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The influence of globalization on the Irish educational system in science, technology, engineering, and mathematics and development of 21st-century skills in secondary schools

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The influence of globalization on the Irish educational system in science, technology, engineering, and mathematics and development of 21st-century skills in secondary schools

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Content Running head: IMPACT OF GLOBALIZATION 1
THE INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATIONAL SYSTEM
IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS AND
DEVELOPMENT OF 21ST-CENTURY SKILLS IN SECONDARY SCHOOLS
by
Michelle King
____________________________________________________________________
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 Michelle King
IMPACT OF GLOBALIZATION 2
ACKNOWLEDGMENTS
Participating in this research study has been an experience of a lifetime. I thank my coach
and chair, Dr. Michael Escalante, for his support, assistance, and guidance through every step of
the process. I also thank my colleagues and research partners for the camaraderie, critical think-
ing, and partnership in this amazing project. If not for their patience, compassion, persistence,
and experience, completion of this dissertation would not have been possible. I also thank my
LAUSD colleagues for their support and understanding during my many hours of study and
research.
A special thank you is extended to Sheila and George Porter, who volunteered countless
hours to assist our research team in making critical contacts with schools and officials and
facilitated our visit to Ireland. This study would not have been successful without their guidance
and assistance.
This accomplishment would not have been possible without the support of my three
daughters, my parents, and significant other, who all encouraged me to pursue my dream of
earning a doctorate and who had faith in my ability to make it happen. I love them all and am
forever grateful.
IMPACT OF GLOBALIZATION 3
TABLE OF CONTENTS
Acknowledgments 2
List of Tables 6
Abstract 7

Chapter 1: Overview of the Study 8
Background of the Problem 9
Statement of the Problem 10
Purpose of the Study 10
Significance of the Study 11
Limitations of the Study 12
Delimitations of the Study 12
Definition of Terms 12
Organization of the Dissertation 14
Chapter 2: Review of Literature 15
Globalization 16
The History of Globalization 17
Technology’s Influence on Globalization 18
Globalization in Ireland 19
Effects of Globalization 22
History of Ireland 24
Economic History 27
MNCs and FDI 29
Ireland’s Educational System 31
Education System Overview 32
Education System 33
First and second levels 33
Third level 34
State of Irish Education 34
Twenty-First-Century Skills 35
STEM 37
PBL 38
Science Competitions 40
Theoretical Frameworks 43
Figure 1. Diagram of the relationships among the theoretical frameworks 43
Globalization of Education 43
Growth of 21st-Century Skills 44
STEM PBL 44
Framework of Globalization 45
Chapter Summary 46
Chapter 3: Methodology 48
Research Design 49
Research Team 51
Sample and Population 51
Educators and Students 52
Business and Industry Leaders 52
Political Leaders and Educational Policymakers 53
Instrumentation 54
IMPACT OF GLOBALIZATION 4
Interview Protocol 54
Observation Protocol 56
Survey Protocol 57
Data Collection 58
Data Analysis 60
Credibility and Trustworthiness 61
Reliability 62
Ethical Considerations 62
Chapter Summary 63
Chapter 4: Results 64
Participants 65
Interview Participants 65
Observation Participants 70
Survey Participants 70
Results for Research Question 1 72
The Importance of STEM 72
A Demand for the Development of 21st-Century Skills 77
Educational Policy Change 81
Results for Research Question 2 84
Students Benefit From Science Competition Participation 84
Science Competitions Positively Influence STEM Education 88
Increased Use of Inquiry 91
Results for Research Question 3 94
Increased Interest and Preparation in STEM Courses in Senior Cycle 94
Limited Preparation for the Labor Force 97
Chapter Summary 99
Chapter 5: Conclusion 102
Purpose of the Study 103
Research Questions 104
Emergent Themes 104
Discussion of Findings for Research Questions 105
Research Question 1 105
Research Question 2 108
Research Question 3 112
Summary of Findings 115
Implications for Practice 115
Recommendations for Research 116
Conclusion 117

References 120

Appendices
Appendix A: Recruitment Letter to Principal 127
Appendix B: Political Leader/Educational Policymaker Interview Protocol 128
Appendix C: Business and Industry (MNCs) Interview Protocol 130
Appendix D: School Leader Interview Protocol 132
Appendix E: Teacher Interview Protocol 134
Appendix F: Student Interview Protocol 136
