggressively marketed its
educated workforce and favorable corporate tax rates to MNCs in technology fields. This effort
resulted in FDI and drove a booming Irish economy that came to be characterized as the “Celtic
Tiger” (Crawley & O’Sullivan, 2006). Dorgan (2006) asserted that job creation was one of the
premier successes of the Irish economy, turning around a prevalent emigration problem that had
lasted for more than a century. From 1990 through 2005, employment grew from 1.1 million to
1.9 million and from 1996 to 2005 the population increased by nearly 15%. With unemployment
at 4.4% (less than half of the average for the EU as a whole), Ireland is seen as a land of oppor-
tunity (Dorgan, 2006).
Ireland achieved its success over decades through national policy shifts and strategic
action in the economic and education sectors. While its success in the past two decades can be
attributed to various domestic and international factors, Ireland’s economic prosperity is no
accident. Decades prior to the “Celtic Tiger”, Ireland planned and implemented policies to
promote openness to global markets, strong education, and low corporate tax rates (Dorgan,
2006). One important component of Ireland’s economic success is that it became a prime
location for U.S. investment in Europe, which produced a large inflow of U.S. capital into a
country with a relatively small population of 3.7 million (Allen, 2000). U.S. manufacturing
companies, primarily in the electronics, software, pharmaceutical, and health care industries, set
up shop in Ireland at an alarming rate. In 1983, 17.5% of Ireland’s manufacturing workforce was
INFLUENCE OF GLOBALIZATION IN IRELAND 49
employed by U.S. companies, a rate that jumped to 25% by 1996 (Allen, 2000). In addition to
manufacturing, Ireland experienced strong growth in U.S. investment in services, primarily
financial and telesales (Allen, 2000). By 1997, Ireland ranked first (at 16.5%) among foreign
competitors when comparing gross product of U.S. MNCs as a percentage of the host country’s
GDP.
Although Ireland has outperformed many other industrialized economies in the late 1990s
and early 2000s, Dorgan (2006) advised that Ireland must look forward to a fast-paced ever-
changing business market. Competition from low-wage economies, such as those of Eastern
Europe, India, and China, in the early 2000s threatened Ireland’s position as a low-cost, high-
technology manufacturing base. Thus, Ireland began to focus on developing economic growth
from research, development, and innovation to assure its continued prosperity across govern-
ment, industry, and higher education sectors (Crawley & O’Sullivan, 2006).
Unfortunately for Ireland, the “Celtic Tiger” economic boom did not last. In 2008,
Ireland experienced “the Irish crisis.” Whelan (2014) asserted that, although the crisis coincided
with the international credit crunch in autumn 2008, the downturn in the Irish economy was pri-
marily a domestic crisis caused by excessive financial risks taken by institutions and individuals,
mostly related to the domestic property market. Specifically, a construction bubble had existed in
the years prior to 2008, when economic activity and tax revenue became increasingly and overly
dependent on the enlarged construction sector, causing a slump in domestic demand. The con-
tracting construction sector, coupled with a downturn in the export sector linked to the deterio-
rating international economic financial markets, ultimately meant that Ireland headed for a
prolonged recession (Whelan, 2014).
INFLUENCE OF GLOBALIZATION IN IRELAND 50
However, in recent years, Ireland has made an upturn in forecasts related to its economy
and ability to continue to attract FDI. According to Looney (2014), “Recovery has required sig-
nificant and painful adjustments to repair insolvencies in the financial and housing sectors,
restore the fiscal balance sheet and revive the country’s competitiveness in global markets”
(p. 42). Ireland’s return to economic global competitiveness came in the form of endorsements
by Forbes, which in 2013 ranked Ireland first on its list of “best countries for business”
(Badenhausen, 2013) and by the IMD World Competitivenes Yearbook, which in 2014 ranked
Ireland first in the categories of flexibility and adaptability of workforce, availability of skilled
labor, investment incentives, and attitude toward globalization (Kennedy, 2014).
A Globalized Ireland
In recent decades, Ireland has been described as a showcase of globalization in the eco-
nomic arena (Fischer, 2009). The globalization index published annually by Foreign Domestic
Policy magazine since 2001 identified Ireland as the most globalized country in the world in
three of its first five editions (Jacobson et al., 2006). Ireland’s economy is heavily dependent on
FDI (Allen, 2000). According to Lane and Ruane (2006), the sum of foreign assets liabilities
ranks near the top of international rankings at more than 1500% of GDP and Ireland’s FDI assets
amounted on average to 37.5% of GDP, with FDI liabilities at 127.8%. The U.S. is the single
most important source of FDI, followed by the U.K. U.S. companies alone employ more than
100,000 people in Ireland (IDA Ireland, 2016). The tax base of FDI contributes approximately
10% of total tax revenue to the economy of Ireland (Lane & Ruane, 2006). More than 174,000
Irish (approximately 1 of every 10 workers) are employed in foreign-owned companies in
Ireland and FDI supports an additional 122,000 jobs indirectly (IDA Ireland, 2016).
INFLUENCE OF GLOBALIZATION IN IRELAND 51
While globalization in Ireland is often thought of as the boom in economic growth in the
mid-1990s through the early 2000s (the Celtic Tiger), through policy shifts in the late 1950s,
Ireland began to strategize to derive economic benefits from globalization (Jacobson et al.,
2006). These successful shifts in policy attracted FDI, reduced unemployment, and ultimately
paved the way for entry into an Anglo-Irish Free Trade Agreement in 1966 and the European
Economic Community (EEC) in 1973 (Jacobson et al., 2006). This positioned Ireland, in the
1980s, to move away from indigenous industry toward transnational investment, which coin-
cided with the U.S. move toward transnational corporations that were seeking profitable, high-
technology locations. This initially led to national unemployment in Ireland but ultimately
started the economic boom in the 1990s (Fagan, 2002). While these shifts were good for the Irish
economy, they created tension between MNCs and indigenous companies. Over time, subsidiar-
ies of MNCs increased and employment in indigenous firms declined, which became a
continuing trend (Jacobson et al., 2006).
As the indigenous versus MNC competition example demonstrates, Ireland’s economic
successes have not come without social and political price. According to Jacobson et al. (2006),
social deficits include high levels of poverty and inequality. Furthermore, the Irish state remains
highly centralized and has largely failed to form an urgently needed local government system.
While much attention is paid to the state’s failure to address adequately these many defi-
cits, such deficits also reflect the state’s reliance on the market to resolve social problems
through giving priority in public policy to the needs of private capital (including in its
taxation and welfare system) while all the time believing it can fulfil [sic] its social
responsibilities on the cheap and without assuming long-term responsibility for those
marginalised by and from the market. (Jacobson et al., 2006, p. 39)
INFLUENCE OF GLOBALIZATION IN IRELAND 52
One challenging social problem for Ireland as a result of globalization is the rising
number of immigrants from diverse nations. Lane and Ruane (2006) stated that globalization has
resulted in approximately 25,000 people per year migrating to Ireland, and approximately 6% of
its population is made up of foreign-born nationals. Fischer (2009) reported that the number
could be as high as 10%, based on the 2006 census, and that more than 200 languages are now
spoken in Ireland. The government deliberately promoted immigration through work permits
during the early period of its economic boom, steadily increasing the number of work permits
issued to non-European Economic Area citizens from 5,750 in 1999 to 40,504 in 2002 (Mancini
& Finlay, 2008). Two challenging impacts of globalization on Irish born nationalists are that (a)
resident migrants are more educated than Irish nationals in terms of college completion rates, and
(b) migrants from the EU have higher employment and lower unemployment rates than those of
Irish-born nationals (Lane & Ruane, 2006). Furthermore, Asian and African unemployment rates
in Ireland significantly exceed those of Ireland and other EU nations (Lane & Ruane, 2006).
Prior to the 1990s, Ireland remained in large part a homogenous society, with little racial or reli-
gious diversity (Lentin & McVeigh, 2006). With globalization, Ireland has become a hub of a
migration of people from diverse, countries, cultures, and religious backgrounds.
Education has clearly been greatly influenced by the complexities of globalization in
Ireland (Fischer, 2009). Since the mid-1990s, the broad integration of the Catholic Church in the
majority of schools has been challenged by an increasingly diverse school population, both as a
result of changing views in society and increased migration marked by racial and religious
diversity (Fischer, 2009). The Irish education system remains controlled by the Catholic Church.
More than 98% of primary schools are financed by the state but owned and controlled by reli-
gious authorities (93% under the patronage of the Catholic Church and 5% under the patronage
INFLUENCE OF GLOBALIZATION IN IRELAND 53
of the Church of Ireland). According to Fischer (2009), while most people in Ireland still
describe themselves as Catholic (about 3.6 of 4.2 million), the religious make-up of the
population is now more diverse than ever with the recent arrival of immigrants. As an example,
the Muslim minority increased from 3,875 in 1991 to close to 32,000 in 2006, and has now
surpassed the 21,496-member Presbyterian community as the second main religious minority
after the Church of Ireland (Fischer, 2009).
Globalization has influenced policy in education. The role of nations has changed signifi-
cantly from controlling one’s own economy to developing and constructing an individual
platform to which MNCs are attracted to conduct business (Thurow, 2000). An important
component of this shift to attract MNCs is a nation’s ability to prepare and educate its future
workforce and modify curriculum to maximize competitiveness (O’Hagan & Newman, 2014).
One particular sector of Irish education that has undergone significant changes is technology.
“Technology education syllabi were revised to include more design activity at the senior cycle.
These changes reflect the forward thinking of policymakers in reflection of the progression from
the industrial era—to the information era—to the conceptual era” (Leahy & Phelan, 2012,
p. 375). Revisions and modifications to Irish curriculum and instruction are linked to its need to
maintain a competitive edge and to prepare students for careers in a STEM-related field.
Education in Ireland
Education in Ireland consists of three levels: first level, second level, and third level. Stu-
dents must attend school between the ages of 6 and 16 or until completion of 3 years of second-
level education (Ireland Department of Education and Skills [DES], 2004; Murray, Smith, &
Birthistle, 2003). While the Constitution of the Republic of Ireland recognizes that parents are
the primary educators of children and that home schooling is an option, the home schooling
INFLUENCE OF GLOBALIZATION IN IRELAND 54
option is rarely utilized (Murray et al., 2003). According to Murray et al. (2003), there were
approximately 870,000 students in all schools in the 1993-1994 school year, a number that grew
to 905,732 in 2001-2002 (Ireland DES, 2004).
First-level schooling begins with preschool (Murray et al., 2003). While not mandatory,
preschooling in Ireland is provided at first-level schools on or after a child’s fourth birthday (the
average starting age is 5) and is free to families (Ireland DES, 2004). The Ireland DES manages
four types of preschool programs in Ireland: junior infants, serving 4- and 5-year-olds; senior
infants, serving 5- and 6-year-olds, Early Start programs offered in disadvantages areas, and
preschools for the children of the travelling community (otherwise known as gypsies; Murray et
al., 2003). Preschooling has been a national interest in Ireland and in 2001 the Department of
Early Childhood Development and Education was formed to establish a national framework for
preschool education and to develop targeted interventions for disadvantaged students, as well as
students with special needs (Ireland DES, 2004).
According to the Ireland DES (2004), during the 2001-2002 school year, 441,065
students were served in first level. Most first-level schools in Ireland are state funded but pri-
vately owned “all through” schools, serving students from age 4 through age 12. The majority of
first-level schools are in effect denominational Catholic schools. While schools in the Republic
of Ireland were traditionally single-sex schools, new primary schools must be offered as co-
educational (Murray et al., 2003). According to the Ireland DES (2004), goals for first level
schooling are
to enable the child to live life as a child and to realise his or her potential as a unique
individual; to enable the child to develop as a social being through living and co-
INFLUENCE OF GLOBALIZATION IN IRELAND 55
operating with others and to contribute to the good of society; and to prepare the child for
a continuum of learning. (p. 9)
Upon completion of first-level schooling, students move on to second-level schools
(Ireland DES, 2004; Murray et al., 2003). The second-level sector of education is comprised of
secondary, vocational, community, and comprehensive schools, all in large part state funded
(Ireland DES, 2004). According to Murray et al. (2003), nearly 60% of secondary schools can be
described as religious, with the remaining 40% operating under a more secular management
system. In the 2001-2002 school year 340,078 pupils ages 12 through 18 were served at second
level (Ireland DES, 2004). Secondary schooling is divided into two cycles: a Junior Cycle at
lower secondary (typically 3 years) and Senior Cycle (either 2 or 3 years, depending on whether
the optional Transition Year is utilized) at upper secondary (Ireland DES, 2004). According to
the Ireland DES (2004), the Senior Cycle has undergone extensive changes in recent years, the
most significant of which is the Transition Year offered after the Junior Cycle, designed to
provide students a wide range of educational opportunities, including work experience free from
examinations. In the final 2 years of Senior Cycle, pupils enter one of three programs leading to
state examinations: traditional Leaving Certificate, Leaving Certificate Vocational Programme,
or Leaving Certificate Applied (Ireland DES, 2004).
The third level of education in Ireland is offered through colleges of education, universi-
ties, and institutes of technology. Other third-level institutes provide education and training in
specialized fields such as medicine and law (Ireland DES, 2004). As reported by the Ireland DES
(2004), the number of students participating in third-level education has dramatically increased
in the past 35 years, from 18,200 in 1965 to 120,000 in 2000. Universities in Ireland are autono-
mous, self-governing institutions that offer Bachelor, master’s and doctoral degrees in the
INFLUENCE OF GLOBALIZATION IN IRELAND 56
humanities, sciences, and medicine (Ireland DES, 2004). Institutes of technology are overseen by
the Department of Education and Science and provide training and education in the areas of
business, science, engineering, linguistics, and music (Ireland DES, 2004). The five colleges of
education offer Bachelor of Education degrees and Post Graduate Diplomas to students who are
preparing to become first-level teachers (second-level teachers typical receive a primary degree
from a university, with an additional year of training for Higher Diploma in Education; Ireland
DES, 2004).
Education has long been a national priority in Ireland, even before establishment of a
national education system in 1831. Education is now regarded as a key component in the eco-
nomic, social, and cultural development of a healthy and robust Irish society (Ireland DES,
2004). In both Ireland and the EU at large, there is a growing realization that education is a major
factor in creating an economy rooted in high skills, knowledge, and innovation, all of which are
attributes recognized as requirements for sustainable and ongoing economic prosperity (Ireland
DES, 2004). Education is also paramount to achieving an “inclusive society where all citizens
have the opportunity and the incentive to participate fully in the social and economic life of the
country” (Ireland DES, 2004, para. 7).
Currently, administration of education programs is a centralized function through the
Department of Education and Science, which is responsible for establishing school regulations,
prescribing curriculum and management, staffing, and resourcing of schools, as well as negoti-
ating teacher compensation. In addition to these roles, the Department of Education and Science
has initiated efforts to restructure programmatically by outsourcing various components such as
testing to allow the Department to focus on policy and delivering an education that will meet the
needs of the 21st century (Ireland DES, 2004). A new vision of Irish education is being devel-
INFLUENCE OF GLOBALIZATION IN IRELAND 57
oped through a wide-reaching process of public input that in turn will create a framework for
education to make important, lasting, and continuous improvement to achieve economic expan-
sion and broaden social cohesion (Ireland DES, 2004).
National Science Fairs in Ireland
There are three prominent science fairs in Ireland: BT Young Scientist and Technology
Exhibition, SciFest, and Sentinus Young Innovators (Intel ISEF, 2013). The largest science fair
in Ireland is SciFest, which as of 2013 had more than 5,300 students exhibit in the competition,
compared to 1,500 student participants in BT Young Scientist and Technology Exhibition and
2,500 exhibitors in the Sentinus Young Innovators science fair (Intel ISEF, 2013). Porter (n.d.)
reported that in 2015 SciFest participation rates dramatically increased to 7,200 student partici-
pants, with 3,060 project submissions.
SciFest is a national initiative founded by SciFest Chief Executive Officer (CEO) Sheila
Porter to promote STEM education through active, collaborative, inquiry-based learning (21st
century skills). SciFest, launched nationally in 2008, has had more than 32,000 second-level
student participants in the science exhibition (Porter, n.d.). SciFest’s mission is
to provide an inclusive and accessible platform for students in Irish schools to explore the
STEM disciplines in an investigative way and to present their findings to a wider audi-
ence, thus supporting the development of key skills, including critical thinking, problem-
solving, communication and collaboration. (SciFest, n.d.d, para. 2)
SciFest is funded through contributions of various companies and organizations. The
three primary sponsors and partners are MNCs Boston Scientific and Intel Ireland, as well as
Science Foundation Ireland Discover (SciFest, n.d.b).
INFLUENCE OF GLOBALIZATION IN IRELAND 58
The competition is open to second-level student participants and is hosted at local schools
throughout Ireland. The “Junior” age category is reserved for 1st- and 2nd-year students, “Inter-
mediate” for 3rd- and 4th-year students, and “Senior” for 5th- and 6th-year students. Students
may submit one entry per year, either as an individual or as a group (with a maximum of three
students per group and all students in attendance at the exhibition). SciFest (2016) reported that
group projects comprised 83% of all submissions.
Entries may be submitted in one of three categories: (a) Physical Sciences, including
projects in physics, chemistry, mathematics, meteorology, earth science, geophysics, space
science, astronomy, computer science, or engineering; (b) Life Sciences, including projects in
environmental science, horticulture, botany, agriculture, genetics, biotechnology, physiology,
biochemistry, microbiology, food science, sociology, or psychology; and (c) Technology,
including projects in electronics, aeronautics, communication, chemical or electrical technolo-
gies, sound, or robotics. Submissions in the Technology category must apply scientific principles
to solve a problem or improve an existing solution to a problem; they normally include a proto-
type or working model (SciFest, 2016).
SciFest is a series of 1-day science fairs for students throughout Ireland (SciFest, n.d.a)
and offers three levels of competition. The first level is SciFest@School fairs, established in
2011. At SciFest@School, schools host local SciFest competitions. During the 2014-15 school
year, 40 schools participated. SciFest (n.d.c) reported that 3,154 students presented 1,332
SciFest@School projects in 2014. It is recommended that the competitions at the local level
occur prior to early March to allow selected projects to move forward to the next level of com-
petition, SciFest@College. SciFest@College is a series of regional science fairs held at 14
Institutes of Technology and St. Mary’s College, Derry. Each student participant may submit
INFLUENCE OF GLOBALIZATION IN IRELAND 59
only one project to the SciFest@College competition; however, school sites may submit as many
projects as they wish. In 2014, 3,586 students (60% female, 40% male) presented 1,562 projects
(SciFest, n.d.a). The third level of the SciFest competition is the National Final of SciFest, which
takes place annually in October and November. It is open to winners from the SciFest@College
fairs. The overall winner of the national fair represents Ireland at the annual Intel ISEF (SciFest,
2016).
To participate in SciFest, students must develop a science project utilizing the scientific
method and submit an application. The principal and teacher must approve the project. Students
must submit to the competition project guidelines and create a Project Report Book as well as a
Visual Display (SciFest, 2016). Students present their findings at the science fair to be judged
and possibly awarded a prize (Porter, n.d.). The judges’ decisions are final in all matters relating
to prizes and judges reserve the right to change the entry classification of a project if appropriate.
SciFest is a major success story in the realm of Irish science fairs and exhibitions as evi-
dent by its growth in both student participation rates and local school participation rates (SciFest,
n.d.c). Overall, SciFest aims to achieve three major goals: (a) to encourage a love of STEM