Appendix G: Classroom Observation Protocol 138
Appendix H: SciFest Observation Protocol 141
IMPACT OF GLOBALIZATION 5
Appendix I: Survey Protocol for School Administrator or Teacher 144
Appendix J: Survey Protocol for Political Leader or Business Leader 146
Appendix K: Survey Protocol for Educational Policymaker 148
Appendix L: Survey Protocol for Student Participant in SciFest 150
Appendix M: Information/Fact Sheet for Exempt Nonmedical Research 152
Appendix N: Information Letter to Parents 154
IMPACT OF GLOBALIZATION 6
LIST OF TABLES
Table 1: Alignment of Interview Protocols to Research Questions (RQs) and
Theoretical Frameworks 56
Table 2: Alignment of Survey Protocols to Research Questions (RQs) and
Theoretical Frameworks 59
Table 3: Data Sources and Type for Study 66
Table 4: Observations: Participants 70
Table 5: Survey Participants 71
Table 6: The Importance of Science, Technology, Engineering, and Mathematics
(STEM): Strongly Agree and Agree Responses 74
Table 7: The Demand for Development of 21st-Centure Skills: Strongly Agree and
Agree Responses 78
Table 8: Educational Policy Change: Strongly Agree and Agree Responses 82
Table 9: Students Benefit From Science Competition Participation: Strongly Agree
and Agree Responses 85
Table 10: Science Competitions Positively Influence Education in Science,
Technology, Engineering, and Mathematics (STEM): Strongly Agree
and Agree Responses 89
Table 11: Increased Use of Inquiry: Strongly Agree and Agree Responses 92
Table 12: Increased Interest and Participation in Science, Technology, Engineering,
and Mathematics (STEM) in Senior Cycle: Strongly Agree and Agree
Responses 95
Table 13: Limited Preparation for the Labor Force: Strongly Agree and Agree
Responses 98
IMPACT OF GLOBALIZATION 7
ABSTRACT
Today’s changing economic landscape and information-rich society require students to
develop skills necessary to succeed in the new knowledge-based 21st-century world. When
employers were surveyed, they cited as the number one skill that they want in a worker is the
ability to think and ask questions. Success and integration into a knowledge-based economy
require individuals to navigate and possess skills that will be used in college, in a career, and as a
member of society at large.
As the economic landscape in Ireland has changed, the skills necessary for educational
systems to develop students to compete also have changed, requiring development of 21st-
century skills. Research shows that, when educational systems engage in teaching that develops
21st-century skills, students are better prepared to compete in a globalized society. This study
describes the impact of globalization, foreign direct investment, and multinational corporations
on the education system in Ireland and their influence on educational policy in education in
science, technology, engineering, and mathematics (STEM) and the development of 21st-century
skills. In addition, the perceptions of educational leaders and policymakers regarding the value of
students participating in science competitions such as SciFest are explored. Finally, the influence
of science competitions such as SciFest on the development of 21st-century skills through the
use of problem-based learning in STEM-related courses and their influence on students’ interest
in continuing their study of STEM and/or pursuing a career in a STEM-related field are investi-
gated.
IMPACT OF GLOBALIZATION 8
CHAPTER 1: OVERVIEW OF THE STUDY
A complex phenomenon driving Ireland’s economic, social, political, and educational
change is that of globalization. Globalization, as described by Spring (2008), is the process of
international integration by which worldview, products, ideas, and other aspects of culture
become interconnected. Furthermore, it is the integration of technology, capitol, and information
across national boundaries, driving a single global market and, to some degree, a single village
(Friedman, 2007). The globalization of the Republic of Ireland and subsequent boom in eco-
nomic growth, also known as the Celtic Tiger, was fueled by foreign direct investment (FDI) and
multinational corporations (MNCs) that transformed Ireland into one of the most economically
successful countries in Europe (Dorgan, 2006). In 15 years, Ireland moved from Britain’s ex-
colony on the European periphery to the epitome of neo-liberal globalization (Fanning & Munck,
2011). This meteoric rise to being part of the European Union and a leader in economic growth
required Ireland to ensure that its citizenry was prepared to compete in the 21st century to remain
attractive to MNCs and FDI. The demand for highly skilled workers is a result of the significant
role of MNCs and FDI in Ireland’s economic future and their dependence on quality labor to
remain competitive and successful.
This study examined the perceptions of educational leaders and policymakers regarding
the influence of globalization on educational policy in education in science, technology, engi-
neering, and mathematics (STEM) and the development of 21st-century skills. In addition, an
investigation into the value of students participating in science fairs such as SciFest and the
influence of those fairs on development of 21st-century skills through the use of inquiry-based
instructional strategies such as problem-based learning (PBL) in STEM-related courses was
undertaken. As the need for a highly skilled technical work force increases, the need to build
IMPACT OF GLOBALIZATION 9
student interest in STEM fields increases (Bybee, 2010). Therefore, this study examined how
participating in science competitions influences students’ interest in continuing study of STEM
and pursing STEM-related careers.
Background of the Problem
Friedman’s (2007) book The World is Flat explained how the world has changed and
continues to transform at a constant, fast-moving pace through forces that “flattened” the world.
These flatteners enabled people to connect with the rest of the world in ways that were easier and
faster than ever before. According to Friedman (2007), the information revolution of the 1980s,
created by the spread of personal computers, telephones, and fax machines, set in motion an
opportunity for people to globalize by reaching out to others, the world over, utilizing digital
technologies. These advances in technology allowed corporations to expand into markets
throughout the world and to tap into human resources beyond national borders.
With the flattening of the global economy in the 21st century, the teaching of STEM
subjects has taken on new importance as economic competition has become truly global
(Kennedy & Odell, 2014). STEM education focuses on innovation and the applied process of
designing solutions to complex contextual problems using current tools and technologies
(Kennedy & Odell, 2014). Globalization and the need to be competitive affect educational
practice and policy in countries around 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 responsiveness is students’ ability to compete in national and
international arenas. Competencies and 21st-century skills, such as problem solving,
collaboration, and initiative, must be developed to compete in a globalized market and
knowledge-rich society (Wagner, 2008).
IMPACT OF GLOBALIZATION 10
Ireland has committed to its educational system and is investing in science initiatives
such as SciFest to ensure that their students are 21st-century work force ready (SciFest, 2015).
The nation is also focusing on first- and second-level courses that teach critical thinking,
collaboration, and computational skills to prepare students for third-level STEM-related studies
(Childs, 2001).
Statement of the Problem
As a result of FDI, globalization, and multinational economic conditions, companies have
completely transformed the manner in which they produce, market, and sell goods and services
worldwide (Dorgan, 2006). For these reasons, Ireland has made significant changes in trade
agreements, educational policy, and federal and local government mandates. In order to compete
in an evolving global market, Ireland requires its educational institutions to produce knowledge-
ready workers. Schools are now challenged with the task of ensuring that students develop 21st-
century skills in STEM areas to prepare workers for the new knowledge-based society.
Purpose of the Study
The purpose of this study was to examine the influence of globalization on Ireland’s edu-
cational policy in STEM education and the development of 21st-century skills. It investigated the
value of students participating in science competitions such as SciFest and the influence of those
competitions on the development of 21st-century skills through the use of inquiry-based instruc-
tional strategies such as PBL in STEM-related courses. The study examined the impact of
students’ participation in science competitions such as SciFest and the subsequent continuation
of their study of STEM topics and pursuit of a career in a STEM-related field.
IMPACT OF GLOBALIZATION 11
To meet the purpose of this study, three research questions were addressed:
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?
Significance of the Study
Globalization and the need to be competitive have affected educational practice and
policy around the world. O’Hagan and Newman (2014) noted that a key rationale for govern-
ment intervention in education policies is the importance of education for creation of a skilled
work force. It is critical for Ireland to produce a well-educated labor force that can meet the
demands of its expanding economy (O’Hagan & Newman, 2014). A work force that is equipped
with 21st-century skills and technical abilities will produce more and fuel the growth of the Irish
economy (O’Hagan & Newman, 2014). In addition, a skilled work force will make the economy
a more attractive place to invest, particularly if skills match labor demands.
Current education policies in Ireland are targeted at achieving outcomes that will contrib-
ute to Ireland’s smart economy and therefore focus on innovation-driven high-technology sectors
(O’Hagan & Newman, 2014). This study analyzed the impact of science competitions on devel-
opment of 21st-century skills in STEM courses to prepare students for jobs in a market requiring
a skilled work force. It further looked at students’ participation in science competitions and their
desire to continue study of STEM subjects and pursue a career in a STEM-related field.