subjects through active, collaborative, inquiry-based learning; (b) to be highly accessible to its
target audience by being locally and regionally based and by being free to enter, and (c) to create
a structure, including a diversified funding stream, to sustain ongoing expansion and develop-
ment of the project (SciFest, n.d.c).
Chapter Summary
This literature review examined research related to three broad topics: globalization, edu-
cation in the 21st century, and Ireland. These major areas were examined through the lens of four
theoretical frameworks: Friedman’s (2007) framework of globalization, Spring’s (2015) world
INFLUENCE OF GLOBALIZATION IN IRELAND 60
educational culture, Wagner’s (2008) survival skills for the 21st century, and (d) the Capraro et
al. (2013) design principles for STEM and PBL. This examination described the influence of
globalization on Ireland’s educational policy and practice to educate a workforce that meets the
needs of the 21st century. Most cited studies originated in the United States (Capraro et al., 2013;
Friedman, 2007; Spring, 2015; Wagner, 2008). Currently, little research exists in Ireland on the
influence of science fairs on 21st century pedagogy and teaching practices such as STEM PBL.
Hence, further research is needed in four main areas that are addressed in this study: (a) the
influence of globalization and the positioning of MNCs regarding 21st century skills in Ireland’s
workforce through a STEM education; (b) examination of 21st century skills as they relate to
influences of STEM and PBL in the science fair and exhibition setting; (c) the influence of par-
ticipation in Irish science competitions on STEM education in the context of students, teachers,
and school leaders in Ireland; and 4) the influence of global economic policies on teachers and
their delivery of PBL in STEM education.
This chapter presented a literature review that was organized into three key areas:
globalization, education in the 21st century, and Ireland. These major headings pertain to a
globalized Ireland’s influence on educational policy and practice to educate a workforce that
meets the ever-changing needs of the 21st century.
INFLUENCE OF GLOBALIZATION IN IRELAND 61
CHAPTER 3: METHODS
This chapter describes the research methodology used for this case study. This chapter is
divided into eight sections and provides a thorough description of (a) design overview, (b) sam-
pling (including setting and population), (c) presentation of the findings, (d) data collection
instrumentations and protocols, (e) procedures for analyzing data and limitations and
delimitations of the study, (f) assumptions of the study, (g) credibility and trustworthiness, and
(h) ethical considerations. In designing this case study, Maxwell’s (2012) interactive model of
research design was used as a guide. The five components of Maxwell’s model are (a) purpose of
the study, (b) conceptual framework, (c) validity, (d) methods, and (e) research questions.
Attempts were made to keep the research questions at the heart of the study design in
determining methodology.
Design Overview
Qualitative research allows for understanding how people interpret their experiences,
how they construct their worlds, and what meaning they attribute to their experiences (Merriam,
2009). Qualitative methods facilitate understanding of particular surroundings within which par-
ticipants act and the influence of those surroundings on the participants (Maxwell, 2012). Fur-
thermore, qualitative methods provide rich narrative in an attempt to answer the how and why--
information that is needed to address the research questions (Merriam, 2009).
There are five approaches to qualitative research design: narrative, phenomenology, eth-
nography, grounded theory, and case study (Creswell, 2014). The appropriate qualitative
approach for this research was to utilize a case study approach. Considering Maxwell’s (2012)
recommendation that research questions dictate which methods to select, a case study was
selected as the most appropriate approach because the research questions call for exploration of
INFLUENCE OF GLOBALIZATION IN IRELAND 62
an issue with clearly established boundaries and multiple sources of data (Creswell, 2014). The
case study method is the preferred strategy when asking how or why questions, with little control
over the events by the investigator studying contemporary phenomena in a real-life context (Yin,
2003).
This case study utilized three main sources of data collection: (a) surveys of teachers,
school administrators, MNC business leaders, and political leaders (educational policymakers);
(b) semistructured interviews of MNC business leaders, political leaders (educational policy-
makers), school administrators, teachers; and (c) observations in a school classroom, as well as at
a regional SciFest science competition.
The epistemological perspective of the study was interpretive because its purpose was to
describe, understand, and interpret the issue at hand using an inductive approach (Merriam,
2009). As discussed in Chapter 2, educational policies have been implemented in response to
globalization and the presence of MNCs in Ireland. However, minimal research exists on the
extent of the implementation of these policies and practices at school sites, in classrooms, and at
science fairs. An interpretative qualitative study allowed for a detailed exploration of these mani-
festations and provided in-depth, detailed, and meaning-derived information that offered policy
and decision makers nuanced information regarding program quality and implementation
(Patton, 2002). This study was part of a larger inquiry regarding the influence of globalization
and the presence of MNCs on secondary schools, science fairs, and educational leadership in
Ireland.
Research Cohort
Sixteen doctoral students from the Rossier School of Education at the University of
Southern California collaborated in a thematic dissertation group to develop a problem statement
INFLUENCE OF GLOBALIZATION IN IRELAND 63
and research questions. Each member of the cohort conducted a case study unique to a particular
secondary school(s) in Ireland. The cohort members formed in pairs for the purpose of collecting
data in Ireland. Collectively, these case studies contribute to research examining how policies
resulting from globalization, FDI, and the presence of MNCs have influenced development of
21st century skills and science fairs, such as SciFest, in Irish schools. Because of the collabora-
tive nature of this study, some sections and information presented in this dissertation are similar
to those reported by other cohort members.
Sample
The idea behind qualitative research is to purposefully select participants who will help
the researcher to understand the problem (Creswell, 2014). According to Maxwell (2012), it is
vital to select participants who can help to address research questions. In this case study, the
research questions required the insights and experiences of business leaders, political leaders
(educational policymakers), school administrators, teachers, and students in Ireland. Thus, the
research cohort traveled to Ireland for 10 days in April 2016 to gain access to identified partici-
pants. The selection of the participants was purposeful, using nonprobabilistic purposeful sam-
pling as a means to provide information relevant to the study, as recommended by Maxwell
(2013). Specifically, snowball sampling was used (Merriam, 2009) because the population for
this study expanded from initial contact with Sheila Porter, CEO and founder of SciFest, and
George Porter, Chief Financial Officer (CFO) of SciFest. Over the course of autumn, winter, and
spring 2015-2016, the research cohort initiated monthly communication with the Porters to
establish a relationship and to gain their valued knowledge and experience in an effort to guide
selection of participants in the educational, business, and governmental settings.
INFLUENCE OF GLOBALIZATION IN IRELAND 64
Setting and Population
The setting of this study was secondary schools in and around the Dublin metropolitan
area, MNCs in Ireland, and a SciFest competition in County Cork, Ireland. These natural settings
allowed the research cohort to collect data where the participants experienced the issues being
explored in this case study (Creswell, 2014).
Schools. Purposeful sampling was used to maximize learning about the influence of
globalization and MNCs on Irish schools utilizing science fairs, a form of PBL (Merriam, 2009).
Thus, rather than selecting random Irish schools, only schools that had an affiliation with SciFest
(funded in part through MNCs Boston Scientific and Intel Ireland, [SciFest, n.d.b]) were consid-
ered for participation in the study. The research cohort interviewed and surveyed students, teach-
ers, and principals at various schools located in or around Dublin. The collected data were shared
by cohort members for comparative purposes. All secondary school site names were assigned
pseudonyms to protect their identity, as were all secondary school-based staff and students.
The secondary school site for this particular study was St. Joseph’s Community School
(SJCS), located approximately 60 miles southwest of Dublin (Google, n.d.). SJCS was originally
two separate schools (an all-girls school and an all-boys school), was founded in 1824 and 1848,
respectively, and moved to its current location in 2010. Each school serves more than 800
students. One side of the campus houses the boys school and the other side houses the girls
school.
The study also took place at SciFest science competition at the Cork Institute of Technol-
ogy, where observations were conducted to capture data on the influence of globalization,
SciFest, and inquiry-based instructional strategies 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
INFLUENCE OF GLOBALIZATION IN IRELAND 65
importance in the science competition community and its prominent role in Ireland. Students,
teachers, and site administrators who have participated in SciFest were interviewed and/or
surveyed.
MNCs. During the visit to Ireland, research cohort members interviewed and surveyed
business executives affiliated with MNCs that were purposefully selected because of their activi-
ties in the STEM fields. These key participants helped the research cohort to understand the rela-
tionship between students who participate in STEM education and SciFest and the MNCs who
eventually employ Irish students.
Specifically, this research cohort interviewed and surveyed business leaders from multi-
ple MNCs in Ireland, as well as businesses tied to STEM education. Data were collected and
shared by cohort members from the following participants: Abbott Ireland: Sinead Hickey (Cor-
porate Social Responsibility Manager); Accenture: Paula Neary (Client Director); American
Chamber of Commerce Ireland: Stephen Hopkins (Communications and Programmes Coordi-
nator) and Jonathan Small (Policy Officer); Apple, Inc.: Liam Donohoe (Head of Apple Sales),
John Fitzgerald (Senior Advisor), and Bernard Corin (HR Director); Boston Scientific: Michael
Walsh (R&D Engineering), Lorraine McDonnell (Talent Acquisition), Trish Kelly (R&D
Manager), and Michael Dunning (R&D Engineer); Dell Ireland: Louis Wilkinson (Human
Resources Lead), Dave Griffin (Business Development Director), and Roisin Ni Chathasaigh
(Senior Project Manager); Future Creators: Michael Hallissy (Co-Founder); Engineers Ireland:
Diedre Kennedy (Information Technology and Services); Intel: Leonard Hobbs (Public Affairs
Director); Medtronic: Cathal McLaughlin (Director of Operations and Engineering); Microsoft:
Dr. Kevin Marshall (Education Lead); Pfizer, Inc.: Tony Daly (Head of HR); Science Foundation
Ireland: Margie McCarthy (Head of Engineering and Public Engagement); SciFEST: Sheila
INFLUENCE OF GLOBALIZATION IN IRELAND 66
Porter (CEO) and George Porter (CFO); and Smart Futures: Dr. Deirdre Cogan (Strategy and
Communications Directorate) and Stephanie O’Neill (Project Manager STEM Education).
For this study, my research partner Karen Reed and I interviewed MNCs Intel, Abbott
Ireland, and Engineers Ireland. On April 18, 2016, Karen Reed and I surveyed and interviewed
Leonard Hobbs (Public Affairs Director) from Intel Ireland. Intel is one of the world’s leaders in
silicon innovation and strives to develop “technologies, products, and initiatives with a mission
to advance how people work and live” (Intel Ireland, n.d., para. 1). Ireland has been home to
Intel’s premier manufacturing center in Europe since 1989.
Intel has invested US$7.5 billion in Ireland, turning 360 acres of the Collinstown Indus-
trial Park into the most advanced industrial campus in Europe. Over 4,000 people work at
the Leixlip, Co. Kildare campus and, in addition, there are over 200 people employed at
Intel Communications Europe, located in Shannon, Co. Clare, which is the Ireland
product-development arm of Intel’s Communications Product Group. (Intel Ireland, n.d.,
para. 2)
Sinead Hickey (Corporate Social Responsibility Manager) with Abbott Ireland was sur-
veyed and interviewed by my research partner and me on April 18, 2016. According to Abbott
Ireland (n.d.), Abbott is a health care company that creates and distributes products (diagnostics,
medical devices, nutritionals, and branded generic pharmaceuticals) for diverse healthcare needs,
from disease prevention and diagnosis to treatment and cure. Abbott employs nearly 70,000
employees globally and maintains worldwide sales of approximately $22 billion annually
(Abbott Ireland, n.d.). Abbott has been operating in Ireland since 1946 and employs nearly 3,000
people at 11 sites in Ireland. There are manufacturing facilities located in Clonmel, Cootehill,
Donegal, Longford, and Sligo, as well as commercial and support operations in Dublin.
INFLUENCE OF GLOBALIZATION IN IRELAND 67
The third organization that my research partner and I interviewed and surveyed was
Engineers Ireland. One of the data collection strategies employed in this study was snowball
sampling (Merriam, 2009). In this instance, Sinead Hickey (Corporate Social Responsibility
Manager with Abbott Ireland) suggested that we make contact with Diedre Kennedy (Infor-
mation Technology and Services) from Engineers Ireland. On April 19, 2016, we interviewed
and surveyed her. Engineers Ireland is one of the oldest and largest professional organizations in
Ireland, representing the engineering profession since 1835, with more than 23,000 members.
The mission of Engineers Ireland is to promote knowledge of engineering, engineering educa-
tion, establish and maintain standards of professional engineering, and maintain standards
of professional ethics and conduct (Engineers Ireland, n.d.).
Political leaders. Political leaders (educational policymakers) in Ireland influence the
country’s educational system and direction. To facilitate understanding of policy and its per-
ceived influence on education, the research cohort interviewed political leaders and representa-
tives from the Ireland DES to gain insight into their perspectives on current educational progress
related to preparing a future STEM-ready workforce. Political leaders who are educational poli-
cymakers were purposefully selected based on recommendations by the SciFest organizers and
local school leaders. These recommendations provided opportunities for the research cohort to
make contact with persons who were actively involved with the Irish educational system from a
political or policymaking perspective.
Specifically, the research cohort interviewed and surveyed political leaders (educational
policymakers) in Ireland. Data were collected and shared by cohort members from the following
participants: Cork Institute of Technology: Dr. Nail Smith (Head of Research), Dr. Barry
O’Connor (Registrar and Vice President for Academic Affairs), and Dr. Hugh McGlynn (Head
INFLUENCE OF GLOBALIZATION IN IRELAND 68
Schools of Science and Informatics); Department of Education and Skills: Noreen McMorrow
(Post Primary School Inspector of Science and Biology) and Sean Sherlock (Former Minister of
State); Dublin City University: Brian MacCraith (President); and Lord Mayors Criona Ni
Dhalaigh (Dublin) and Chris O’Leary (Cork).
Access and Entry
According to Bogdan and Biklen (2007), gaining access to a site is often difficult in the
absence of support from the leader. In this study, SciFest CEO Sheila Porter invited secondary
school principals in and around Dublin to volunteer as participants in this case study. Initial
communication with the school sites involved sending a letter to each principal as a vehicle to
introduce the researchers as individuals assigned to their school, briefly describe the cohort,
provide an overview of the study and research questions, and explain the voluntary nature of
their participation (Appendix A). Dates and times of surveys, interviews, and observations were
established via letter to the schools to be conducted April 20 and 21. Access to SciFest was made
possible by SciFest CEO and founder Sheila Porter and SciFest CFO George Porter. Access to
MNCs and political leaders (policymakers) was gained by personal contact by members of the
research cohort.
Data Collection Instruments and Protocols
In the design of a qualitative study, the methods to be used must be linked to the research
questions. This qualitative case study utilized the researcher as a key instrument to gather the
necessary information (Creswell, 2014). This arrangement allowed for an inductive, emergent
investigation to produce thick, rich data regarding the influence of globalization and science fairs
and competitions, such as SciFest, on schools in Ireland (Creswell, 2014). The instrumentation
INFLUENCE OF GLOBALIZATION IN IRELAND 69
and protocols employed by the cohort were five interview protocols, two observation protocols,
and four survey protocols.
All members of the research cohort worked collaboratively to create the research instru-
ment protocols. The team met approximately twice monthly from autumn 2015 through spring
2016 to develop survey, interview, and observational protocols conducive to the study. The
protocols were approved by the University of Southern California Institutional Review Board in
April 2016 (UP-IRB#:16-00179).
The observation, interview, and survey protocols contained items that assisted the
research cohort in addressing the research questions. Specifically, the instruments allowed the
team to explore and understand the influence of globalization and MNCs on educational policy
in the area of STEM education and the development of 21st century skills in Irish students.
During winter 2016, the protocols were reviewed by SciFest CEO Sheila Porter and CFO George
Porter to ensure that items were written in a manner that would be clear to study participants in
Ireland. Feedback on the protocols recommended the following modifications: (a) the term PBL
be changed to inquiry-based learning, and (b) the term 21st century skills be defined for study
participants. The protocols address how science fairs and competitions, such as SciFest, have
influenced the development of 21st century skills through use of inquiry-based experiences and
STEM-related courses. In addition, the protocols are designed to determine how students’
participation in science fairs and competitions, such as SciFest, influenced their interest in
continuing on a path of study of STEM education during Senior Cycle and/or college, as well as
pursuit of a STEM-related career. All protocol items were aligned to the study’s research
questions and theoretical frameworks.
INFLUENCE OF GLOBALIZATION IN IRELAND 70
The data from surveys, interviews, and observations were triangulated to increase the
internal validity of the study (Merriam, 2009). Utilizing multiple measures of data collection can
lead to understanding of how globalization and science and technology fairs, such as SciFest,
have influenced curriculum and instruction through integration of inquiry-based (PBL) instruc-
tional strategies in STEM-related courses.
Surveys
Surveys are self-administered questionnaires that are used to collect information to
describe, compare, or explain knowledge, feelings, values, or behavior (Fink, 2013). They are
usually completed in paper-pencil format or electronically to provide reliable and usable data
(Creswell, 2014).
The research cohort developed surveys that were distributed to school administrators and
teachers (Appendix B), political and business leaders (Appendix C), educational policymakers
(Appendix D), and students (Appendix E). 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, Don’t Know. Each survey
item targeted each participant group to enable the researchers to acquire the best possible
responses to address the research questions: 7 items for Research Question 1, 10 items for
Research Question 2, and 4 items for Research Question 3. In developing the survey questions,
the following characteristics were taken into consideration in an effort to develop clear and valid
items: Jargon was avoided, standard grammar and syntax were used, and items were kept
concrete and close to the participants’ experience (Fink, 2013).
All survey items were adjusted to be relevant to each participant group, with the excep-
tion of two initial items at the beginning of the student survey asking whether the student had
INFLUENCE OF GLOBALIZATION IN IRELAND 71
participated in a school and/or college science fair. The survey items were aligned in the follow-
ing manner. Items 1 through 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 aligned to the four frameworks identified in the following assignments:
Friedman (2007; Items 3 through 7) and Spring (2015; Items 3 through 7) concerning
globalization, Wagner (2008; Items 1 through 7) for 21st century skills, and Capraro et al. (2013;
Items 1 through 7) for STEM PBL. Survey items 8 through 17 aligned to Research Question 2,
pertaining to how science competitions, such as SciFest, have influenced development of 21st
century skills thorough use of inquiry-based instructional strategies and STEM. Each survey item
aligned to the four frameworks in the following manner: Friedman (2007; Items 12 through 13
and 16 through 17) and Spring (2015; Items 12 through 13 and 16 through 17), Wagner (2008;
Items 8 through 17) and Capraro et al. (2013; Items 8 through 17). Survey items 18 through 21
aligned with Research Question 3 and related to how students’ participation in science competi-
tions, such as SciFest, had influenced their interest in continuing their study of STEM in college
and/or a STEM-related career. Each of these items aligned to each of the four frameworks.
Alignment of the survey items to the research questions and the four frameworks is summarized
in Table 1.
The survey protocols were utilized during SciFest in Cork and at assigned school sites.
Surveys were administered via email and in person on site in schools in Ireland. Completed
surveys were distributed via hard copy and electronically and collected immediately to increase
the response rate.