IMPACT OF GLOBALIZATION 12
According to O’Hagan and Newman (2014), particular attention has been given to increasing the
number of Irish graduates in finance, science, and engineering to prepare the work force to meet
the needs of Ireland’s smart economy.
Limitations of the Study
Limitations of this study included the distance between Los Angeles, California, and the
study location in Dublin, Ireland. The research team conducted interviews, observations, and
surveys within an 8-day time frame that limited interactions between participants and research-
ers. Although there were several limitations, validity and reliability were achieved by collecting
rich verbatim transcripts of participants in their natural settings. In addition, data were triangu-
lated with responses to surveys and with observations at various settings.
Delimitations of the Study
The scope of the study and the instrumentation were delimitations of the study because
the research team worked with government officials, corporate leaders and education leaders to
gather data via interviews, observations, and surveys. According to Simon and Goes (2011),
delimitations are limitations that result from specific decisions made by the researcher. This
study focused on secondary schools, with no consideration for socioeconomic status, ethnicity,
or other demographics.
Definition of Terms
The following terms are operationally defined for use in this dissertation:
Foreign direct investment (FDI): Investment in a country other than the country where
the company is based. FDI includes mergers, acquisitions, new facilities, reinvesting profits
earned from overseas operations, and intracompany loans (Akin & Vlad, 2011).
IMPACT OF GLOBALIZATION 13
Globalization: The phenomenon of increased economic integration among nations, char-
acterized by the movement of people, ideas, social customs, and products across borders (Spring,
2008).
Human capital: A set of skills, knowledge, or experience possessed by an individual or
population, viewed in terms of its value or cost to the country (Westphalen, 1999).
Inquiry-based learning: A method of instruction that poses questions or problems while
placing the student and interactions at the center of the learning experience (Capraro, Capraro, &
Morgan, 2013; Slough & Milam, 2013).
Knowledge-based economy (KBE): The use of knowledge, skills, and technology to
produce jobs and provide economic benefit. Knowledge and education are considered to have
high-value return (Wagner, 2008).
Multinational corporation (MNC): A corporation that is registered in more than one
country or that produces and sells in more than one country (O’Hagan & Newman, 2014).
Project-based learning (PBL): An instructional model used in schools to integrate STEM
education and support development of 21st-century skills. Students are engaged in real-world
problem-solving tasks that promote team work and inquiry (Capraro et al., 2013).
SciFest: A series of science competitions for secondary students in Ireland that are hosted
in schools and at regional and international levels (SciFest, 2015).
Science, technology, engineering, and mathematics education (STEM): Education that
focuses on innovation and the applied process of designing solutions to complex contextual
problems using current tools and technologies (Kennedy & Odell, 2014).
Twenty-first-century skills: Skills needed to compete in the new knowledge-based work
force. Wagner (2008) identified these skills as critical thinking and problem solving,
IMPACT OF GLOBALIZATION 14
collaboration, adaptability, agility, initiative and entrepreneurship, effective oral and written
communication, the ability to access and analyze information, and curiosity and imagination.
Organization of the Dissertation
This dissertation is organized into five chapters. The first chapter introduces the study,
provides an overview, presents the statement of problem and the purpose of the study, states the
research questions and significance of the study, and defines key terms. Chapter 2 presents a
review of the pertinent literature regarding globalization, the history of Ireland, Ireland’s educa-
tional system, and the theoretical frameworks used in study. Chapter 3 presents the methodology
used to conduct the study, including the techniques used for collecting, organizing, and analyzing
data and the study sample, population, and instrumentation. Chapter 4 presents the research
findings from the data collection and identifies emergent themes with regard to the research
questions and theoretical frameworks. Chapter 5 summarizes the study’s findings and presents
implications for further research.
IMPACT OF GLOBALIZATION 15
CHAPTER 2: REVIEW OF LITERATURE
In Thomas Friedman’s best-selling book The World is Flat (2007), he described the inter-
connectedness of the world as it is fueled by technology and the fall of trade barriers. These
advances have led to the integration of markets and nations and enabled individuals, companies,
and nation-states to reach around the world more rapidly and more cheaply than ever before
(Stewart, 2012). According to Tierney (2004), globalization is a social process in which the
nation-state as the unit of economic, political, and cultural analysis becomes less important, or
even irrelevant, replaced by borderless worldwide social relations. This increase in emerging
markets leads to economic growth and the need to prepare students for jobs that require new
skills (Stewart, 2012). A more skilled and productive labor force will produce more output,
facilitate development and diffusion of new technologies, enhance growth, and make the econ-
omy a more attractive place in which to invest, particularly if the skills of the labor force match
labor demands (O’Hagan & Newman, 2014). Current education policy in Ireland is targeted at
achieving outcomes that will contribute to Ireland’s smart economy; thus, the policy focuses on
innovation-driven, high-technology sectors (O’Hagan & Newman, 2014). As technology contin-
ues to develop, communication speeds increase, and barriers between countries become
seamless, the need for human capital changes. As a result of the flattening effect (Friedman,
2007) and a need for a skilled work force, schools are faced with the challenge of helping
students to develop 21st-century skills in STEM fields to prepare the next generation of workers
(Wagner, 2008).
The purpose of this literature review was to examine the influence of globalization and
educational policy on the curriculum and instructional practices in the Irish educational system.
The review also examined how science competitions influence the use of inquiry by teachers in
IMPACT OF GLOBALIZATION 16
the classroom to prepare students for the 21st-century work force in STEM fields. In order to
view this issue within a global and historical context, this literature review is organized in four
main sections. The first section provides an overview of globalization and examines the history
of globalization, the impact of technology on globalization, and the effects of globalization on
Ireland. The second section focuses on the history of Ireland and how political and economic
historical events have affected the current Irish landscape. The third section outlines Ireland’s
educational system and focuses on the significance of 21st-century learning skills as defined by
Wagner (2008) and the use of PBL as defined by Slough and Milam (2013) in STEM education.
The fourth section identifies the frameworks used in this study: Thomas Friedman’s (2007)
framework of globalization, Tony Wagner’s (2008) 21st-century skills, Slough and Milam’s
(2013) four design principals of PBL, and Joel Spring’s (2008) global educational culture.
Globalization
Theodore Levitt is credited with coining the term globalization in 1985 to explain
changes in global economics affecting production, consumption, and investment (Stromquist,
2002). Levitt (1983) defined globalization as changes in global economies affecting production,
consumption, and investment. According to Spring (2008), globalization is the process of inter-
national integration by which worldview, products, ideas, and other aspects of culture become
interconnected. Friedman (2007) described the phenomenon of globalization as the integration of
technology, capital, and information across national boundaries, driven by a single global market
and, to some degree, a single village. Levin Institute (2015) defined the process as the interaction
and integration among people, companies, and governments of various nations, driven by inter-
national trade and investment and aided by informational technology. To understand the recent
IMPACT OF GLOBALIZATION 17
social and economic changes in Ireland, it is necessary to understand globalization conceptually
and historically and its relationship to Ireland, migration, and education.
The History of Globalization
Globalization began in the late Ice Age when a small group left Africa in search of food
and security. Overtime, people took different paths, settled in different areas, and established
various cultures and languages. When the Ice Age ended, these groups reconnected and shared
ideas and goods for the benefit of everyone (Chanda, 2007). Spring (2008) identified four per-
spectives for the interpretation of globalization that provide a frame for how global events and
agencies interact with economies: world culturists, world systems, post-colonialists, and
culturalists. Friedman (2007) presented a paradigm of a flattened world that has continued to
transform at a constant and fast pace to enable people to connect with the rest of the world more
easily and more rapidly than ever before.
According to Friedman (2007), globalization has occurred in three distinct eras, the first
and second driven by Western societies gaining wealth and power through trade and MNCs and
the third and current era shaped by developing countries with a drive to better their standard of
living. This third era is also marked by global growth and dispersed power and influence, all of
which have opened doors for non-Western countries to have greater influence in world affairs
(Zakaria, 2012).
The end of the 1990s marked the acceleration of globalization and the movement of a
highly cheap labor force across the globe (Friedman & Mandelbaum, 2011). Friedman (2007)
referred to the events of the early 2000s as the triple convergence, in which the widespread
introduction of the Internet, fiber optics, sophisticated software, and the sharing of ideas allowed
IMPACT OF GLOBALIZATION 18
companies to outsource jobs to other countries. In addition, the free flow of ideas and the ability
to communicate virtually allowed countries to enter the global market (Friedman, 2007).