INFLUENCE OF GLOBALIZATION IN IRELAND 72
Table 1

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 * * * *

Interviews
Interviews were critical for this case study because of their effectiveness in revealing
participant feelings, interpretations, beliefs, and perceptions (Merriam, 2009). Interviews are
necessary to determine feelings, perception, interpretation, unobservable behaviors, or past
events that are impossible to replicate (Merriam, 2009). Interviewing can be a valuable way of
gaining such a description of actions and events that took place in the past or for situations to
INFLUENCE OF GLOBALIZATION IN IRELAND 73
which the researcher cannot gain access. Interviewing also allows the researcher to probe with
follow-up questions if necessary (Merriam, 2009).
The interview data were collected via two methods. The first method was an audio
recording captured by an audio recording device. As recommended by Merriam (2009), this
approach ensures that everything said is captured and preserved (Merriam, 2009; Weiss, 1994).
In addition, by reviewing a recorded interview, the interviewer can improve on his/her question-
ing technique (Merriam, 2009). The audio device chosen was an iPhone because of its familiarity
to the respondents, lowering the level of anxiety of being recorded. The second method of data
collection was notetaking during the interview. The notes were intended to record important
concepts as a back-up to the recording, note specific comments during the conversation, and
demonstrate to the respondent the importance of the topics discussed (Merriam, 2009). The
interviews were then transcribed utilizing Rev.com for later use during the coding process.
The interview protocols that were collectively developed utilized a semistructured
approach. As recommended by Merriam (2009) and Patton (2002), questions were created to
guide the interview in an effort to obtain rich data to address the three research questions. The
interview protocols were designed to address the various corresponding sample populations:
political leaders and educational policymakers (Appendix F), business leaders (Appendix G),
school leaders (Appendix H), teachers (Appendix I), and students (Appendix J). In addition, the
research cohort designed the questions with the intent of minimizing the number of yes and no
questions and focused instead on developing how and why questions as a means to glean optimal
information from all respondents (Merriam, 2009; Patton, 2002).
The research cohort aligned the interview questions to the various samples (political
leaders [educational policymakers], MNC business leaders, school leaders, teachers, and
INFLUENCE OF GLOBALIZATION IN IRELAND 74
students) with the three research questions and the conceptual frameworks. The questions were
aligned in the following format: In Section I, Questions 1 through 7 aligned to Research Ques-
tion 1, which addressed the influence of globalization on educational policy, STEM, and devel-
opment of 21st century skills. In this section, the first question aligned with the framework for
21st century skills (Wagner, 2008) and the framework on STEM and inquiry-based instructional
strategies (Capraro et al., 2013). The second question in Section I aligned with the framework of
globalization (Friedman, 2007) and global uniformity of schooling’s influence on access to the
world economy (Spring, 2015). Questions 3 through 7 in Section I aligned with all four frame-
works: (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) the Capraro et al. (2013)
design principles for STEM PBL.
Section II of the interview protocols included seven questions that address Research
Question 2. All seven questions in this section focused on the influence of science competitions,
such as SciFest, on development of 21st century skills and use of inquiry-based (PBL)
instructional strategies in STEM education. The framework for 21st century skills (Wagner,
2008) and the framework on STEM and inquiry-based (PBL) instructional strategies (Capraro et
al., 2013) were useful in analyzing the data produced from these interview questions. Question 6
in Section II was based on the framework of globalization (Friedman, 2007) and was the only
item in Section II that included all four theoretical frameworks: (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) the Capraro et al. (2013) design principles for STEM
PBL.
INFLUENCE OF GLOBALIZATION IN IRELAND 75
Section III of the interview protocols 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 and were ana-
lyzed utilizing the theoretical frameworks of 21st century skills for learning (Wagner, 2008), as
well as the framework for STEM education inquiry-based (PBL) instructional strategies (Capraro
et al., 2013). Questions 2 and 3 specifically addressed the effects of science competitions on
students’ future interests in STEM in college and/or a STEM-related career. The globalization
frameworks (Friedman, 2007; Spring, 2015) were used to analyze these responses. The align-
ment of the interview questions to the research questions is presented in Table 2.
It was the goal of the research cohort to conduct interviews in a private, preferably quiet,
setting. The interviews lasted an average of 35 to 45 minutes, were recorded with an iPhone,
were transcribed utilizing the Rev App, and were used in the data analysis process (Merriam,
2009; Patton, 2002). During the interviews, participants were informed of their voluntary
participation and notified that they could stop the interview and/or recording at any time.
Observations
Observation is a data collection tool used in qualitative research to assist in addressing
research questions. Observations are used in qualitative studies to provide data that cannot be
collected through surveys or interviews, such as interactions between participants, the physical
setting, and nonverbal communications (Merriam, 2009). Observations may have greater
authenticity because they take place directly in the setting where the behavior of interest natu-
rally occurs (Merriam, 2009). Observational data represent firsthand encounters rather than
secondhand accounts. Observations are important because an outside observer may notice things
INFLUENCE OF GLOBALIZATION IN IRELAND 76
Table 2

Alignment of Interview Protocols to 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 * * * *

that have become routine to the participants, which may lead to understanding the context, as
well as things an interviewee may not mention (Merriam, 2009).
The observation protocols were designed to be flexible and accessible for efficient note
taking in the natural setting. Keeping the importance of observational data in mind, the research
cohort developed an observation protocol to be used in the classrooms setting (Appendix K) as a
means to examine instructional strategies in STEM-related classes. The cohort also collectively
developed an observation protocol that was used at the SciFest science and technology
INFLUENCE OF GLOBALIZATION IN IRELAND 77
competition at the Cork Institute of Technology (Appendix L). Since it is not practical for
researchers to capture all data via observations, it is recommended that researchers utilize a list
that supports the various elements of observation, inclusive of the physical setting, the
participants, activities and interactions, conversation, subtle factors, and the behavior of the
researcher (Merriam, 2009).
The observation protocols were developed by the research cohort to capture rich, thick,
descriptive data. 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 researchers to gather basic
information about the setting and location, recreate a representation of the location, record an
overview of lessons, and identify materials that were used. The second section charted the con-
ceptual frameworks of 21st century skills (Wagner, 2008) and STEM education and inquiry-
based strategies (Capraro et al., 2013) as a means to guide the observers to focus on 21st century
skills and inquiry-based (PBL) learning within STEM. The third section presented eight
reflective questions in the classroom observation protocol and seven questions in the SciFest
protocol that corresponded to the research questions. Each set of questions served as a guide for
the researchers to ensure that the observations captured data that were useful to address the
research questions.
The observation protocols were utilized at the various school sites for the recommended
duration of approximately 45 to 60 minutes (Bogdan & Biklen, 2007; Merriam, 2009). The
observational data were collected without the use of any recording devices, laptops, or video
recorders as a means to decrease the obtrusiveness of the observation. Without recording
devices, the observer must rely on memory and notes to recall the observation (Merriam, 2009).
The data collected in the field were then converted to field notes within 24 hours of the observa-
INFLUENCE OF GLOBALIZATION IN IRELAND 78
tions; the notes were highly descriptive and included a reflective component (Merriam, 2009).
As recommended by Merriam (2009), the field notes included verbal descriptions of the setting,
the people, and the activities, as well as observer comments and direct quotations.
Data Analysis
Collected data were examined to determine the influence of globalization and MNCs on
educational policy and curriculum and instructional practices in schools. The study also exam-
ined how science and technology competitions, such as SciFest, influence 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. The case study required detailed descriptions of settings and
individuals (Creswell, 2014). For the purposes of this study, the research cohort followed
Creswell’s (2014) model for data analysis and interpretation of qualitative research. In addition,
Creswell’s (2014) model was used to guide analysis of data gathered via surveys, interviews, and
observations. Each research cohort member used individual data gathered from the assigned
school, as well as pooled data collected from the various sample groups (political leaders, poli-
cymakers, and business leaders of MNCs).
Step 1 involved organizing and preparing the data for analysis, such as organizing the
raw survey, interview, and observational data, including field notes and audio recordings. During
this phase a file naming system was implemented that was systematic and ensured confidentiality
of participants.
Step 2 of the process involved reading through all data and rereading observation field
notes to add rich descriptions. A short reflection of each observation was recorded within 24
hours of the observation to ensure that comments or thoughts about the visit were captured for
future reference. Completing these reflective notes allowed for additional perceptions that were
INFLUENCE OF GLOBALIZATION IN IRELAND 79
important to the data analysis component of the study (Merriam, 2009). A transcription service
(Rev.com) was used to ensure accurate and timely accounts of the interviews to assist in coding.
Step 3 of the analysis involved detailed analysis through coding. Coding is the process of
organizing material into chunks or segments of text before bringing meaning to the information
(Creswell, 2014). Harding’s (2013) process for coding data was employed. The process began
with the creation of a coding book with predetermined codes, called a priori codes. Creswell’s
(2014) eight substeps designed to facilitate the coding process were employed: (a) establish what
is being read and comprehended and record ideas; (b) select one document and create essential
questions that support theory and inquiry; (c) after individually reviewing all documents, list
topics and common themes; (d) from the list created, establish codes that will identify the data;
(e) reduce the number of categories by identifying similarities in data; (f) organize the estab-
lished codes in alphabetical order; (g) perform preliminary analysis after data have been orga-
nized; and (h) recode data as necessary.
Step 4 involved utilizing the coding process to generate descriptions of the setting or
people, as well as categories or themes for analysis. The coding process involved continual
search for emerging themes that were then analyzed to make assertions rooted in data.
Step 5 involved creation of a narrative to provide an interpretation of the identified
themes. Qualitative research is designed to produce rich, thick descriptions or a detailed identifi-
cation of findings and themes and how they connect.
Step 6, 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. Throughout this entire process, it was important
to reflect continually on the research questions as a guidepost.
INFLUENCE OF GLOBALIZATION IN IRELAND 80
The study was organized in a way that facilitated collection of data by the research
cohort; thus, it was crucial for individual researchers in this thematic dissertation study to be
precise in following established protocols. As recommended by Merriam (2009), a database
system was established to serve as the hub where all cohort data were organized, edited, and
made accessible throughout the course of the study. Each researcher ensured that all data and
files were organized periodically for quality assurance. This process ensured that individual
cohort members maintained access to information relevant to address the research questions.
Limitations and Delimitations of the Study
A limitation of this small qualitative study is that it lacks generalizability. However,
generalizability is not what qualitative studies set out to achieve. Rather, the idea behind
qualitative research is to purposefully select participants or sites that will best help the researcher
to understand the problem (Creswell, 2014).
Delimitations are limitations chosen by the researcher (Simon & Goes, 2011). The study
was delimited to student participants in SciFest and teachers and schools that had hosted SciFest
competitions. The study focused on secondary school students, with no consideration for socio-
economic status, race, or other demographics. The second delimitation was the intended purpose
of the study: to understand how educational leaders, teachers, and the influence of MNC business
leaders and political leaders (educational policymakers) prepared students to be ready for STEM
careers.
Assumptions of the Study
The following assumptions were made in designing and conducting the study:
1. Globalization and MNCs in Ireland influence the educational system in Ireland.
INFLUENCE OF GLOBALIZATION IN IRELAND 81
2. Students in Ireland are being prepared with 21st century skills through the use of
inquiry-based instructional strategies such as STEM PBL and participation in science competi-
tions/exhibitions.
3. The interview, survey, and observation protocols provided the research team with
accurate, reliable, and valid information about the practices and beliefs of respondents in Ireland.
4. A mixed-methods, predominately qualitative approach, with some quantitative meth-
odology, was appropriate for this study.
5. This case study is one of 16 conducted by members of a thematic dissertation group.
Thus, this case study was subject to certain constraints set forth by the thematic group.
6. This case study was conducted in Ireland but the researchers live in the United States,
so access, time, and cultural differences were potential limitations.
Credibility and Trustworthiness
In a qualitative study, there are four critical aspects that the researcher must consider in
efforts to maintain integrity: credibility, transferability, dependability, and trustworthiness
(Lincoln & Guba, 1985). Credibility relies on the researcher to present data and findings that are
plausible, believable, and accurate. In this study, credibility was achieved through triangulation
of survey, interview, and observational data.
Triangulation uses a variety of methods and collection of information from a diverse
range of individuals and settings to reduce the risk of bias and allow assessment of conclusions
(Maxwell, 2012). Three methods of triangulation described by Merriam (2009) were used: (a)
multiple methods, (b) multiple sources of data, and (c) multiple investigators. Transferability is
the extent to which findings apply to other situations as determined through the lens of the
reader; the receiving context (Lincoln & Guba, 1985). While data were collected in a relatively
INFLUENCE OF GLOBALIZATION IN IRELAND 82
short period of time (due to a limited 10-day access to participants in Ireland), the intent was to
present thick, rich description of qualitative data. Dependability in qualitative studies relies on
consistency via trackability and logic patterns of the research design (Lincoln & Guba, 1985).
For this study, it was important to create transparency in the process of collecting data and the
reporting of findings. Confirmability, as described by Lincoln & Guba (1985), is the ability to
trace observation and interview data back to original sources. Survey, observational, and
interview protocols were developed for this study, and coded field notes provided an audit trail.
As with any research, credibility and trustworthiness were important to the findings. The
credibility and trustworthiness of the surveys, interviews, and observations were dependent on
the objectivity of the researchers. As the key instrument of the research, it was important to
refrain from imposing preconceived answers to the research questions. In the observations, it was
particularly important to note all activities in the classroom, rather than recording only what the
observer considered to be relevant to the research questions.
Ethics
In qualitative research, ethical considerations should accompany plans, thoughts, and dis-
cussions about each aspect of the study (Glesne & Peshkin, 1992). Because this is a published
study, approval by the Institutional Research Board of the university was required and obtained
(UP-IRB#16-00179). Although this was an exempt study, it was important to understand various
ethical considerations, as humans, specifically students, were involved. All cohort team members
participated in Collaborative Institutional Training Initiative (CITI) training modules. Other ethi-
cal considerations were factors in the planning and implementation of the study (Appendix M).
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 confidentiality. Informed
INFLUENCE OF GLOBALIZATION IN IRELAND 83
consent was obtained prior to implementation of surveys, interviews, and observations, as
recommended by Merriam (2009). School site permission was obtained from site principals to
conduct the study at secondary school campuses. Agreement to participate was gained from each
of the three secondary school teachers involved in this particular study after informing them that
the study was voluntary, explaining the purpose of the study, and providing assurance that
nothing in the course of the survey, observation, or interview would be shared with the school
principal or school district to be used for evaluative or employment purposes (Glesne & Peshkin,
1992). An information letter was sent to parents of participating school children describing the
children’s role in the study (Appendix N).
Chapter Summary
This chapter reviewed the research methodology used for this case study, including a
description of the design, sampling (setting and population), data collection instrumentation and
protocols, procedures for analyzing data, limitations and delimitations of the study, assumptions
of the study, credibility and trustworthiness, and ethical considerations.
INFLUENCE OF GLOBALIZATION IN IRELAND 84
CHAPTER 4: FINDINGS
This chapter presents the findings of the study and results of data analysis. The data were
collected and then processed in response to the three research questions posed in Chapter 1. The
chapter is divided into four sections: (a) restatement of the study’s purpose, (b) restatement of the
study’s research questions, (c) presentation of the findings, and (d) summary of the findings.
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 STEM careers. The four theoretical frameworks that guided this study were (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) the Capraro et al. (2013) design principles for
STEM and PBL. Each of these frameworks was significantly useful in understanding the role of
science fairs and competitions such as SciFest in Ireland.
Research Questions
Three research questions guided 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?
INFLUENCE OF GLOBALIZATION IN IRELAND 85
3. How has participation in science and technology competitions, such as SciFest, influ-
enced students’ interest and selection of STEM-related courses in Senior Cycle, as well as their
pursuit of college- and/or career-related STEM fields?
Findings: 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? This question
was explored utilizing the data collection instrumentation of surveys, observations, and inter-
views. The intent of this question was to explore how Irish educational policies and practices
have been affected by political and economic factors as influenced by the surge of FDI and
MNCs in Ireland over the past 20 years. Because Ireland is in need of producing a well-educated
future workforce to fill jobs in STEM careers that exist as a direct result of globalization, FDI,
and MNCs, Research Question 1 examined the educational policies and practices related to
advancing STEM education, as well as the development of 21st century skills (Capraro et al.,
2013; O’Hagan & Newman, 2014; Spring, 2015).
Utilizing Creswell’s (2014) model for data analysis and interpretation of qualitative
research, themes emerged related to Research Question 1 as follows: (a) STEM education and
the development of 21st century skills in Irish students are necessary, (b) globalization and
MNCs have played a critical role in influencing STEM education and development of 21st
century skills in Ireland’s education system, and (c) STEM education and development of 21st
century skills in Irish students are critical to Ireland’s economic future.
INFLUENCE OF GLOBALIZATION IN IRELAND 86
Theme 1: STEM Education and Development of 21st Century Skills in Irish Students Are
Necessary
Analysis of the triangulated survey, interview, and observation data clearly supports the
finding that STEM education and development of 21st century skills are critical for students in
Ireland. Based on the review of existing literature on the subject, Wagner (2008) asserted it is
necessary that students acquire competencies associated with 21st century skills and STEM
education. These 21st century skills include critical thinking and problem solving, collaboration
across networks and leading by influence, agility and adaptability, initiative and
entrepreneurialism, effective oral and written communication, accessing and analyzing
information, and curiosity and imagination.
Carnevale et al. (2011) described STEM competencies for STEM occupations as having
three components: knowledge, skills, and abilities. The “knowledge” associated with STEM
occupations includes production and processing, computers and electronics, engineering and
technology, design, building and construction, mechanical, mathematics, physics, chemistry, and
biology. “Skills” associated with STEM occupations include mathematics, science, critical
thinking, active learning, complex problem solving, operations analysis, technology design,
equipment selection, programming, quality control analysis, operations monitoring, operation
and control, systems analysis, and systems evaluation. “Abilities” associated with STEM occu-
pations include problem sensitivity, deductive reasoning, inductive reasoning, mathematical
reasoning, number facility, perceptual speed, and control precision (Carnevale et al., 2011).
Student findings. Student survey data indicated a necessity for developing STEM com-
petencies and 21st century skills in schools in Ireland. Eighty-four percent of student respondents
at SJCS and 85% of student respondents in other Irish schools that participated in this study
INFLUENCE OF GLOBALIZATION IN IRELAND 87
reported agreement that STEM education is important and 85% of students at SJCS and 93% of
students in Irish schools that participated in this study reported agreement that development of
21st century skills is important. Student survey data are presented in Table 3.