Technology’s Influence on Globalization
The information revolution of the 1980s, created by the spread of personal computers,
telephones, and fax machines, set in motion an opportunity for people to reach out to others, the
world over, utilizing digital technologies (Friedman, 2007). Friedman (2007) noted that advances
in technology allowed corporations to expand into markets throughout the world and tap into
human resources beyond national borders. According to a post on Technology and Globalisation
(2012) on the effects of information systems on society, information technology was necessary to
enable globalization and this technology changed the economic relationships among countries
because it made knowledge an increasingly important component in the production of goods and
services.
In the article, Effects of Technological Developments on Globalization Process
(Technology and Globalization, 2012), technology is defined as the socialized knowledge of
producing goods and services. It is categorized into five elements: production, knowledge,
instruments, possession, and change. Also, technology as an information source is identified as
the “driving force” in the process of globalization that provides the communication network that
facilitates expansion of products, ideas, and resources among nations and among people,
regardless of geographic location (Globalenvision, 2006). This intensification of global
interconnectedness brought about a world full of movement and mixture, contact and linkages,
and persistent cultural interaction and exchange (Lawlor, 2007).
According to Lawlor (2007), select advances have had a monumental impact on the pro-
gression of globalization, such as the rise of the personal computer, the invention of the World
IMPACT OF GLOBALIZATION 19
Wide Web in 1991, and implantation of fiber optic cables. Also, work efficiency products and
policies such as the creation of work flow software (a software package that automates business
procedures, such as email), the onset of open sourcing (companies and individuals make their
source code available online so that others can contribute to their work), supply chaining
(integrating horizontally between suppliers, retailers, customers), and digital, mobile, personal,
and virtual movement (mobile personal digital assistants, cell phones, laptops, iPads) accelerated
the ability to conduct business beyond geographical borders (Lawlor, 2007).
As a result of these and other advances in technology, information technology has
become the driving force behind globalization and has become an integral part of an organiza-
tion’s business strategy (Lawlor, 2007). It has also brought what Lawlor (2007) called “time-
space compression,” meaning that the transitions between moments and distances between
spaces are shortened and reduced. In other words, it takes much less time to get tasks done than
ever before and geographic distance is no longer an obstacle.
Globalization in Ireland
According to Rubs and Quinn (2009), Ireland’s economic boom during the 1990s brought
unprecedented levels of prosperity and helped to transform Ireland into a country of net immi-
gration by the early 2000s. In just over a generation, Ireland evolved from one of the poorest
countries in Western Europe to one of the most successful (Dorgan, 2006). Fisher (2009)
described Ireland as a showcase of globalization in the economic arena. It has reversed the per-
sistent emigration of its best and brightest and achieved an enviable reputation as a thriving,
knowledge-driven economy (Dorgan, 2006). According to Irish America Staff (2013), Ireland
has been ranked as the most globalized nation in the West and the world’s third-most globalized
economy in terms of gross domestic product (GDP), according to the annual globalization index
IMPACT OF GLOBALIZATION 20
published by accounting giant Ernst and Young. Ireland’s high ranking was attributed to the
country’s high performance in the areas of movement of capital and finance, cultural integration,
and a disproportionately high level of FDI (Irish America Staff, 2013). Lane and Ruane’s (2006)
Globalisation and the Irish Economy explained that Ireland’s economy is heavily dependent on
FDI. They reported that the sum of foreign assets and liabilities ranks near the top of the inter-
national rankings, at more than 1,500% of GDP and that Ireland’s FDI assets amounted on
average to 37.5% of GDP with FDI liabilities at 127.8% (Lane & Ruane, 2006).
The United States is the single most important source of FDI, followed by the United
Kingdom (Lane & Ruane, 2006). According to IDA Ireland, U.S. companies employ more than
100,000 people in Ireland and more than 174,000 Irish are employed in foreign-owned compa-
nies in Ireland. Lane and Ruane (2006) also noted that globalization has resulted in approxi-
mately 25,000 people per year migrating to Ireland, with approximately 6% of its population
made up of foreign-born nationals. Fisher (2009) reported that the proportion of migrants could
be as high as 10%, based on the 2006 census, and that more than 200 languages are spoken in
Ireland.
Prior to the 1990s, Ireland remained in large part a homogeneous society with little racial
or religious diversity (Lentin & McVeigh, 2006). During Ireland’s economic boom, also known
as the Celtic Tiger, the nation experienced for the first time in its history a significant inflow of
migrants, both workers and asylum seekers, outside the European Union (Rubs & Quinn, 2009).
Ireland drew in larger numbers of workers and prospective settlers from Western and Central
Europe, Africa, Asia, and Latin America (Fanning & Munck, 2011). The economic and social
shifts were reflected in political change, as evidenced by the Good Friday Agreement on the
future of Northern Ireland (Fanning & Munck, 2011).
IMPACT OF GLOBALIZATION 21
Ireland’s surge in population and economic growth due to partnerships with MNCs has
not come without a social and political price (Lentin & McVeigh, 2006). In the period from 2003
to 2005, Ireland’s citizenship laws were fundamentally changed to eliminate an Irish-born child’s
automatic right to citizenship when the parents are not Irish nationals (Rubs & Quinn, 2009).
Ireland also moved away from its liberal work permit system as it sought to meet most of its low-
skilled labor needs from within the enlarged European Union (Rubs & Quinn, 2009).
According to Jacobson, Kirby, and O’Broin (2006), social deficits included high levels of
poverty and inequality as the state shifted from a welfare state to a competition state that priori-
tized the needs of global competiveness over the welfare needs of its citizens. With its low taxes
on companies, on wealth, and on poverty, the Irish state depended more on income taxes and
taxes on goods and services, which affects the poorer sections of society. Increases in welfare
benefits have fallen behind average incomes, thus ensuring that those who rely on such benefits
become poorer (Jacobson et al., 2006). Furthermore, the Irish state remains highly centralized
and has largely failed to form an urgently needed local government (Jacobson et al., 2006).
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 fulfill its social responsi-
bilities on the cheap and without assuming long-term responsibility for those marginal-
ized by and from the market. (Jacobson et al., 2006, p. 39)
Another sector that has been affected by the complexities of globalization is the educa-
tion system. According to Fisher (2009), the Irish education system remains predominately con-
trolled by the Catholic Church and has not evolved rapidly enough to deal with the changing
IMPACT OF GLOBALIZATION 22
religious landscape due to an increasingly diverse school population. Fischer (2009) noted that,
since the mid-1990s, the structural link between the Catholic Church and the majority of schools
in the Republic of Ireland has been challenged by an increasingly diverse school population, both
as a result of changing mentalities in Ireland and incoming migration. Fisher (2009) explained
that the Department of Education now presents the development of an inclusive society as the
second main objective of education in Ireland, after that of economic prosperity.
Effects of Globalization
According to Torres (2002), globalization is a two-edged sword with benefits and impli-
cations.
On the one hand it is quite obvious that it removes competence from the national context
and that it undermines the institutions which civil society and the democratic public hith-
erto have used for communication. On the other hand globalization opens up new possi-
bilities for democratic influence on essential common issues which by their nature are
about the notion of the nation state. Attempts to democratize are, therefore, forced to
work for the establishment of democratic global structures, including international organs
for civil society. (Mayo, 1999, pp. 175-176)
Torres (2002) argued that globalization places limits on state autonomy and national sov-
ereignty and exacerbates tensions between global and local dynamic in virtually every policy
domain. While some see globalization as increasing the homogeneity of societies, others see it as
increasing the hybridization of cultures and diversity. For still others, globalization is an evolv-
ing operation of power by MNCs and state power, or the linchpin for environmental action,
democratization, and humanization (Torres, 2002).
IMPACT OF GLOBALIZATION 23
Lawlor (2007), in his paper The Age of Globalization: Impact on Information Technology
on Global Business Strategies, noted the following benefits of globalization: (a) increase in
knowledge enabled by the quickening of information flow from all over the world; (b) cheaper
products as a result of speeding up flows of transportation and communication allowing for less
expensive labor and manufacturing costs; and (c) increased competition resulting from the shift
from Euro-centrism that results in trade among all countries, which requires companies to keep
up with global trends and make changes to stay competitive. He identified drawbacks as well:
(a) lower wages as companies search around the globe for the cheapest labor, (b) greater dis-
crepancy between the rich and the poor—those who can take advantage of all that globalization
has to offer versus those without the money to benefit who are left in a cycle of poverty, and (c)
destruction of local industries where local business are unable to compete with MNCs (Lawlor,
2007).