Table 3

Student Responses: Necessity of Science, Technology, Engineering, and Mathematics (STEM)
Education and Development of 21st Century Skills

All schools St. Joseph’s School
Survey item and response categories n % n %

STEM education is important.
Strongly Agree 464 45 24 39
Agree 416 40 28 45
Neutral 101 10 1 11
Disagree 10 1 0 0
Strongly Disagree 5 0.5 2 3
I Don’t Know 40 4 1 2

Development of 21st century skills is important.
Strongly Agree 566 55 30 48
Agree 391 38 23 37
Neutral 51 5 6 10
Disagree 4 0.4 0 0
Strongly Disagree 4 0.4 1 2
I Don’t Know 20 2 2 3

Interview data triangulated findings reported in the survey data analysis. Many students
who were interviewed at SJCS discussed the importance of STEM education (Carnevale et al.
(2011). Students in general were immediately familiar with STEM education and needed little
guidance or prompting with a definition when asked about the importance of STEM education:
STEM is shoved in our face all the time. People tell us it’s important, especially in the
growing world. They’ll be talking about how important it is to get an education in STEM,
INFLUENCE OF GLOBALIZATION IN IRELAND 88
how Ireland in particular is becoming more and more a country with lots of STEM jobs.
It’s something that teachers are emphasizing a lot these days. (SJCS student, personal
communication, April 21, 2016)
Other students who were interviewed in a group setting at SJCS agreed with this senti-
ment. In addition, upon analyzing student interviews from other participating schools in Ireland,
students shared similar views when discussing the importance of STEM education.
When asked about 21st century skills, students at SJCS needed prompting and guidance
to understand the term. As the interviewer, I shared that 21st century skills refer specifically to
communication, collaboration, critical thinking, and creativity. Students agreed that these skills
are critical in today’s classroom in Ireland. In general, students described why these four skills of
communication, collaboration, critical thinking, and creativity are important and provided exam-
ples of how they are applied in the classroom setting. Students at other participating schools
recognized the importance of 21st century skills as well:
I think it’s important because it always teaches you have to think differently in STEM.
You have to think about projects and developing what you already know and coming up
with ideas. It’s a lot more creative than normal and you have to collaborate as well, so it
incorporates a lot of the skills you need in later life. (Other participating school in Ireland
[OPSI] student, personal communication, April 20, 2016)
Observation data were utilized to triangulate findings reported in the survey and inter-
view data analysis; however, observation results were inconsistent. Four classroom observations
at SJCS conducted on April 21, 2016 were focused on STEM-related science courses. One such
science observation was in a 1st-year Junior Cycle science class. In the observation the teacher
utilized 21st century skill strategies such as collaboration, communication, critical thinking, and
INFLUENCE OF GLOBALIZATION IN IRELAND 89
creativity in the design and implementation of the science lesson on heart rate and pulse. Rather
than taking a traditional approach based on lecture and textbook reading followed by compre-
hension questions and answers, the teacher designed a lesson that included discussion and
videos, as well as collaborative work and a hands-on approach to learning about heart rate and
pulse in both resting and active states.
In another observation during the student lunch period, one teacher led a science club to
promote the love of science. The teacher explained that the purpose of this club, designed for 1st-
year Junior Cycle students, was to get students “excited about science” (SJCS teacher, personal
communication, April 21, 2016). The teacher further explained that Irish science curriculum and
instruction are still in large part traditional in nature and that this club’s goal was to create expe-
riential, hands-on learning experiences based on inquiry.
While some of the observations showed evidence of the development of 21st century
skills, others did not. Of the four classroom observations in STEM-related science courses at
SJCS, two observations were made in classrooms where 21st century skill development was
promoted and in two classrooms where a more traditional approach to science instruction was
utilized using the prescribed Irish science text book (personal observation, April 21, 2016).
Teacher findings. Teachers reported an even higher rate of agreement regarding the
importance of STEM education and 21st century skills than did students. One hundred percent of
teachers at SJCS and 98% of teachers in participating schools reported agreement that STEM
education is important. Similarly, 100% of teachers at SJCS and 98% of teachers in participating
schools reported agreement that 21st century skill development is important. Teacher survey data
are presented in Table 4.
INFLUENCE OF GLOBALIZATION IN IRELAND 90
Table 4

Teacher Responses: Necessity of Science, Technology, Engineering, and Mathematics (STEM)
Education and Development of 21st Century Skills

All schools St. Joseph’s School
Survey item and response categories n % n %

STEM education is important.
Strongly Agree 99 77 18 78
Agree 27 21 5 22
Neutral 2 2 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

Development of 21st century skills is important.
Strongly Agree 99 77 20 87
Agree 27 21 3 13
Neutral 2 2 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

Teachers at SJCS also communicated the importance of STEM and 21st century skills
when interviewed. Like students, the teachers understood STEM education but often needed
prompting when first asked about 21st century skills.
I suppose it’s extremely important and we’ve moved towards the Junior Cycle. It’s trying
to incorporate all of the team skills and there’s a new science course starting in Septem-
ber which is all about team work, collaboration, creativity, student led classes instead of
teacher led, inquiry-based learning comes into the last. I think it’s trying to prepare them
for careers where they don’t know what they’re going to face, trying to prepare them for
things in the future that haven’t even yet been thought of so like technology based careers
maybe, that’s the thing. (SJCS teacher, personal communication, April 21, 2016)
INFLUENCE OF GLOBALIZATION IN IRELAND 91
Teachers from all other participating schools communicated that they, too, felt that
STEM education and 21st century skills were critical in today’s educational environment.
Administrator findings. Administrators reported a high rate of agreement regarding
these two items: STEM education and 21st century skill development. Administrators at both
SJCS and all participating Irish schools reported agreement that STEM education is important.
All administrators at both SJCS and all participating Irish schools reported agreement that 21st
century skill development is important. Administrator survey data are presented in Table 5.

Table 5

Administrator Responses: Necessity of Science, Technology, Engineering, and Mathematics
(STEM) Education and Development of 21st Century Skills

All schools St. Joseph’s School
Survey item and response categories n % n %

STEM education is important.
Strongly Agree 16 94 3 100
Agree 1 6 0 0
Neutral 0 0 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

Development of 21st century skills is important.
Strongly Agree 14 82 2 67
Agree 3 18 1 33
Neutral 0 0 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

School administrators at SJCS agreed that STEM education and 21st century skills are
critical. This position was communicated by the principal of SJCS, who reported that she was
INFLUENCE OF GLOBALIZATION IN IRELAND 92
pleased that the DES was showing support for STEM and 21st century skills by supplying their
site with additional funds for science education (SJCS administrator, personal communication,
April 21, 2016). In addition, the deputy principal commented on how important these skills are,
especial for girls, who have traditionally not pursued STEM careers at the same rates as boys
(SJCS administrator, personal communication, April 21, 2016).
Business leader and educational policymaker findings. Business leaders and educa-
tional policymakers also reported 100% agreement that both STEM education and 21st century
skills are important. Business leader and educational policymaker survey data are presented in
Table 6.

Table 6

Business Leader and Educational Policymaker Responses: Necessity of Science, Technology,
Engineering, and Mathematics (STEM) Education and Development of 21st Century Skills

Education
Business leaders policymakers
Survey item and response categories n % n %

STEM education is important.
Strongly Agree 11 92 8 100
Agree 1 8 0 0
Neutral 0 0 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

Development of 21st century skills is important.
Strongly Agree 11 92 8 100
Agree 1 8 0 0
Neutral 0 0 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

INFLUENCE OF GLOBALIZATION IN IRELAND 93
Business leaders and educational policymakers also stressed the importance of 21st
century skills and STEM education in their interviews. According to Abbott Ireland’s Corporate
Social Responsibility Manager, Sinead Hickey (personal communication, April 18, 2016), STEM
education and 21st century skills are critical. “From Abbott’s point of view, skills development
and STEM is extremely, extremely important. I feel the majority of our skills-based volunteering
activities that we undertake right across all of our sites are STEM-focused.” Another business
leader, Intel Ireland’s Director of Public Affairs agreed, stating,
Huge importance. It’s the essence of our business, the technology business. I know
there’s numbers quoted out there for a number of jobs in the future that will be STEM-
related. I think for Europe’s in the millions. It’s a key skill to have. The ability to do
STEM is the ability to create, to innovate. It’s key for any society. Any society needs to
have a certain core heart of STEM. Not everybody has STEM, but you a certain amount
of STEM. I think it’s essential to any economy, any society of what you have, people
who are good at STEM projects. (L. Hobbs, personal communication, April 18, 2016)
Theme 2: Globalization and MNCs Have Played a Critical Role in Influencing STEM Edu-
cation and Development of 21st Century Skills in Ireland’s Education System
Analysis of the triangulated survey, interview, and observation data supports the finding
that globalization and MNCs have played a critical role in influencing STEM education and the
development of 21st century skills in Ireland’s education system. This finding is further sup-
ported by research that states that globalization and MNCs have had an indirect influence on the
Irish educational system by creating demand for a STEM-career workforce with a specific skill
set, typically referred to as 21st century skills (O’Hagan & Newman, 2014). An important com-
ponent of this shift to attract MNCs is a nation’s ability to prepare and educate a future
INFLUENCE OF GLOBALIZATION IN IRELAND 94
workforce and modify curriculum to maximize competitiveness (O’Hagan & Newman, 2014).
Schleicher (2012) explained that, as the world changes rapidly, the knowledge and skills that are
traditionally taught in school would not address the challenges of the 21st century. Rather, edu-
cation in this new era must be more creative and focused on critical approaches to thinking and
problem solving through the use of technology, communication, and collaboration. Students
must be taught to be learners rather than receptors of information, simply regurgitating memo-
rized facts.
STEM education has become increasingly important in a globalized world. Carnevale et
al. (2011) asserted that STEM occupations and education are critical for economic competitive-
ness because of direct links between innovation and economic growth. Furthermore, advances in
technology and innovation have led to an increase in the demand for workers with STEM
knowledge, skills, and abilities. In the past, STEM work was concentrated in a small group of
specialized workers with STEM competencies; in today’s world, competencies in innovation are
needed along a much broader scope of occupations, resulting in a growing demand for workers
with STEM competencies (Carnevale et al., 2011).
Student findings. Survey data indicated that globalization and MNCs have played a
critical role in influencing STEM education and the development of 21st century skills in
Ireland’s education system. Sixty-seven percent of student respondents at SJCS and 72% of
student respondents in all participating Irish schools reported that globalization played a critical
role in influencing STEM education and development of 21st century skills in Ireland’s educa-
tion system and 75% of students at SJCS and 63% of students in all participating Irish schools
reported agreement that MNCs play a critical role in influencing STEM education and the
INFLUENCE OF GLOBALIZATION IN IRELAND 95
development of 21st century skills in Ireland’s education system. Student survey data are pre-
sented in Table 7.

Table 7

Student Responses: Critical Role of Globalization and Multinational Corporations (MNCs) in
Ireland’s Education System

All schools St. Joseph’s School
Survey item and response categories n % n %

Globalization has influenced the demand
for STEM education and 21st century skills.
Strongly Agree 264 26 14 23
Agree 475 46 27 44
Neutral 161 16 9 15
Disagree 15 1 2 3
Strongly Disagree 3 0.3 1 2
I Don’t Know 110 11 9 15

MNCs have influenced the demand for
STEM education and 21st century skills.
Strongly Agree 211 21 16 26
Agree 415 42 30 49
Neutral 193 20 8 13
Disagree 24 2 0 0
Strongly Disagree 12 1 1 2
I Don’t Know 131 13 6 10

Note. STEM = science, technology, education, and mathematics.

Student interview data triangulated findings reported in the student survey data analysis.
Students who were interviewed at SJCS discussed the important role of globalization and MNCs
on the Irish education system. The students discussed how MNCs have created jobs in the STEM
fields, which in turn has created a need for more students to be educated in science, mathematics,
technology, and engineering to fill future STEM-related jobs. In addition, MNCs have supported
INFLUENCE OF GLOBALIZATION IN IRELAND 96
STEM programs in schools, as well as science competitions, as a means to generate interest in
STEM education (SJCS students, personal communication, April 21, 2016). Students from other
participating schools in Ireland agreed with students at SJCS regarding the influence of globali-
zation and MNCs on Ireland’s education. One student stated,
They often kind of implemented certain stuff onto the education system here, to improve
our science and mathematical abilities. . . . They try to encourage people to do higher-
level side of math, so that they can go into more scientific areas like Intel, or other com-
panies. (OPSI student, personal communication, April 20, 2016)
Another student from a participating school in Ireland answered,
[MNCs] have changed secondary-level education. . . . Intel sponsors Young Scientists so
I guess they support it. I’m sure that when you go to college, you need to learn more
STEM subjects if you want to go into that area. (OSPI student, personal communication,
April 20, 2016)
Observations in classrooms and SciFest demonstrate that globalization and MNCs have
somewhat influenced the educational system in Ireland through the promotion of STEM educa-
tion and development of 21st century skills. While observations showed that instructional strate-
gies for the development of 21st century skills are not consistently implemented in every class-
room in every school, some students are experiencing classroom instruction that utilizes strate-
gies to develop 21st century skills in STEM classes.
Teacher findings. Teachers reported an even higher rate of agreement that globalization
and MNCs play a critical role in influencing STEM education and the development of 21st
century skills, as compared to students. Ninety-five percent of teacher respondents at SJCS and
92% of teacher respondents in participating Irish schools reported agreement that globalization
INFLUENCE OF GLOBALIZATION IN IRELAND 97
played a critical role. Similarly, 91% of teachers at SJCS and 92% of teachers in participating
Irish schools reported agreement that MNCs played a critical role. Teacher survey data are pre-
sented in Table 8.

Table 8

Teacher Responses: Critical Role of Globalization and Multinational Corporations (MNCs) in
Ireland’s Education System

All schools St. Joseph’s School
Survey item and response categories n % n %

Globalization has influenced the demand for
STEM education and 21st century skills.
Strongly Agree 61 48 15 65
Agree 59 46 7 30
Neutral 6 5 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
Don’t Know 1 0.8 1 4

MNCs have influenced the demand for
STEM education and 21st century skills.
Strongly Agree 56 44 9 41
Agree 61 48 11 50
Neutral 8 6 1 5
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 1 1 1 5

Note. STEM = science, technology, education, and mathematics.

Like students, teachers in interviews at SJCS reported that MNCs have influenced educa-
tion in the creation of jobs in the STEM careers, have provided opportunities in STEM
education-related programs and competitions, and have indirectly influenced the number of
INFLUENCE OF GLOBALIZATION IN IRELAND 98
students who are continuing studies in STEM in higher education (SJCS teachers, personal
communication, April 21, 2016). One teacher stated,
All of [the MNC] jobs are skills jobs. I think students realize the need for higher educa-
tion. Now more than ever, we have more students going after higher education. It’s
probably a direct relationship between all the companies that have come in as well. (SJCS
teacher, personal communication, April 21, 2016)
However, another SJCS teacher cautioned that, while MNCs should look for ways to
promote the development of 21st century skills and STEM education, the education community
should not let MNCs become too powerful in dictating the direction of education in Ireland.
Observations in classrooms and SciFest demonstrated that globalization and MNCs have
somewhat influenced the educational system in Ireland through promotion of STEM education
and development of 21st century skills. While observations showed that instructional strategies
for development of 21st century skills in STEM classes are not consistently implemented in
every classroom in every school, some classroom teachers at some school sites have integrated
STEM and 21st century skills into their teaching.
Administrator findings. Administrators reported a high rate of agreement with both
statements. All administrator respondents at both SJCS and participating Irish schools reported
agreement that globalization played a critical role. All administrator respondents at SJCS and
88% at participating Irish schools reported agreement that MNCs played a critical role. Admin-
istrator survey data are presented in Table 9.
School administrators who were interviewed at SJCS agreed that globalization and
MNCs play a critical role in promoting STEM and 21st century skills in Irish schools. These data
support results collected in surveys on the same topic. One SJCS administrator reported,
INFLUENCE OF GLOBALIZATION IN IRELAND 99
Table 9

Administrator Responses: Critical Role of Globalization and Multinational Corporations
(MNCs) in Ireland’s Education System

All schools St. Joseph’s School
Survey item and response categories n % n %

Globalization has influenced the demand for
STEM education and 21st century skills.
Strongly Agree 12 71 3 100
Agree 5 29 0 0
Neutral 0 0 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

MNCs have influenced the demand for
STEM education and 21st century skills.
Strongly Agree 9 53 1 33
Agree 6 35 2 67
Neutral 2 12 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

Note. STEM = science, technology, education, and mathematics.

I think they [MNCs] should be encouraging, maybe looking at young people and encour-
aging them and directing them and informing schools and educations policy on what
exactly they need in a student coming out from primary school, from secondary school,
from her level. At the moment, there is a gap, I think, between what the company may be
looking for and maybe what we’re doing here in school or what the third-level colleges
are looking for, as well. I suppose more communication between all of the living educa-
tion system would be better and they do support it with the likes of SciFest and the
INFLUENCE OF GLOBALIZATION IN IRELAND 100
sponsored extracurricular activities, don’t they? With the BT Young Scientists and all of
that. (SJCS administrator, personal communication, April 21, 2016)
Business leader and educational policymaker findings. Business leaders and educa-
tional policymakers reported, 83% and 88% respectively, agreement or strong agreement that
globalization is critical. They further reported, at 100% and 85%, respectively, that MNCs
played a critical role. Business leader and educational policymaker survey data are presented in
Table 10.

Table 10

Business Leader and Educational Policymaker Responses: Critical Role of globalization and
Multinational Corporations (MNCs) in Ireland’s Education System

All schools St. Joseph’s School
Survey item and response categories n % n %

Globalization has influenced the demand for
STEM education and 21st century skills.
Strongly Agree 9 75 1 13
Agree 1 8 6 75
Neutral 1 8 1 13
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 1 8 0 0

MNCs have influenced the demand for
STEM education and 21st century skills.
Strongly Agree 11 92 1 14
Agree 1 8 5 71
Neutral 0 0 1 14
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

Note. STEM = science, technology, education, and mathematics.
INFLUENCE OF GLOBALIZATION IN IRELAND 101
Business leaders described a “huge” and “serious” responsibility placed on the MNCs
related to STEM education and the promotion of 21st century skills. MNC leaders reported that
they influence Irish education in three ways: promotion of science competitions, providing
resources (materials, programs, and volunteerism) for science education, and supplying jobs in
STEM careers (Business leaders, personal communication, April 18 and April 19, 2016).
Theme 3: STEM Education and Development of 21st Century Skills in Irish Students Are
Critical to Ireland’s Economic Future
Analysis of the triangulated survey and interview data supports the finding that STEM
education and development of 21st century skills in Irish students are critical to Ireland’s eco-
nomic future. This finding is further supported by research. While Friedman (2007) asserted that
the world is becoming “flatter,” it is not yet flat and the competitive advantage in the global
economy remains extraordinarily bound to human capital in STEM occupations and a workforce
with STEM competencies (Carnevale et al., 2011; Heitor, 2009). Thus, to keep a competitive
edge in the global market, nations must examine their effectiveness in attracting MNCs and pro-
ducing a natively educated and trained workforce with STEM competencies.
Student findings. Survey data from students indicated that STEM education and the
development of 21st century skills in Irish students are critical to Ireland’s economic future.
Eighty-two percent of student respondents at SJCS and 84% of students in all participating Irish
schools reported that STEM education and development of 21st century skills in Irish students
are critical to Ireland’s economic future. Student survey data are presented in Table 11.
Student interview data triangulated and supported findings reported in the survey data
analysis. Many students who were interviewed at SJCS discussed the importance of STEM
INFLUENCE OF GLOBALIZATION IN IRELAND 102
Table 11

Student Responses: Science, Technology, Engineering, and Mathematics (STEM) Education and
21st century Skills Critical to Ireland’s Economic Future

All schools St. Joseph’s School
Survey item and response categories n % n %

STEM education and 21st century skill development
are important to the economic future of Ireland.
Strongly Agree 450 44 22 35
Agree 414 40 29 47
Neutral 99 10 5 8
Disagree 10 1 0 0
Strongly Disagree 10 1 1 2
I Don’t Know 47 5 5 8

education and development 21st century skills in students as a critical component to Ireland’s
economic future.
A student at one of the participating Irish schools stated,
I think it’s very much seen as the future of our society. There will definitely be jobs in
this area. There’s definitely going to be progression and I think it’s very much seen as the
thing to be a part of, for me anyway. (OPSI student, personal communication, April 20,
2016)
Collection of classroom observation data was not a useful tool in exploring the theme that
that STEM education and development of 21st century skills are critical to Ireland’s future eco-
nomic success.
Teacher findings. Teachers reported a higher rate of agreement that STEM education
and development of 21st century skills in Irish students are critical to Ireland’s economic future,
INFLUENCE OF GLOBALIZATION IN IRELAND 103
as compared to students. All teacher respondents at SJCS and 97% of teacher respondents in
participating Irish schools reported agreement. Teacher survey data are presented in Table 12.

Table 12

Teacher Responses: Science, Technology, Engineering, and Mathematics (STEM) Education and
21st Century Skills Critical to Ireland’s Economic Future

All schools St. Joseph’s School
Survey item and response categories n % n %

STEM education and 21st century skill development
are important to the economic future of Ireland.
Strongly Agree 78 61 17 74
Agree 46 36 6 26
Neutral 3 2 0 0
Disagree 1 1 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

Teachers also reported in interviews that STEM education and development of 21st
century skills are important to Ireland’s future economy. One SJCS teacher reported,
Students are starting to realize that the more they invest in their own education in the
areas of growth. Not just thinking like . . . nurses, doctors, lawyers, but thinking outside
the box and thinking about what the growing businesses are and investing their education
in that. Our students are very aware of that. I would have 5th- and 6th-year chemistry and
the reason they’ve chosen and the reason that our numbers are growing steadily, like we
haven’t had a physics class for years, this is our first physics class in 5th year. We’re now
offering four Leaving Cert science subjects, we have two chemistry classes. (SJCS
teacher, personal communication, April 21, 2016)
INFLUENCE OF GLOBALIZATION IN IRELAND 104
Administrator findings. Administrators reported a high rate of agreement with the
statements. All administrator respondents at SJCS and 94% of administrator respondents at all
participating Irish schools reported agreement that STEM education and development of 21st
century skills in Irish students are critical to Ireland’s economic future. Administrator survey
data are presented in Table 13.

Table 13

Administrator Responses: Science, Technology, Engineering, and Mathematics (STEM) Educa-
tion and 21st Century Skills Critical to Ireland’s Economic Future

All schools St. Joseph’s School
Survey item and response categories n % n %

STEM education and 21st century skill development
are important to the economic future of Ireland.
Strongly Agree 15 88 2 67
Agree 1 6 1 33
Neutral 0 0 0 0
Disagree 0 0 0 0
Strongly Disagree 1 6 0 0
I Don’t Know 0 0 0 0

Like students and teachers, administrators from SJCS discussed the importance of STEM
education and development 21st century skills in students as a critical component in Ireland’s
economic future. One administrator, when asked about the importance of STEM education and
21st century skills to Ireland’s economy, reported,
Hugely, I suppose, important I would say, in equipping the girls with the skills they need,
I suppose, for the workforce that they are going into. I do realize there’s a shortage of
skills and qualified people for the jobs that are needed at the moment, certainly in our
INFLUENCE OF GLOBALIZATION IN IRELAND 105
country. They’re all saying that the technology jobs we are short on, people to fulfill
those jobs. I think it’s hugely important, for the girls especially, that they’re exposed to
such subjects and given the opportunities in such subjects. (SJCS administrator, personal
communication, April 21, 2016)
Business leader and educational policymaker findings. Business leaders and educa-
tional policymakers reported 100% agreement that STEM education and development of 21st
century skills in Irish students are critical to Ireland’s economic future. Business leader and edu-
cational policymaker survey data are presented in Table 14.

Table 14

Business Leader and EducationalPolicymaker Responses: Science, Technology, Engineering,
and Mathematics (STEM) Education and 21st Century Skills Critical to Ireland’s Economic
Future

All schools St. Joseph’s School
Survey item and response categories n % n %

STEM education and 21st century skill development
are important to the economic future of Ireland.
Strongly Agree 12 100 6 75
Agree 0 0 2 25
Neutral 0 0 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

Business leaders and educational policymakers agreed that STEM education and devel-
opment of 21st century skills are critical to Ireland’s success from an economic standpoint.
According to Abbott Ireland’s Corporate Social Responsibility Manager,
INFLUENCE OF GLOBALIZATION IN IRELAND 106
It’s suffice to say there’s a number of reasons why . . . there’s foreign direct investments
in Ireland. Let’s be honest, our corporate tax rate is an extremely important part of that,
and that’s no denying why companies work out of here. Also, we are the gateway to
Europe, we are an English-speaking country. We’re part of the European Union, and God
forbid, if the UK leave us, well, then we’re even a more integral part of the gateway to
Europe because you actually have to skip over the UK because they wouldn’t be part of
the European Union. (S. Hickey, personal communication, April 18, 2016)
The Head of Sales at Apple Inc. summed this question nicely:
It’s going to help us and position us. If we don’t have the talent here, then companies
won’t come here ultimately. There’ll come a point when companies will maybe look to
set up here and find that they can’t get the requisite talent, and then they’ll move else-
where type thing. You got kind of a negative economics now here. It really is making
sure that we’ve got a skilled labor force that meets the job requirements as we look
forward. (L. Donohoe, personal communication, April, 22, 2016)
Summary of Findings for Research Question 1
Survey, interview, and observation data were collected from purposefully selected school
participants at SciFest, as well as business leaders from MNCs and educational policymakers in
Ireland during April 2016. These participants helped to address Research Question 1, which
asked, How have globalization and MNCs influenced educational policy in the area of STEM
education and the development of 21st century skills? In examining the data, three themes
emerged: (a) STEM education and development of 21st century skills in Irish students are neces-
sary, (b) globalization and MNCs have played a critical role in influencing STEM education and
INFLUENCE OF GLOBALIZATION IN IRELAND 107
development of 21st century skills in Ireland’s education system, and (c) STEM education and
development of 21st century skills in Irish students are critical to Ireland’s economic future.
Findings, 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? This question was explored by collecting data via surveys, observa-
tions, and interviews. The intent of this question was to explore how, if at all, science
competitions have influenced inquiry-based instructional practices in STEM classes in Irish
schools. Because Ireland is in need of producing a well-educated future workforce to fill jobs in
the STEM careers that exist as a direct result of FDI and MNCs, there was an interest in studying
how science competitions such as SciFest help to prepare students for STEM careers. As was
explored in Research Question 1, science competitions are often sponsored by MNCs who utilize
science and technology fairs to promote interest in STEM education and STEM careers (S.
Hickey, personal communication, April 18, 2016).
Utilizing Creswell’s (2014) model for data analysis and interpretation of qualitative
research, three themes emerged related to Research Question 2: (a) science competitions have
influenced inquiry-based instruction, (b) students benefit from science fairs, and (c) science fairs
have had a positive influence on Irish education.
Theme 1: Science Competitions Have Influenced Inquiry-Based Instruction
Analysis of the triangulated survey, interview, and observation data supports the finding
that science competitions have influenced inquiry-based instruction. This finding is further sup-
ported by research. According to Bellipanni and Lilly (1999) and McNay (1985), the purpose of
science fairs is to provide students hands-on experience in inquiry and research, specifically to
INFLUENCE OF GLOBALIZATION IN IRELAND 108
identify a problem, develop a hypothesis, design a process, collect data, interpret results, and
draw conclusions. Bochinski (2005) reported that science fair projects provide students hands-on
experience and knowledge in their own independent field of study of a particular topic in engi-
neering, mathematics, or science. In addition, science fairs are a way for students to experience
authentic learning in the realm of science—applying science in an approach that emulates real
practice by scientists (Atkin & Black, 2003). “Engaging with science fairs provides opportunities
for students to take control of their own learning and build skill sets necessary for the 21st
century” (Intel ISEF, 2013, para. 1).
Research related to inquiry-based learning approaches such as STEM PBL demonstrate
that utilizing STEM PBL, defined as an ill-structured problem, “as an instructional strategy that
requires students to solve several problems which when considered in their entirety showcase
student mastery of several concepts of various STEM subjects” (Capraro et al., 2013, p. 2). The
authors suggested three steps when approaching ill-structured problems: (a) define the problem,
(b) identify the reasons for the problem, and (c) list the outcomes if the problem is solved.
Capraro et al. (2013) described a nine-step process for solving an ill-structured problem:
(a) determine the real problem, (b) state the real problem, (c) identify alternate perspectives,
(d) determine constraints, (e) gather information, (f) identify possible solutions, (g) choose the
best solution, (h) plan steps for implementing the solution, and (i) adapt the solution. Student
science fairs projects are an example of STEM PBL in that science fair projects utilize variations
of these nine steps within the scientific method.
Student findings. Student survey data indicated that science competitions have only
somewhat influenced inquiry-based instruction. Only 50% of the surveyed students at SJCS and
60% of the students in all participating Irish schools indicated that science competitions have
INFLUENCE OF GLOBALIZATION IN IRELAND 109
positively influenced inquiry-based instruction. The data further shows that 33% of SJCS
students and 30% of students from all other participating schools reported being neutral on the
topic or reported not knowing. Student survey data are presented in Table 15.

Table 15

Student Responses: Science Competitions Have Influenced Inquiry-Based Instruction

All schools St. Joseph’s School
Survey item and response categories n % n %

Science and technology fairs have positively
increased the use of inquiry-based learning
as an instructional strategy.
Strongly Agree 166 16 6 10
Agree 453 44 24 40
Neutral 173 17 14 23
Disagree 72 7 7 12
Strongly Disagree 26 3 3 5
I Don’t Know 135 13 6 10

When asked about the influence of science competitions on inquiry-based instruction,
students provided insights in the interview setting that helped to explain the survey data.
Students at SJCS consistently reported that classroom instruction in STEM classes is still mostly
traditional, lecture-based instruction. Some classes utilize a hands-on, inquiry-based instructional
approach, which students unanimously reported they preferred. However, inquiry-based instruc-
tion is not uniformly and consistently applied across the SJCS’s classroom experience. However,
students reported that science competitions are positively influencing inquiry-based instruction in
both school-based science clubs and science competition preparatory activities (SJCS students,
personal communication, April 21, 2016).
INFLUENCE OF GLOBALIZATION IN IRELAND 110
Classroom observation data, as discussed in the findings for Research Question 1, aligned
with student survey and interview data. Observations indicated that inquiry-based instruction is
inconsistently utilized in classroom instruction at SJCS. However, inquiry-based instruction is
utilized in other school-based activities such as science clubs and science fair preparatory
classes. This finding is supported by observations made at other participating schools in Ireland
that produced similar findings of inconsistent utilization of inquiry-based instruction and a domi-
nance of traditional approaches to teaching.
Teacher findings. Teacher survey data indicated that science competitions have only
somewhat influenced inquiry-based instruction. Here, similar to the survey results from students,
only 60% of teacher respondents at SJCS and 64% of teacher respondents in all participating
Irish schools indicated that science competitions had positively influenced inquiry-based instruc-
tion. Also, 30% of SJCS teachers and 32% of teachers from all other participating schools
reported either being neutral on the topic or not knowing. Teacher survey data are presented in
Table 16.

Table 16

Teacher Responses: Science Competitions Have Influenced Inquiry-Based Instruction

All schools St. Joseph’s School
Survey item and response categories n % n %

Science and technology fairs have positively
increased the use of inquiry-based learning
as an instructional strategy.
Strongly Agree 33 26 5 22
Agree 49 38 11 48
Neutral 38 30 6 26
Disagree 6 5 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 2 2 1 4

INFLUENCE OF GLOBALIZATION IN IRELAND 111
Teachers, like students, provided insight to the survey data in the interview setting.
Teachers stated that science competitions had only somewhat influenced inquiry-based instruc-
tion. Barriers cited by SJCS classroom teachers included that the national science curriculum is
still traditional and lecture based, the Leaving Certificate is the current emphasis of the educa-
tional system, and, even though a new inquiry-based science curriculum will be introduced next
year, the teacher union is opposing it and has recommended that teachers not attend training
sessions (SJCS teachers, personal communication, April 21, 2016). One teacher specifically
stated,
Our curriculum is pretty much hard and fast, it is set . . . when we’re doing a bit of inves-
tigative work, we might extend beyond just SciFest, the curriculum, could work well with
the curriculum in relation to the likes of our condition but the program is not as struc-
tured. There again, we’re going back into all the science teachers we have here are obvi-
ously going to put much, much more time into their Leaving Certs rather into an
unstructured course because we just don’t have the time. (SJCS teacher, personal com-
munication, April 21, 2016)
Conversely, another SJCS teacher stated that her classroom instruction has been influ-
enced by science competitions.
I think for me personally, hugely. Like I said, I went back to teaching. I was used to,
“Here’s the book, this is what we learned,” that’s what I did in school. That’s what I
always thought teaching practice. Whereas when I entered SciFest, I’m much more
inquiry-based in terms of the Junior Cycle course. I invest heavily in that. Now I drive
them crazy with it because they just want the answer and it takes a long time to get them
to come around. (SJCS teacher, personal communication, April 21, 2016)
INFLUENCE OF GLOBALIZATION IN IRELAND 112
Administrator findings. Administrators reported a much higher rate of agreement when
asked in the survey whether science competitions had positively influenced inquiry-based
instruction, as compared to students and teachers. All administrators at SJCS and 82% of admin-
istrators at all participating Irish schools reported either strongly agree or agree when asked
whether science competitions had positively influenced inquiry-based instruction. Administrator
survey data are presented in Table 17.

Table 17

Administrator Responses: Science Competitions Have Influenced Inquiry-Based Instruction

All schools St. Joseph’s School
Survey item and response categories n % n %

Science and technology fairs have positively
increased the use of inquiry-based learning
as an instructional strategy.
Strongly Agree 6 35 2 67
Agree 8 47 1 33
Neutral 3 18 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

Interview data from site administrators, however, did not fully align with the strong
survey results when the administrators were asked whether science competitions had positively
influenced inquiry-based instruction in schools. Like teachers, administrators reported in inter-
views barriers to full implementation of inquiry-based instruction: (a) the national science cur-
riculum is still traditional and lecture based, (b) the Leaving Certificate is the emphasis of the
educational system, and (c) even though a new inquiry-based science curriculum will be
INFLUENCE OF GLOBALIZATION IN IRELAND 113
introduced during the 2016-2017 school year, the teacher union is opposing it and has recom-
mended that teachers not attend training (SJCS administrators, personal communication, April
21, 2016). However, similar to what was reported by students, administrators described that they
have seen individual teachers (mostly those participating in science competitions such as
SciFest) shift their teaching practice to inquiry-based instruction as a result of participating in
SciFest. These interview data align with classroom observations at SJCS, as described in the
report of findings for Research Question 1.
Business leader and educational policymaker findings. Eighty-three percent of busi-
ness leaders and 88% of educational policymakers reported agreement that science competitions
have positively influenced inquiry-based instruction in schools. Business leader and educational
policymaker survey data are presented in Table 18.

Table 18

Business Leader and Educational Policymaker Responses: Science Competitions Have Influ-
enced Inquiry-Based Instruction

Education
Business leaders policymakers
Survey item and response categories n % n %

Science and technology fairs have positively
increased the use of inquiry-based learning
as an instructional strategy.
Strongly Agree 3 25 4 50
Agree 7 58 3 38
Neutral 0 0 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 1 12
I Don’t Know 2 17 0 0

INFLUENCE OF GLOBALIZATION IN IRELAND 114
Business leaders, when interviewed and asked about the influence of science competi-
tions on inquiry-based instruction in schools, reported to not know the impact of science compe-
titions on classroom instructional strategies. These data differ from the strong agreement data
found in the surveys. The Client Director from Accenture stated,
I don’t know is the answer. I gather, from what I hear, you always need . . . . It’s almost
like extracurricular, so you need a very enthusiastic teacher who’s going to take it on as
almost a hobby; they’re just passionate about it. It would be great if it was more in the
broad stream, that they would get recognized or it would be seen as part of what they do.
From my knowledge, people have to sort of almost take it on as an extracurricular, and
then it’s whether that’s encouraged or not. Obviously, he probably wouldn’t be rewarded
necessarily. As a teacher who doesn’t do anything extra . . . they all get paid the same. It
probably would be great if they could get recognition for it. That’s my understanding
now, but I don’t know enough about the education system. (P. Neary, personal communi-
cation, April 19, 2016)
The Head of Sales for Apple Inc. reported,
I don’t know. I presume, given the right publicity, I would imagine that these competi-
tions highlight emerging technologies or whatever, and as such, we are defining the cur-
riculum. It’s a question, is somebody linking that to how it actually will affect the
curriculum going forward? I don’t know if that’s happened or not, to be honest with you.
(L. Donohoe, personal communication, April 22, 2016)
Theme 2: Students Benefit From Science Fairs
Analysis of the triangulated survey, interview, and observation data supports the finding
that students benefit from science fairs. Research shows that student participation in science fairs
INFLUENCE OF GLOBALIZATION IN IRELAND 115
has several positive learning outcomes for students, including self-directed learning, learning that
is relevant to their lives, skills development (such as research methodologies, design of experi-
ments, data collection, evaluation and analysis, critical thinking, problem solving, communica-
tions, innovation, and entrepreneurship), collaboration, cross-curricular and integrated approach
to learning, and engaging with global challenges (Intel ISEF, 2013). Research supports that, in
many countries, science-related extracurricular activities at school result in better student per-
formance, a stronger belief by students in their ability to handle science-related tasks, and greater
enjoyment of learning science (OECD, 2012).
When examining attitudes regarding science, research demonstrates that science compe-
titions have a positive effect. Hume (2009) designed a study that focused on authentic scientific
inquiry and teachers’ understanding of this concept. The goal of an inquiry and problem-solving
approach to science instruction is for students to become acculturated to science in a manner that
helps them to develop understanding and appreciation for authentic scientific work. Findings in
Hume’s study indicated that problem-solving approaches in science can lead to increased moti-
vation for students to learn science, can engender attitudes and dispositions associated with
autonomous and self-motivated learners, can promote collaborative work skills, and can improve
students’ ability to think critically and learn effectively.
Bruce and Bruce (2000) asserted that the most common reason that students become
interested in science is that they have participated in science fairs. Abernathy and Vineyard
(2001) surveyed students on the topic of science fairs and found that most students agreed that
science fairs were fun and that they had learned something new.
Research further demonstrates that science fairs have had a positive effect on both pro-
fessionals in the field of science and educators. Olson (1985) reported that adults with careers in
INFLUENCE OF GLOBALIZATION IN IRELAND 116
science stated that science fair experiences had influenced their choice of a profession in the field
of science. In a study by Shaw (2008), scientists reported that encouragement from others,
excellence in teaching, and richness of science-related experiences were the most influential
factors in choosing their careers. Czerniak and Lumpe (1996) reported that many educators
agreed that science fairs were the best way to develop skills, attitudes, and knowledge that lead
to future success.
Student findings. Survey data indicated that students benefit from science fairs. Seventy-
six percent of student respondents at SJCS and 78% of student respondents in participating Irish
schools reported a belief that students benefit from science fairs. Student survey data are pre-
sented in Table 19.

Table 19

Student Responses: Students Benefit From Science Fairs

All schools St. Joseph’s School
Survey item and response categories n % n %

Students benefit from participating in
science competitions.
Strongly Agree 331 32 15 24
Agree 470 46 32 52
Neutral 139 14 7 11
Disagree 28 3 5 8
Strongly Disagree 12 1 1 2
I Don’t Know 48 5 2 3

Triangulated student interview data supported findings reported in the survey data analy-
sis. Students who were interviewed at SJCS discussed the benefits of participation in science
fairs to include working collaboratively with other students, gaining confidence in their
INFLUENCE OF GLOBALIZATION IN IRELAND 117
presentation skills, experience of doing science experiments, and developing a deeper apprecia-
tion and love of science (SFCS students, April 21, 2016). Students at SFCS added that SciFest
had benefitted them in particular because, unlike the BT Young Scientist science competition,
SciFest allows anyone to participate in the science competition. Some students stated that they
probably would not have been selected to participate in BT Young Scientists, which has a much
more competitive and exclusive selection process. Students at other participating schools in
Ireland agreed that science competitions such as SciFest have benefitted students. One student
stated,
Before, I wasn’t really interested in science at all. I would do anything but science
because I’m more into art. Once I joined this project, I was like, “Ooh, science is really
interesting!” I went to all these open days for the universities. I went to the science
buildings and was like, “Ooh, I could really like this, this is interesting, I could do this in
the future.” (OPSI student, personal correspondence, April 21, 2016)
Student observation data collected at school sites and at SciFest confirmed the benefits
that students described during interviews. One teacher at the SciFest requested that I observe and
interview one of the students she had accompanied to SciFest in Cork; a student she described as
“struggling to find his confidence and niche at school.” During the observation, I witnessed a
confident young man who presented his project with grace and clarity. It was clear that he was
proud of his accomplishments, but what struck me most was the pride in his bonds with
schoolmates that had formed as a result of his SciFest experience.
Teacher findings. Teachers reported a high rate of agreement that science competitions
such as SciFest have benefitted students. Ninety-one percent of teachers at SJCS and 94% of
INFLUENCE OF GLOBALIZATION IN IRELAND 118
teachers in all participating Irish schools reported agreement or strong agreement. Teacher
survey data are presented in Table 20.

Table 20

Teacher Responses: Students Benefit From Science Fairs

All schools St. Joseph’s School
Survey item and response categories n % n %

Students benefit from participating in
science competitions.
Strongly Agree 69 55 9 41
Agree 49 39 12 55
Neutral 7 6 1 5
Disagree 0 0 0 0
Strongly Disagree 1 1 0 0
I Don’t Know 0 0 0 0

Teachers at SJCS also reported on the benefits of science competitions such as SciFest on
students. One teacher reported,
It [SciFest] gets students passionate. And if you want more students in science and engi-
neering, you have to start at a very young age. It can’t just happen at third level. It has to
be pervasive across all the secondary school education and, if you’re successful in even
converting one of these students into thinking that this is a viable career, then that’s a
success story in itself. (SJCS teacher, personal communication, April 21, 2016)
A teacher who was accompanying eight participating students from their school to
SciFest at Cork Institute of Technology discussed the benefits of SciFest. She stated,
I think from very early on they get an introduction to different parts of science and inves-
tigation, writing up a project, taking ownership of a project very early on in their school
INFLUENCE OF GLOBALIZATION IN IRELAND 119
careers. Whereas if they weren’t involved in it, they may not see a project of this nature
until they get into maybe 5th year or the later years in school. I think that’s where they
really excel in terms of they take ownership, they analyze results. They have to use the
things that they’re learning in math and science that will apply the application to their
projects. (SciFest teacher, personal communication, April 22, 2016)
Administrator findings. Administrators, like teachers, reported a high rate of agreement
when asked in the survey whether science competitions such as SciFest had benefitted students.
All administrators at SJCS and all administrators at all participating Irish schools reported either
strongly agree or agree. Administrator survey data are presented in Table 21.

Table 21

Administrator Responses: Students Benefit From Science Fairs

All schools St. Joseph’s School
Survey item and response categories n % n %

Students benefit from participating in
science competitions.
Strongly Agree 13 76 1 33
Agree 4 24 2 67
Neutral 0 0 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

Business leader and educational policymaker findings. When questioned in a survey,
business leaders and educational policymakers reported 100% agreement that students benefit
from participating in science competitions. Business leader and educational policymaker survey
data are presented in Table 22.
INFLUENCE OF GLOBALIZATION IN IRELAND 120
Table 22
Business Leader and Educational Policymaker Responses: Students Benefit From Science Fairs

All schools St. Joseph’s School
Survey item and response categories n % n %

Students benefit from participating in
science competitions.
Strongly Agree 8 67 7 88
Agree 4 33 1 12
Neutral 0 0 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

Business leaders and educational policymakers, in their interviews, reported that students
benefit from participating in science competitions. A common subtheme that arose out of inter-
views with business leaders and educational policymakers was that science competitions such as
SciFest, if nothing more, promote science and STEM education to students across Ireland. Many
business leaders and educational policymakers spoke of the importance of the various models of
science competitions that are available to students in Ireland, citing both advantages and disad-
vantages. Specifically, it was stated that the SciFest’s model casts a wider net from a student
participation perspective and was viewed by interviewees as a model that would get more
students interested in STEM education and STEM careers. When discussing BT Young Scientist,
interviewees mentioned its prestige, high-level projects, and competitive selection process. Busi-
ness leaders and educational policymakers stressed the need for both science and technology fair
models. Another common theme reported in interviews with business leaders and educational
policymakers was the benefit of students developing an appreciation and interest in STEM
careers that could possibly drive a future workforce for the various MNCs in Ireland.
INFLUENCE OF GLOBALIZATION IN IRELAND 121
Theme 3: Science Fairs Have Had a Positive Influence on Irish Education
Analysis of the triangulated survey, interview, and observation data supports the finding
that science fairs have had a positive influence on Irish education. This finding is further sup-
ported by the literature. There are three prominent science fairs in Ireland: BT Young Scientist
and Technology Exhibition, SciFest, and Sentinus Young Innovators (Intel ISEF, 2013). The
largest science fair in Ireland is SciFest, which as of 2013 had more than 5,300 students exhibit
in the competition, compared to 1,500 student participants in BT Young Scientist and Technol-
ogy Exhibition and 2,500 exhibitors in the Sentinus Young Innovators science fair (Intel ISEF,
2013). Porter (n.d.) reported that in 2015 SciFest participation rates dramatically increased to
7,200 student participants, with 3,060 project submissions.
SciFest is a major success story in the realm of Irish science fairs and exhibitions, as evi-
dent by its growth in both student participation rates and local school participation rates (SciFest,
n.d.c). Overall, SciFest aims to achieve three major goals: (a) to encourage a love of STEM
subjects through active, collaborative, inquiry-based learning; (b) to be highly accessible to its
target audience by being locally and regionally based and by being free to enter, and (c) to create
a structure, including a diversified funding stream, to sustain ongoing expansion and develop-
ment of the project (SciFest, n.d.c).
Student findings. Student survey data indicated that science and technology fairs have
had a positive influence on Irish education. Fifty percent of student respondents at SJCS and
56% of students in participating Irish schools reported agreement that science and technology
fairs have had a positive influence on Irish education. Student survey data are presented in Table
23.
INFLUENCE OF GLOBALIZATION IN IRELAND 122
Table 23
Student Responses: Science Fairs Have Had a Positive Influence on Irish Education

All schools St. Joseph’s School
Survey item and response categories n % n %

Science and technology fairs have improved
the educational system in Ireland.
Strongly Agree 175 17 1 2
Agree 404 39 29 48
Neutral 234 23 14 23
Disagree 78 8 7 11
Strongly Disagree 20 2 3 5
I Don’t Know 117 11 7 11

One SJCS student agreed that SciFest is improving education in Ireland. “It kind of
shows more of a fun way to learn things in like it doesn’t have to be part of the curriculum as
well. You can just take your own idea and develop it” (SJCS student, personal communication,
April 21, 2016). Another student stated that SciFest is improving education in Ireland and
explained why it is better than her traditional science class in school: “The science class is not
my favorite class. I don’t mind it, but Sci-Fest is more. You do something different. It’s your
choice to do it, and it’s something that interests you” (SJCS student, personal communication,
April 21, 2016).
Classroom observation at school sites and at SciFest agreed with the survey and interview
findings that science fairs such as SciFest have had a positive influence on Irish education in that
some teachers were changing their instructional practices to include inquiry-based instruction.
Teacher findings. Teacher survey data indicated that science and technology fairs have
had a positive influence on Irish education. Seventy-eight percent of teacher respondents at SJCS
and 60% of teacher respondents in participating Irish schools reported agreement that science
INFLUENCE OF GLOBALIZATION IN IRELAND 123
and technology fairs have had a positive influence on Irish education. Teacher survey data are
presented in Table 24.

Table 24

Teacher Responses: Science fairs Have Had a Positive Influence on Irish Education

All schools St. Joseph’s School
Survey item and response categories n % n %

Science and technology fairs have improved the
educational system in Ireland.
Strongly Agree 24 19 3 14
Agree 52 41 14 64
Neutral 34 27 4 18
Disagree 11 9 0 0
Strongly Disagree 3 2 0 0
I Don’t Know 3 2 1 5

Teachers at SJCS agreed that science competitions are affecting education but only to the
degree that the effect could or should still be in question. One teacher described the science fair
influence on Irish education as follows:
I would feel science competitions operate on the periphery of what we would call science
education and we would call science education [in schools], education for exams. It is
only on the periphery of that. The students who usually do well at the science competi-
tions do well and bring their skills to bear on their own science education for exams. It
would be what students pick and bring back rather then what the education system is
learning from the science competition. (SJCS teacher, personal communication, April 21,
2016)
INFLUENCE OF GLOBALIZATION IN IRELAND 124
Administrator findings. Administrator survey data indicated that science and technol-
ogy fairs have had a positive influence on Irish education. All administrator respondents at SJCS
and 59% of administrator respondents in participating Irish schools reported agreement that
science and technology fairs have had a positive influence on Irish education. Administrator
survey data are presented in Table 25.

Table 25

Administrator Responses: Science Fairs Have Had a Positive Influence on Irish Education

All schools St. Joseph’s School
Survey item and response categories n % n %

Science and technology fairs have improved
the educational system in Ireland.
Strongly Agree 2 12 1 33
Agree 8 47 2 67
Neutral 5 29 0 0
Disagree 2 12 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

One school administrator commented that science competitions such as SciFest have had
a direct impact on the number of students enrolling in science and STEM courses. Specifically,
she stated, “[SciFest] has affected the uptake of physics, chemistry, biology, and we have intro-
duced in the last few years AG science as well increase in the numbers of students in sciences”
(SJCS administrator, personal communication, April 21, 2016).
Business leader and educational policymaker findings. When questioned via survey,
business leaders and educational policymakers reported 75% agreement that science and
INFLUENCE OF GLOBALIZATION IN IRELAND 125
technology fairs have had a positive influence on Irish education. Business leader and educa-
tional policymaker survey data are presented in Table 26.

Table 26

Business Leader and Educational Policymaker Responses: Science Fairs Have Had a Positive
Influence on Irish Education

All schools St. Joseph’s School
Survey item and response categories n % n %

Science and technology fairs have improved the
educational system in Ireland.
Strongly Agree 2 17 1 13
Agree 7 58 4 50
Neutral 2 17 2 25
Disagree 0 0 0 0
Strongly Disagree 0 0 1 13
I Don’t Know 1 8 0 0

Summary of Findings for Research Question 2
Data from surveys, interviews, and observations of purposefully selected school partici-
pants at SciFest, as well as business leaders from MNCs and educational policymakers in
Ireland, were collected in April 2016. These participants helped to address Research Question 2,
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? In examining
the data, three themes emerged: (a) Science competitions have influenced inquiry-based
instruction, (b) students benefit from science fairs, and (c) science fairs have had a positive
influence on Irish education.
INFLUENCE OF GLOBALIZATION IN IRELAND 126
Findings, Research Question 3
Research Question 3 asked, How has participation in science and technology competi-
tions, such as SciFest, influenced students’ interest and selection of STEM-related courses in
Senior Cycle, as well as their pursuit of college and/or career-related STEM fields? The question
was explored utilizing data collected via surveys, observations, and interviews. The intent of this
question was to explore how student participation in science competitions such as SciFest have
influenced students’ decisions to further study STEM education in their Senior Cycle and/or
college, as well as how that participation influenced their decision to pursue a STEM career.
Because Ireland is in need of a well-educated future workforce to fill jobs in the STEM fields
that exist as a direct result of globalization, FDI, and MNCs, Research Question 3 examines the
question of whether and how science fairs will influence creation of a future well-educated
workforce.
Utilizing Creswell’s (2014) model for data analysis and interpretation of qualitative
research, two themes emerged related to Research Question 3: (a) science fairs have positively
influenced students to pursue STEM education in future schooling and consider a STEM career,
and (b) science fairs have advanced the love of science through providing authentic learning
experiences for students.
Theme 1: Science Fairs Have Positively Influenced Students to Pursue STEM Education in
Future Schooling and to Consider a STEM Career
Analysis of the triangulated survey, interview, and observation data supports the finding
that science fairs have had a positive influence on students’ decisions to further their studies in
STEM education and/or consider a STEM career. To consider the findings of this theme related
to student interest in STEM education in the Senior Cycle and college (third level), one must
INFLUENCE OF GLOBALIZATION IN IRELAND 127
grasp how schooling in Ireland works. Secondary schooling is divided into two cycles: Junior
Cycle at lower secondary (typically 3 years) and Senior Cycle (either 2 or 3 years, depending on
whether the optional Transition Year is utilized) at upper secondary (Ireland DES, 2004).
According to the Ireland DES (2004), the Senior Cycle has undergone extensive changes in
recent years, the most significant of which is the Transition Year offered after the Junior Cycle,
designed to provide students a wide range of educational opportunities, including work experi-
ence free from examinations. In the final 2 years of Senior Cycle, pupils enter one of three
programs leading to state examinations: (a) traditional Leaving Certificate, (b) Leaving
Certificate Vocational Programme, or (c) Leaving Certificate Applied (Ireland DES, 2004).
The third level of education in Ireland is offered through colleges of education, universi-
ties, and institutes of technology. Other third-level institutes provide education and training in
specialized fields such as medicine and law (Ireland DES, 2004). As reported by the Ireland DES
(2004), the number of students participating in third-level education has dramatically increased
in the past 35 years, from 18,200 in 1965 to 120,000 in 2000. Universities in Ireland are autono-
mous, self-governing institutions that offer Bachelor, master’s, and doctoral degrees in the
humanities, sciences, and medicine (Ireland DES, 2004). Institutes of technology are overseen by
the DES and provide training and education in the areas of business, science, engineering, lin-
guistics, and music (Ireland DES, 2004).
Research demonstrates that science fairs have had a positive effect on both professionals
in the field of science and educators. Olson (1985) reported that adults with careers in science
stated that science fair experiences had influenced their choice of a profession in the field of
science. In a study by Shaw (2008), scientists reported that encouragement from others,
INFLUENCE OF GLOBALIZATION IN IRELAND 128
excellence in teaching, and richness of science-related experiences were the most influential
factors in choosing their careers.
Student findings. Survey data indicated that science competitions such as SciFest have
influenced students in their decision to continue to study STEM education in Senior Cycle. Fifty-
three percent of students at SJCS and 52% of students in other participating Irish schools
reported having an increased interest in studying STEM-related subjects in Senior Cycle. An
additional 5% at SJCS and 11% at other participating schools reported being undecided, which
means that the number of students being influenced to continue STEM education in Senior Cycle
could possibly increase. Furthermore, 45% of students at SJCS and 45% of students in other
participating Irish schools reported having an increased interest in pursuing a STEM education in
college and/or a STEM career. An additional 15% at SJCS and 14% at other participating
schools reported were undecided, which means that the number of students being influenced to
continue with STEM education at the college level and pursue STEM careers could possibly
increase. Student reports of their thoughts and feelings on this matter are more important than
opinions collected by other participant groups, such as teachers, administrators, business leaders,
and educational policymakers, as their answers to survey and interview questions on this topic
are firsthand accounts. Thus, more emphasis was placed on the analysis of student survey and
interview data than those of other participant groups. Student survey data are presented in
Table 27.
Student interview data supported student survey findings in that, while some students at
SJCS reported that their participation in SciFest had positively influenced them to continue to
study STEM education in Senior Cycle, others reported not wanting to do so or still being unde-
cided, even after their SciFest experience. When asked, “what about when you go into your
INFLUENCE OF GLOBALIZATION IN IRELAND 129
Transition Year or Senior Cycle do you think that SciFest will at all influence your decision to
study science at the next levels?” one student responded, “I was thinking of doing it anyway”
(SJCS student, personal communication, April 21, 2016). Similarly, when asked in an interview
setting whether they might pursue STEM in college or a STEM career, students gave a mixed
range of answers. While some reported having very specific ambitions in STEM fields such as
dermatology, working to find a cure for cancer, architect, accountant, health industry, and so
forth, others definitively stated “no” or “I don’t know.”

Table 27

Student Responses: Science Fairs Have Had a Positive Influence on Pursuing Science, Technol-
ogy, Engineering, and Mathematics (STEM) Education and Considering a STEM Career

All schools St. Joseph’s School
Survey item and response categories n % n %

After participating in the SciFest science and
technology fair, I have an increased interest in
studying STEM-related subjects in Senior Cycle.
Strongly Agree 187 19 8 13
Agree 325 33 25 40
Neutral 201 20 7 11
Disagree 122 12 13 21
Strongly Disagree 47 5 6 10
I Don’t Know 111 11 3 5

After participating in the SciFest science and
technology fair, I have an increased interest in
studying STEM-related field in college.
Strongly Agree 163 16 4 6
Agree 294 29 24 39
Neutral 210 21 14 23
Disagree 135 14 6 10
Strongly Disagree 57 6 5 8
I Don’t Know 138 14 9 15

INFLUENCE OF GLOBALIZATION IN IRELAND 130
Teacher findings. Teacher respondents reported a higher rate of agreement than student
respondents that science competitions such as SciFest had influenced students in their decision to
continue to study STEM education in Senior Cycle. Seventy-two percent of teachers at SJCS and
64% of teachers in participating Irish schools reported agreement that SciFest had influenced
students in their decision to continue to study STEM education in Senior Cycle. Similarly, 68%
of teachers at SJCS and 65% of teachers in participating Irish schools reported agreement that
students who participated in science and technology fairs show an increased interest in studying
STEM-related field in college and/or a STEM career. Teacher survey data are presented in
Table 28.

Table 28

Teacher Responses: Science Fairs Have Had a Positive Influence on Pursuing Science, Technol-
ogy, Engineering, and Mathematics (STEM) Education and Considering a STEM Career

All schools St. Joseph’s School
Survey item and response categories n % n %

Students who participated in science and technology
fairs show an increased interest in studying
STEM-related subjects in Senior Cycle.
Strongly Agree 32 25 6 27
Agree 50 39 10 45
Neutral 28 22 3 14
Disagree 2 2 0 0
Strongly Disagree 1 1 0 0
I Don’t Know 14 11 3 14

Students who participated in science and technology
fairs show an increased interest in studying
STEM-related field in college.
Strongly Agree 30 24 6 27
Agree 52 41 9 41
Neutral 29 23 5 23
Disagree 1 1 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 15 12 2 10

INFLUENCE OF GLOBALIZATION IN IRELAND 131
Teacher interview data were collected to triangulate teacher survey data and provide
insights that the surveys did not provide. When asked what changes teachers noticed regarding
interest in continuing with STEM education in Senior Cycle in students who had participated in
SciFest, one teacher stated,
When I first came here 6 years ago, there were four chemistry students in 5th year. That
has grown. We now have two classes of 32 in 5th year, and we have 17. That’s a huge
increase. We never had physics in the school, that just started this year with a class of 16.
15? 15 or 16. Then we never had ag [agricultural] science up until maybe 3 years ago,
and now we have a group of 20 students doing that class. (SJCS teacher, personal com-
munication, April 21, 2016)
Another teacher added,
There’s been a huge increase, and that runs alongside the appearance of SciFest. The two
happened at the same time. Now I’m not suggesting that’s the only reason in any way,
shape, or form, but there’s definitely some, I would feel that there’s been some influence.
(SJCS teacher, personal communication, April 21, 2016)
When asked what changes teachers noticed regarding interest in STEM-related fields in
students who had participated in SciFest, one teacher stated,
It’s quite an interesting question; we do notice a much bigger interest after they have
competed in the likes of the SciFest or something like that . . . teaching the likes of
physics, I would find, if we can pick the students up on simple concepts and get them
motivated from the simple concepts, then they develop and they can follow on to the
more difficult ones and then follow them on. They would then tend to follow themselves
into the likes of STEM careers. What do I mean by all of that? I’m basically a firm
INFLUENCE OF GLOBALIZATION IN IRELAND 132
believer in, if we break everything down, be it talk about the likes of cert, be it talk about
the likes of the doctor, if we can make them grasp the reality it has on their everyday life,
if we can give it to them in small little steps, what I see is they usually then follow on into
the science careers, when they can see the practical side of it rather than the dead the-
oretical side of it.
Administrator findings. Administrator respondents reported a higher rate of agreement
than student and teacher respondents that science competitions such as SciFest had influenced
students in the decision to continue to study STEM education in Senior Cycle. All administrator
respondents at SJCS and 88% of administrator respondents in all participating Irish schools
reported agreement that science competitions such as SciFest had influenced students in their
decision to continue to study STEM education in Senior Cycle. Similarly, 67% of administrators
at SJCS and 95% of administrators in all participating Irish schools reported agreement that
students who participated in science and technology fairs showed an increased interest in study-
ing STEM-related field in college and a STEM career. Administrator survey data are presented
in Table 29.
Business leader and educational policymaker findings. When questioned in a survey,
business leaders and educational policymakers reported 64% and 75% agreement, respectively,
that science competitions such as SciFest had influenced students in their decisions to continue to
study STEM education in Senior Cycle. In addition, business leaders and educational policymak-
ers reported 75% and 87% agreement, respectively, that science competitions such as SciFest
had influenced students in their decisions to pursue STEM education in college and/or a STEM
career. Business leader and educational policymaker survey data are presented in Table 30.

INFLUENCE OF GLOBALIZATION IN IRELAND 133
Table 29

Administrator Responses: Science Fairs Have Had a Positive Influence on Pursuing Science,
Technology, Engineering, and Mathematics (STEM) Education and Considering a STEM Career

All schools St. Joseph’s School
Survey item and response categories n % n %

Students who participated in science and technology
fairs show an increased interest in studying
STEM-related subjects in Senior Cycle.
Strongly Agree 9 53 2 67
Agree 6 35 1 33
Neutral 0 0 0 0
Disagree 1 6 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 1 6 0 0

Students who participated in science and technology
fairs show an increased interest in studying
STEM-related field in college.
Strongly Agree 5 29 0 0
Agree 11 65 2 67
Neutral 0 0 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 1 6 1 33

INFLUENCE OF GLOBALIZATION IN IRELAND 134
Table 30

Business Leader and Educational Policymaker Responses: Science Fairs Have Had a Positive
Influence on Pursuing Science, Technology, Engineering, and Mathematics (STEM) Education
and Considering a STEM Career

All schools St. Joseph’s School
Survey item and response categories n % n %

Students who participated in science and technology
fairs show an increased interest in studying
STEM-related subjects in Senior Cycle.
Strongly Agree 1 9 4 50
Agree 6 55 2 25
Neutral 1 9 2 25
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 3 27 0 0

Students who participated in science and technology
fairs show an increased interest in studying
STEM-related field in college.
Strongly Agree 2 17 4 50
Agree 7 58 3 37
Neutral 1 8 1 13
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 2 17 0 0

Theme 2: Science Fairs Have Advanced the Love of Science Through Providing Authentic
Learning Experiences for Students
Analysis of the triangulated survey, interview, and observation data supports the finding
that science fairs such as SciFest have advanced the love of science through providing authentic
learning experiences for students. Research shows that the purpose of science fairs is to provide
students authentic, hands-on experience in inquiry and research, specifically to identify a
INFLUENCE OF GLOBALIZATION IN IRELAND 135
problem, develop a hypothesis, design a process, collect data, interpret results, and draw conclu-
sions (Bellipanni & Lilly, 1999; McNay, 1985). Bochinski (2005) reported that science
fair projects provide students hands-on experience and knowledge in their own independent field
of study of a particular topic in engineering, mathematics, or science. Science fairs are a way for
students to experience authentic learning in the realm of science—applying science in an
approach that emulates real practice by scientists (Atkin & Black, 2003). Furthermore, “Engag-
ing with science fairs provides opportunities for students to take control of their own learning
and build skill sets necessary for the 21st century” (Intel ISEF, 2013, para. 1).
Student findings. While Research Question 2, Theme 1 discussed science fair influence
on inquiry-based instruction on classroom instruction, Question 3, Theme 2 focuses on science
fairs exposing students to authentic learning experiences directly (inquiry-based instruction being
one example of authentic learning). The survey data in Tables 15 through 18 and corresponding
interview data related to Research Question 2, Theme 1, regarding inquiry-based classroom
instruction, indicate that classroom instruction in Ireland is still dominated by traditional
methods of teaching rooted in lecture, textbooks, and tests. These findings were confirmed in
classroom observations on April 20 and 21, 2016. However, in interviews, students strongly
reported that they preferred inquiry-based instruction over traditional instruction. Specifically,
students stated that they enjoyed the problem-solving aspect of inquiry-based learning, as well as
the hands-on approach, which they reported created more meaning for them in their learning in
contrast to learning from textbooks and lectures. Students described other authentic learning
experiences that were very much tied to 21st century skills, such as working in collaborative
teams to solve a problem, which they described in interviews as similar to the real work world.
Similarly, students described learning from SciFest as “real” in the sense that they had the
INFLUENCE OF GLOBALIZATION IN IRELAND 136
opportunity to select topics that were of interest to them and that were rooted in real-world
problems.
A group of four 1st-year Junior Cycle boys who were interviewed at SJCS described a
science project that they had conducted that involved comparing helium and air in a football.
While being interviewed on the topic, all four boys became very animated and were excited to
share about the scientific process related to this experiment. This type of excitement was the
norm when asking students to describe their SciFest projects. This is the type of finding that is
unique to interviews and observations that is not revealed by survey responses.
Teacher findings. While interviewing teachers in the school setting, it was very evident
that teachers who were involved in SciFest were more likely to utilize authentic, inquiry-based
instruction in their classrooms. One teacher specifically reported that SciFest had changed her
life and explained that she now incorporates authentic learning opportunities and inquiry-based
strategies in her sciences classes whenever she can, as she is certain that students learn more
when she incorporates these teaching strategies in her classroom. One teacher described SciFest
as an opportunity for students to be exposed to authentic leaning as follows:
To allow them to leave here with the ability to think outside the box, the ability to think
outside of the course, the ability to think outside of the coursework. I think that’s where
for us SciFest is such an important big tool for us to allow students to see that that is pos-
sible, they don’t have to learn from a book. (SJCS teacher, personal communication,
April 21, 2016)
Administrator findings. Teacher viewpoints were confirmed by site administrators, who
stated that they wished that more teachers at their school taught like their colleagues involved in
INFLUENCE OF GLOBALIZATION IN IRELAND 137
SciFest. They specified that they had observed more inquiry-based instruction in classrooms of
teachers involved in SciFest (SJCS administrator, personal communication, April 21, 2016).
Summary of Findings for Research Question 3
Analysis of the triangulated survey, interview, and observation data collected from pur-
posefully selected school participants of SciFest and business leaders from MNCs and educa-
tional policymakers in Ireland during April of 2016 helped to address Research Question 3, How
has participation in science and technology competitions, such as SciFest, influenced students’
interest and selection of STEM-related courses in Senior Cycle, as well as their pursuit of col-
lege and/or career-related STEM fields? In examining the data, two themes emerged: (a) Science
fairs have positively influenced students to pursue STEM education in future schooling and to
consider a STEM career, and (b) science fairs have advanced the love of science through
providing authentic learning experiences for students.
Chapter Summary
This chapter presented the findings of this study. This chapter was divided into four
sections: (a) restatement of the study’s purpose, (b) restatement of the study’s research questions,
(c) presentation of the findings, and (d) summary of the findings. Analysis of the triangulated
survey, interview, and observation data collected from purposefully selected school participants
of SciFest and business leaders from MNCs and educational policymakers in Ireland during
April of 2016 helped to address three research questions.
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? Three themes
emerged: (a) STEM education and development of 21st century skills in Irish students are neces-
sary, (b) globalization and MNCs have played a critical role in influencing STEM education and
INFLUENCE OF GLOBALIZATION IN IRELAND 138
the development of 21st century skills in Ireland’s education system, and (c) STEM education
and development of 21st century skills in Irish students are critical to Ireland’s economic future.
These three emergent themes related to Research Question 1 align with the four theoretical
frameworks presented in this 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) the Capraro et al. (2013) design principles for STEM and PBL.
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? Three themes emerged: (a) Science competitions have influenced
inquiry-based instruction, (b) students benefit from science fairs, and (c) science fairs have had a
positive influence on Irish education. These three emergent themes related to Research Question
2 align with the body of research related to science fairs that demonstrated that student participa-
tion in science fairs has several positive learning outcomes for students (Intel ISEF, 2013). Aber-
nathy and Vineyard (2001) surveyed students on the topic of science fairs and found that most
students agreed that science fairs were fun and that they had learned something new. Research
further demonstrates that, in many countries, science-related extracurricular activities at school
result in better student performance, a stronger belief by students in their ability to handle
science-related tasks, and greater enjoyment of learning science (OECD, 2012).
Research Question 3 asked, How has participation in science and technology competi-
tions, such as SciFest, influenced students’ interest and selection of STEM-related courses in
Senior Cycle, as well as their pursuit of college and/or career-related STEM fields? Two themes
emerged: (a) Science fairs have positively influenced students to pursue STEM education in
future schooling and to consider a STEM career, and (b) science fairs have advanced the love of
INFLUENCE OF GLOBALIZATION IN IRELAND 139
science through providing authentic learning experiences for students. These emergent themes
for Research Question 3 are aligned to research that asserted that the most common reason that
students become interested in science is that they have participated in science fairs (Bruce &
Bruce, 2000). Research demonstrates that science fairs have had a positive effect on profession-
als in the field of science and educators. Olson (1985) reported that adults with careers in science
stated that science fair experiences had influenced their choice of a profession in the field of
science. Shaw (2008) reported that scientists asserted that encouragement from others, excel-
lence in teaching, and richness of science-related experiences were the most influential factors in
choosing their careers. Czerniak and Lumpe (1996) reported that many educators agreed that
science fairs were the best way to develop skills, attitudes, and knowledge that lead to future
success.
INFLUENCE OF GLOBALIZATION IN IRELAND 140
CHAPTER 5: CONCLUSION AND DISCUSSION
In recent decades, Ireland has been a major player in the globalized world economy, with
MNCs bringing growth in industry to STEM sectors (Fischer, 2009). Ireland continues to adapt
to shifting economic landscapes, rebounding after the economic loss during the Great Recession
and experiencing notable economic growth during the era of the Celtic Tiger. These economic
forces have influenced Ireland’s educational system, which is striving to develop strategies to
prepare students for the 21st century. A national emphasis on science competitions is advancing
STEM education, as well as PBL, and has the potential to assist students in developing 21st
century skills (Intel ISEF, 2013). Ireland is working to prepare a future workforce ready to
embark on STEM occupations.
This predominantly qualitative study was designed to collect data from purposefully
selected participants, including students, teachers, school administrators, business leaders, and
educational policymakers. Data were collected via surveys, interviews, and observations at
school sites in and around Dublin, SciFest in Cork, and MNC businesses and policymaker offices
throughout Ireland.
Chapter 1 presented an overview of the study, statement of the problem, purpose of the
study, research questions, significance of the study, definitions of key terms, and a description of
the organization of the dissertation. Three research questions were developed to understand the
influence of globalization, FDI, and MNCs on Ireland’s education system. The study also exam-
ined (a) the roles of STEM education and the development of 21st century skills on classroom
instruction, (b) the influence of science and technology fairs on classroom instructional strate-
gies, and (c) the influence on student interest to further study STEM education and possibly
pursue STEM careers.
INFLUENCE OF GLOBALIZATION IN IRELAND 141
Chapter 2 presented a literature review related to three broad topics: globalization, edu-
cation in the 21st century, and Ireland. These major areas were examined through the lens of four
theoretical frameworks: (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)
Capraro et al. (2013) design principles for STEM and PBL.
The literature review was organized into three key areas: globalization, education in the
21st century, and Ireland. These major headings pertained to a globalized Ireland’s influence on
educational policy and practice to educate a workforce to meet the ever-changing needs of the
21st century. The first section, regarding globalization, defined globalization, presented an his-
torical overview describing how globalization has evolved over time, provided a conceptual and
theoretical framework of globalization (Spring, 2015), and explained globalization’s influence on
the changing world of education in the 21st century. The second section, regarding education in
the 21st century, focused on various aspects of education and pedagogy in a 21st century
globalized world (Spring, 2008; Wagner, 2008). This section defined 21st century skills and
discussed the relevance of those skills in today’s world, examined STEM education and argued
the need to produce STEM competencies in students, explored the concept of PBL and its influ-
ence on STEM education (Capraro et al., 2013), and examined science fairs as a vehicle for
advancing STEM-PBL in today’s students. The third section, Ireland, focused on the setting of
this study. The section provided a brief historical and political background of Ireland; examined
the economy of Ireland, including the forces at work as a globalized economic success story;
discussed the education system in Ireland; and explored SciFest, the largest science competition
in Ireland.
INFLUENCE OF GLOBALIZATION IN IRELAND 142
Chapter 3 described the research methodology used for this case study, which included a
description of the design overview, sampling (including setting and population), data collection
instrumentation and protocols, procedures for analyzing data, limitations and delimitations of the
study, assumption of the study, credibility and trustworthiness, and ethical considerations. The
research cohort in this predominantly qualitative study acted as the primary instrument in data
collection and utilized surveys, interviews, and observations to triangulate data (Creswell, 2014).
The setting of the study was Irish schools in and around Dublin, the SciFest science fair in Cork,
and governmental agencies and businesses throughout Ireland.
Chapter 4 presented the findings of the study. This chapter was divided into four sections:
(a) restatement of the study’s purpose, (b) restatement of the study’s research questions, (c)
presentation of the findings, and (d) summary of the findings. The triangulated survey, interview,
and observation data were collected from purposefully selected school participants of SciFest
and business leaders from MNCs and educational policymakers in Ireland during April 2016.
Study participants helped to address three research questions: (a) How have globalization and
MNCs influenced educational policy in the area of STEM education and the development of 21st
century skills? (b) 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? and (c) How has participation in science and technology competitions, such as SciFest,
influenced students’ interest and selection of STEM-related courses in Senior Cycle, as well as
their pursuit of college and/or career-related STEM fields?
Chapter 5 provided a summary of Chapters 1 through 4 as well as a discussion of
implications for current practice and recommendations for future research.
INFLUENCE OF GLOBALIZATION IN IRELAND 143
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
strategies, such as PBL, by teachers in the classroom to prepare students for a 21st century
workforce in STEM careers. The four theoretical frameworks that guided this study were: (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) Capraro et al. (2013) design
principles for STEM and PBL. Each of these frameworks was significantly useful in under-
standing the role of science fairs and competitions such as SciFest in Ireland. The research
questions driving the study were as follows:
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 and selection of STEM-related courses in Senior Cycle, as well as their
pursuit of college- and/or career-related STEM fields?
Summary of Findings
Eight themes emerged related to the study’s three research questions. This section
presents a summary and discussion of the study’s findings in relation to current practice.
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? This question
INFLUENCE OF GLOBALIZATION IN IRELAND 144
was explored utilizing data collected via surveys, observations, and interviews. The intent of this
question was to explore how Irish educational policies and practices have been affected by
political and economic factors as influenced by the surge of FDI and MNCs in Ireland in the past
20 years. Because Ireland is in need of a well-educated future workforce to fill jobs in the STEM
careers that exist as a direct result of globalization, FDI, and MNCs, Research Question 1
examined the educational policies and practices related to advancing STEM education and the
development of 21st century skills. Three themes emerged.
Theme 1. STEM education and the development of 21st century skills in Irish students
are necessary. This finding was consistent with research that states that it is necessary that
students acquire competencies associated with 21st century skills and STEM education. These
21st century skills include critical thinking and problem solving, collaboration across networks
and leading by influence, agility and adaptability, initiative and entrepreneurialism, effective oral
and written communication, accessing and analyzing information, and curiosity and imagination
(Wagner, 2008). STEM competencies for STEM occupations were described by Carnevale et al.
(2011) as having three components: knowledge, skills, and abilities. The “knowledge” associated
with STEM occupations includes production and processing, computers and electronics,
engineering and technology, design, building and construction, mechanical, mathematics,
physics, chemistry, and biology. “Skills” associated with STEM occupations include
mathematics, science, critical thinking, active learning, complex problem solving, operations
analysis, technology design, equipment selection, programming, quality control analysis,
operations monitoring, operation and control, systems analysis, and systems evaluation. “Abili-
ties” associated with STEM occupations include problem sensitivity, deductive reasoning,
INFLUENCE OF GLOBALIZATION IN IRELAND 145
inductive reasoning, mathematical reasoning, number facility, perceptual speed, and control
precision (Carnevale et al., 2011).
Responses to survey items linked to Theme 1 revealed the highest level of agreement
among all stakeholder group perceptions (students, teachers, administrators, business leaders,
and educational policymakers) that STEM education and the development of 21st century skills
are critical to Ireland. Interview and observation data from the various stakeholder groups sup-
ported and triangulated findings from the survey data and reflected a strong belief that STEM
education and development of 21st century skills are critical to Ireland’s students.
Theme 2. Globalization and MNCs have played a critical role in influencing STEM
education and the development of 21st century skills in Ireland’s education system. This finding
was consistent with research that states that globalization and MNCs have had an indirect
influence on the Irish educational system by creating demand for a STEM-career workforce with
a specific skill set, typically referred to as 21st century skills (O’Hagan & Newman, 2014). An
important component of this shift to attract MNCs is a nation’s ability to prepare and educate its
future workforce and modify curriculum to maximize competitiveness (O’Hagan & Newman,
2014). In addition, STEM education has become increasingly important in a globalized world.
Carnevale et al. (2011) asserted that STEM occupations and education are critical for economic
competitiveness. In the past, work in STEM careers was concentrated in a small group of
specialized workers with STEM competencies; in today’s world, competencies in innovation are
needed along a much broader scope of occupations, resulting in a growing demand for workers
with STEM competencies.
Responses to survey items linked to Theme 2 revealed a strong level of agreement among
all stakeholder group perceptions (students, teachers, administrators, business leaders, and edu-
INFLUENCE OF GLOBALIZATION IN IRELAND 146
cational policymakers) that globalization and MNCs have played a critical role in influencing
STEM education and development of 21st century skills in Ireland’s education system. Interview
data supported survey data results; however, while teachers and administrators acknowledged the
role of MNCs (materials, STEM programs, and volunteerism), some cautioned against MNCs
having too much influence over education. Observation data from the various stakeholder groups
only somewhat supported findings from the survey data, as evident in only certain classes utiliz-
ing teaching strategies to develop 21st century skills, with many classrooms still using traditional
teaching strategies.
Theme 3. STEM education and development of 21st century skills in Irish students are
critical to Ireland’s economic future. This finding was consistent with research that states that the
world is becoming “flatter” but is not yet flat (Friedman, 2007) and that the competitive
advantage in the global economy remains extraordinarily bound to human capital in STEM
occupations and a workforce with STEM competencies (Carnevale et al., 2011; Heitor, 2009).
Thus, to keep a competitive edge in the global market, nations must examine their effectiveness
in attracting MNCs and producing a natively educated and trained workforce with STEM
competencies.
Responses to survey items linked to Theme 3 revealed a strong level of agreement among
all stakeholder group perceptions (students, teachers, administrators, business leaders, and edu-
cational policymakers) that STEM education and development of 21st century skills in Irish
students are critical to Ireland’s economic future. Interview data triangulated survey data results
that STEM education and the development of 21st century skills in Irish students are critical to
Ireland’s economic future. Observation data were not useful data in this emergent theme.
INFLUENCE OF GLOBALIZATION IN IRELAND 147
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? This question was explored utilizing data collected via surveys,
observations, and interviews. The intent of this question was to explore how, if at all, science
competitions have influenced inquiry-based instructional practices in STEM classes in Irish
schools. Because Ireland is in need of a well-educated future workforce to fill jobs in the STEM
careers that exist as a direct result of FDI and MNCs, there was an interest in studying how
science competitions such as SciFest help to prepare students for STEM careers. As was seen in
response to Research Question 1, science competitions are often sponsored by MNCs who utilize
science and technology fairs to promote interest in STEM education and STEM careers to
students. Three themes emerged.
Theme 1. Science competitions have influenced inquiry-based instruction in schools.
This finding is supported by research that states that inquiry-based learning approaches such as
STEM PBL utilize three steps: (a) define the problem, (b) identify the reasons for the problem,
and (c) list the outcomes if the problem is solved. Capraro et al. (2013) described a nine-step
process for solving an ill-structured problem: (a) determine the real problem, (b) state the real
problem, (c) identify alternate perspectives, (d) determine constraints, (e) gather information, (f)
identify possible solutions, (g) choose the best solution, (h) plan steps for implementing the
solution, and (i) adapt the solution. Student science fair projects are an example of STEM PBL in
that they utilize variations of these nine steps in the scientific method.
Responses to survey items linked to Theme 2 revealed that, while there was a mixed level
of agreement among stakeholder group perceptions (students, teachers, administrators, business
INFLUENCE OF GLOBALIZATION IN IRELAND 148
leaders, and educational policymakers) when asked whether science competitions have influ-
enced inquiry-based instruction in schools, the results were generally positive. Interview and
observation data from the various stakeholder groups supported and triangulated findings from
the survey data and showed belief that science competitions have in fact influenced inquiry-
based instruction; however, more work must be done to promote consistent and frequent inquiry-
based instruction in schools.
Theme 2. Students benefit from science fairs. Data showed that more students than ever
in Ireland are exposed to science fairs (SciFest, n.d.c). This is an important phenomenon to
consider when discussing the benefits of science fairs such as SciFest on students in Ireland.
There are three prominent science competitions in Ireland: BT Young Scientist and Technology
Exhibition, SciFest, and Sentinus Young Innovators (Intel ISEF, 2013). The largest science fair
in Ireland is SciFest, which as of 2013 had more than 5,300 students exhibit in the competition,
compared to 1,500 student participants in BT Young Scientist and Technology Exhibition and
2,500 exhibitors in the Sentinus Young Innovators science fair (Intel ISEF, 2013). Porter (n.d.)
reported that in 2015 SciFest participation rates dramatically increased to 7,200 student
participants, with 3,060 project submissions.
Responses to survey items linked to Theme 2 revealed a high level of agreement among
all stakeholder group perceptions (students, teachers, administrators, business leaders, and edu-
cational policymakers) that students benefit from science fair competitions such as SciFest. Inter-
view and observation data of the various stakeholder groups supported and triangulated findings
from the survey data and showed a strong belief that students benefit from science fair competi-
tions such as SciFest. Specifically, stakeholders identified several benefits, including working
INFLUENCE OF GLOBALIZATION IN IRELAND 149
collaboratively with other students, gaining confidence in presentation skills, gaining the experi-
ence of doing science experiments, and developing a deeper appreciation and love of science.
Theme 3. Science fairs have had a positive influence on Irish education. This finding is
supported by research that demonstrated that student participation in science fairs had several
positive learning outcomes for students (Intel ISEF, 2013). Abernathy and Vineyard (2001)
surveyed students on the topic of science fairs and found that most students agreed that science
fairs were fun and that they had learned something new. Research also demonstrates that, in
many countries, science-related extracurricular activities at school result in better student
performance, a stronger belief by students in their ability to handle science-related tasks, and
greater enjoyment of learning science (OECD, 2012).
Responses to survey items linked to Theme 2 revealed that, while there was mixed level
of agreement among stakeholder group perceptions (students, teachers, administrators, business
leaders, and educational policymakers) when asked whether science fairs have had a positive
influence on Irish education, the results were generally positive. Interview and observation data
from the various stakeholder groups supported and triangulated findings from the survey data
and showed belief by participants that science competitions have in fact had a positive influence
on Irish education. Students discussed ownership of learning and teachers and administrators
described a direct impact on the number of students enrolling in science and STEM courses.
Research Question 3
Research Question 3 asked, How has participation in science and technology competi-
tions, such as SciFest, influenced students’ interest 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 explored utilizing the data collected via surveys, observations, and interviews. The
INFLUENCE OF GLOBALIZATION IN IRELAND 150
intent of this question was to explore how student participation in science competitions such as
SciFest had influenced their decisions to further study STEM education in their Senior Cycle
and/or college or influenced their decisions to pursue a STEM career. Because Ireland is in need
of a well-educated future workforce to fill jobs in the STEM fields that exist as a direct result of
globalization, FDI, and MNCs, Research Question 3 examined whether science fairs will influ-
ence the creation of a future well-educated workforce. Two themes emerged.
Theme 1. Science fairs have had a positive influence on student decisions to further their
studies in STEM education and/or consider a STEM career. Secondary schooling is divided into
two cycles: a Junior Cycle at lower secondary (typically 3 years) and Senior Cycle (either 2 or 3
years, depending on whether the optional Transition Year is utilized) at upper secondary (Ireland
DES, 2004). According to the Ireland DES (2004) the Senior Cycle has undergone extensive
changes in recent years, the most significant of which is the Transition Year offered after the
Junior Cycle, designed to provide students a wide range of educational opportunities, including
work experience free from examinations. In the final 2 years of Senior Cycle, students enter one
of three programs leading to state examinations: traditional Leaving Certificate, Leaving
Certificate Vocational Programme, or Leaving Certificate Applied (Ireland DES, 2004). The
third level of education in Ireland is offered through colleges of education, universities, and
institutes of technology. Other third-level institutes provide education and training in specialized
fields such as medicine and law (Ireland DES, 2004). As reported by the Ireland DES (2004), the
number of students participating in third-level education has dramatically increased in the past
35 years, from 18,200 in 1965 to 120,000 in 2000.
Responses to survey items linked to Theme 1 revealed a high level of agreement among
adult stakeholder group perceptions (teachers, administrators, business leaders, and educational
INFLUENCE OF GLOBALIZATION IN IRELAND 151
policymakers) that science fairs have had a positive influence on student decisions to further
their studies in STEM education and/or consider a STEM career. However, student responses
were mixed on this topic. Interview data of the various stakeholder groups supported and trian-
gulated findings from the survey data and reflected a belief that science fairs have had a positive
influence on student decisions to further their studies in STEM education and/or consider a
STEM career. Specifically, stakeholders identified evidence of this in rising science class par-
ticipation by students, as compared to pre-SciFest years at the school.
Theme 2. Science fairs such as SciFest have advanced the love of science through
providing authentic learning experiences for students. Research shows that the purpose of
science fairs is to provide students authentic, hands-on experience in inquiry and research,
specifically to identify a problem, develop a hypothesis, design a process, collect data, interpret
results, and draw conclusions (Bellipanni & Lilly, 1999; McNay, 1985). Bochinski (2005)
reported that science fair projects provide students hands-on experience and knowledge in
independent fields of study of a particular topic in engineering, mathematics, or science. In addi-
tion, science fairs are a way for students to experience authentic learning in the realm of
science—applying science in an approach that emulates real practice by scientists (Atkin &
Black, 2003). Furthermore, “engaging with science fairs provides opportunities for students to
take control of their own learning and build skill sets necessary for the 21st century” (Intel ISEF,
2013, para. 1).
While no specific survey question addressed this specific topic, survey data from
Research Questions 1, 2, and 3 supported the finding that science fairs have advanced the love of
science through providing authentic learning experiences for students. Interview data from the
various stakeholder groups supported and triangulated findings from the survey data and showed
INFLUENCE OF GLOBALIZATION IN IRELAND 152
a belief by participants that science fairs have advanced the love of science through providing
authentic learning experiences for students.
Implications for Practice
As has been explored and explained throughout this study, Ireland has become a leader in
globalized world in attracting and retaining FDI and MNCs in the past 20 years, which has been
a major factor in Ireland’s economic success. However, one key to Ireland’s continued success
lies in its ability to train a future workforce. In addressing the three research questions related to
the advancement of STEM education, development of 21st century skills, and inquiry-based
learning in Irish schools through science competitions such as SciFest, three implications for
practice have emerged: (a) implementation of a new science curriculum rooted in inquiry-based
learning strategies, (b) modification of the current Leaving Certificate exams to provide students
with more choice to pursue STEM education as they continue their schooling, and (c) expansion
of appropriate partnerships with MNCs and Irish schools to capitalize on the shared interests of
both stakeholder groups to educate an innovative workforce in STEM careers.
The first implication for practice is the need to expand opportunities for STEM education
and the development of 21st century skills in Irish schools (Carnevale et al., 2011; Spring, 2008;
Wagner, 2012). While this study’s findings highlight the influence of SciFest on such endeavors
to advance STEM education and the development of 21st century skills in Irish schools, this
influence is only one piece of a complex system that is looking to train a highly skilled and inno-
vative workforce in a national education system that is still rooted in large part in traditional
classroom practices. As discussed in Chapter 4, a major barrier described by educational practi-
tioners is the need for new science curriculum. Teachers and administrators shared that, while a
new hands-on, inquiry-based science curriculum had been developed, teacher unions in Ireland
INFLUENCE OF GLOBALIZATION IN IRELAND 153
were blocking its implementation for the 2016-2017 school year. One teacher from SJCS
reported,
At the moment, our union, the secondary teachers association of secondary teachers
Ireland, they are actually telling us we are not allowed to attend training on that new syl-
labus, so I’m actually forbid to train in this new syllabus, even though I’m a science
teacher, because my union is telling me to do so. Because they are fighting other stuff at
the moment. I think we are going to have to change, but we’re like we’re not allowed to
attended the training if you are a part of the union, so this is going to slow Ireland’s
progress, you know what I mean? Whereas even . . . in theory our students . . . I find from
teaching they are not used to an investigative approach. They are used to being spoon
feed. (SJCS teacher, personal communication, April 21, 2016)
The second implication for practice is the need to examine the effectiveness of the
Leaving Certificate examinations. Educational practitioners described that preparation for this
examination drives what is taught in Irish classrooms. In addition, the educators indicated that
these examinations do not allow teachers to spend adequate time working with inquiry-based
learning instructional activities that have been shown to enhance student learning. Thus, it is
critical that an examination system be aligned to support the time needed in classrooms to utilize
inquiry-based instruction in STEM courses. One SJCS teacher stated,
I would probably agree with you there in relation to that because I’m trying to change
inside my own classroom in relation to the STEM aspect of it. We probably are as a
nation, we’re too focused on our research and our grades and our points system and so
forth. Unfortunately, education here has left behind, that we tend to maybe teach too
much for exams. I think that is a big thing; exams are important but so are life skills. To
INFLUENCE OF GLOBALIZATION IN IRELAND 154
move forward if perchance you don’t perform well in the exams but that necessarily close
off all of these possible career options. There is a number of paths into all of these things.
Exams and examinations and education as we see it is only one path. (SJCS teacher, per-
sonal communication, April 21, 2016)
The third implication for practice is to expand appropriate partnerships with MNCs and
Irish schools to capitalize on the shared interests of both stakeholder groups to educate an inno-
vative future workforce in STEM careers. MNCs and educational practitioners agreed that
MNCs play a critical role in promoting STEM education and 21st century skills in Irish schools
through the sponsorship of science and technology fair competitions such as SciFest, internship
opportunities, as well as providing resources and materials for STEM instruction. Teachers, spe-
cifically, cautioned that MNCs must not become too involved in driving curricular and policy
decisions, which should be left to educators. Another concern raised by teachers was that MNCs
should work to form partnerships with more schools in Ireland, not just those that are geograph-
ically close to their business locations. The teachers agreed that, generally speaking, there is a
lack of support and resources from MNCs for rural schools in Ireland. One SJCS teacher
reported,
If they can just go like around the east of the country, there’s so many multinational
companies on this side. From the rest of the country there is not a lot going on back there.
The kids [in other parts of the country] don’t see these multinational companies. They
don’t have Pfizer. . . . Then if you look at where are all the job sites . . . all centralized
near Dublin, Cork, Kildare. ((SJCS teacher, personal communication, April 21, 2016)
INFLUENCE OF GLOBALIZATION IN IRELAND 155
Recommendations for Future Research
The following are recommendations for future research. The recommendations will add
to an existing body of research on how to advance STEM education and the development 21st
century skills in efforts to meet the demands for producing a highly educated and innovative
workforce in globalized countries such as Ireland. Further recommendations for studies include
(a) a comparative analysis of Irish schools that enter into partnerships with MNCs and schools
without a partnership with an MNC, (b) a study similar to this one that explores STEM education
and development 21st century skills at the elementary level, (c) longevity studies related to
STEM education and development 21st century skills that follow student cohorts through third-
level education and career choices beyond college, and (d) research in other globalized countries
with emerging economies that are able to attract FDI and MNCs.
Conclusion
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 STEM education, development of 21st century
skills, and use of inquiry-based instructional strategies, such as PBL, by teachers in the
classroom to prepare students for a 21st century workforce in STEM careers. Ireland has
achieved great economic success as a leader in the globalized world market. As this study
demonstrated, Ireland continues to adapt to shifting economic landscapes, rebounding after the
economic loss during the Great Recession and experiencing notable economic growth during the
era of the Celtic Tiger (Crawley & O’Sullivan, 2006). These economic forces have influenced
Ireland’s educational system, which is striving to develop strategies to prepare students for the
21st century. A national emphasis on science competitions is advancing STEM education and
INFLUENCE OF GLOBALIZATION IN IRELAND 156
PBL and has the potential to assist students in developing 21st century skills. Ireland is working
to prepare a future workforce ready to embark on STEM occupations.
INFLUENCE OF GLOBALIZATION IN IRELAND 157
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INFLUENCE OF GLOBALIZATION IN IRELAND 167
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 Senior Cycle, as well as their pursuit of 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 IN IRELAND 168
APPENDIX B
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 countries
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 develop 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 IN IRELAND 169
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 IN IRELAND 170
APPENDIX C
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 countries
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 develop 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 IN IRELAND 171
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 IN IRELAND 172
APPENDIX D
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 countries
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 develop 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 IN IRELAND 173
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 IN IRELAND 174
APPENDIX E
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 countries
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 develop 21st century skills and receive
a STEM education. SA A N D SD DK

INFLUENCE OF GLOBALIZATION IN IRELAND 175
10. Science and technology fairs influence my participation
in STEM education and my development of 21st century skills. SA A N D SD DK

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 the SciFest science
and technology fairs. SA A N D SD DK

16. As a result of the SciFest science and technology fair, my
teachers have a better knowledge of STEM education. SA A N D SD DK

17. My teachers benefit by participating in the SciFest science
and technology fairs. SA A N D SD DK

18. Educational leaders benefit by promoting participation in
the SciFest 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 fair has been beneficial in
preparing me for the labour force. SA A N D SD DK

22. My interest in STEM and development of 21st century skills has
increased as a result of the SciFest science and technology fair. 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 IN IRELAND 176
APPENDIX F
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 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 IN IRELAND 177
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’ Pursuit of 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 IN IRELAND 178
APPENDIX G
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 between 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 IN IRELAND 179
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’ Pursuit of 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 IN IRELAND 180
APPENDIX H
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 between 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 IN IRELAND 181
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’ 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 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 IN IRELAND 182
APPENDIX I
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 between 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
globalization in Ireland?

INFLUENCE OF GLOBALIZATION IN IRELAND 183
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?

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 IN IRELAND 184
APPENDIX J
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 between 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 IN IRELAND 185
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 IN IRELAND 186
APPENDIX K
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 IN IRELAND 187

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
Adaptability
Helping
Students Learn
from Others

Initiative and
Entrepreneuri-
alism
Promoting
Autonomy and
Lifelong
Learning

Effective Oral
and Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

Other
Observations

INFLUENCE OF GLOBALIZATION IN IRELAND 188
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 IN IRELAND 189
APPENDIX L
SCIFEST OBSERVATION PROTOCOL
Date: Location of Fair:
Time of Observation:
Number of Students Participating: Males ______ Females ______
Grade Level of Students Participating:
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 IN IRELAND 190

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
Adaptability
Helping
Students Learn
from Others

Initiative and
Entrepre-
neurialism
Promoting
Autonomy and
Lifelong
Learning

Effective Oral
and Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

Other
Observations

INFLUENCE OF GLOBALIZATION IN IRELAND 191
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 IN IRELAND 192
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 INFLUENCE OF GLOBALIZATION, ECONOMICS, AND EDUCATIONAL POLICY
ON THE DEVELOPMENT OF 21ST CENTURY LEARNING AND EDUCATION IN
THE SCIENCES, TECHNOLOGY, ENGINEERING, AND MATHEMATICS IN
SCHOOLS OF IRELAND SUCH AS ST. JOSEPH COMMUNITYSCHOOL

You are invited to participate in a research study. Research studies include only people who
voluntarily 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
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
INFLUENCE OF GLOBALIZATION IN IRELAND 193
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,
ocrosby@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 IN IRELAND 194
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.
Responses 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 The Irish education system is in need of reform due to the impact of globalization and foreign direct investment in Ireland in the past 20 years. The growing presence of multinational corporations (MNCs) has created a demand for a future work force in science, technology, engineering, and mathematics (STEM) careers. This educational transformation requires students in Ireland to develop 21st-century skills through STEM education that places focus on STEM topics. An important component of STEM education is implementation of inquiry-based teaching strategies such as project-based learning (PBL), as well as student participation in science and technology fairs. However, not all Irish students are acquiring 21st-century skills through STEM education. One of the barriers identified in this study is that the current national curriculum in Ireland places heavy emphasis on preparing students for the final secondary school examination (Leaving Certificate) that determines students’ educational futures and pathways. ❧ 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 classroom teachers to prepare students for a 21st-century workforce in STEM careers. ❧ The principal findings of this predominantly qualitative study indicated that globalization and MNCs have begun to influence STEM education in Ireland, as well as development 21st-century skills in Irish students. It is clear that all participants had a shared interest in advancing STEM education and 21st-century skills as Ireland’s future economic success relies on its ability to educate a workforce ready to embark on STEM careers.

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Asset Metadata

Creator Hryciw, Kevin James (author)

Core Title The influence of globalization, economics, and educational policy on the development of 21st century learning and education in the sciences, technology, engineering, and mathematics in schools of...

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 02/15/2017

Defense Date 02/03/2017

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

Tag 21st century learning,Economics,educational policy,Globalization,Ireland,OAI-PMH Harvest,STEM education

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Escalante, Michael (committee chair)

Creator Email hryciw@usc.edu,khryciw61@hotmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-339674

Unique identifier UC11258196

Identifier etd-HryciwKevi-5069.pdf (filename),usctheses-c40-339674 (legacy record id)

Legacy Identifier etd-HryciwKevi-5069.pdf

Dmrecord 339674

Document Type Dissertation

Rights Hryciw, Kevin James

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