Another phenomenon, described by Bottery (2006), is the concept of cultural globaliza-
tion, which can be described in two ways. First, the globalization of culture means that people
can eat virtually any dish and practice any religion anywhere in the world. Second, “We also
have an opposing cultural globalization—one, instead of standardization” (p. 98), which stems
chiefly from Western ideals. Resources are being spread around the world, providing students
with greater access to education and contributing to the globalization of education. Beneficiaries
of this globalized education are now part of a nation’s human capital and human capital is
directly related to an MNC’s decision to invest in a country (Bottery, 2006).
Thurow (2000) described a shift to an era of man-made brain power industries that is
developing the technologies that are creating a global economy in which the role of regulator or
the function of controlling national economies is left behind and governments are becoming
IMPACT OF GLOBALIZATION 24
platform builders that invest in infrastructure, education, and research and development to allow
citizens the opportunity to earn a world-class standard of living. The shift to a globalized KBE
and advancement in technologies is sometimes referred to as the third industrial revolution,
where participation requires a well-educated work force, good infrastructure, political stability,
and willingness to play by market rules (Thurow, 2000). Furthermore, the KBE is fundamentally
transforming the role of the nation state; instead of being a controller of economic events within
its borders, the nation is becoming a platform builder to attract global economic activities to
locate within its borders (Thurow, 2000). This new globalized economy is complex and to
understand the effect on Ireland requires insight into the island’s history.
History of Ireland
The island of Ireland, some 89,000 sq km (32,000 sq mi) is comprised of the Republic of
Ireland (Eire), which occupies almost 85% of the total land mass, and Northern Ireland, which is
part of the United Kingdom (Holwell, 2001). The island is located in the North Atlantic west of
Great Britain and is the 20th largest island in the world (Cronin, 2001). Ireland is comprised of
four provinces: Munster (southwest), Leinster (southeastern, including the ancient kingdom of
Meath), Connacht (northwest) and Ulster (northeast). There are 32 counties, 26 of which are
within the Republic (Holwell, 2001). Formerly completely under British rule, the island is
politically divided as the Republic of Ireland and Northern Ireland, a partition that took place in
1920–1922 (Holwell, 2001). Northern Ireland is comprised of six counties in Ulster, which is
part of Britain and ruled from Westminster Palace, London (Cronin, 2001).
The origins of Ireland can be catalogued into four periods: Mesolithic period, Neolithic
period, Bronze Age, and Gaelic Ireland (Duffy, 1997). The Mesolithic period, or Middle Stone
Age, is characterized by faint traces of humans from as early as 8,000 BC. The Neolithic period,
IMPACT OF GLOBALIZATION 25
or New Stone Age, is defined as the period around 3,500 BC. The Bronze Age is defined as the
period of 2500–2600 BC, when Ireland’s first metal workers exploited the land’s rich copper
deposits to make personal ornaments (Duffy, 1997). The Gaelic period is the fourth period,
defined as around 700 BC, when the Gaels began to arrive and brought their own culture and the
Celtic language (Cronin, 2001). Ireland’s history can further be defined by major movements or
events: Christianity and monasticism, Viking incursions, Norman invasion, English rule,
Protestant domination, Catholic emancipation, Irish potato famine, Irish War of Independence,
the Northern Crisis, and the Good Friday Agreement (Cronin, 2001; Duffy, 1997).
According to Cronin (2001), the Christianity and monasticism period marked the time
when Ireland avoided major contact with the Roman Empire and became the center of European
Christianity. This missionary period was led by St. Patrick, who was brought to the island as a
slave during one of the raids by Roman Britain (Holwell, 2001). St. Patrick established churches
and unified various religious orders and monasteries (Cronin, 2001).
In the 9th and 10th centuries, Ireland came under fierce attack from the Vikings during
the period known as the Viking Incursions (Holwell, 2001). In 853 the Danes invaded the island,
followed by Danish settlers who gradually assimilated with the local population and adopted
Christianity. When the four provinces ( Ulster, Munster, Connacht, and Leinster) were created in
1152, both Gaelic and Danish elements helped to form a united church. From the late 12th
century to about 1400, many Normans from England moved to Ireland (Norman Invasion) and
settled in the eastern areas, particularly around Dublin (Cronin, 2001). This was a tumultuous
period in Irish history, as some of the Normans assimilated but strife persisted between them and
the native Irish. This conflict resulted in a law enacted in 1937 to keep the two populations sepa-
rated (Holwell, 2001).
IMPACT OF GLOBALIZATION 26
English rule occurred during the 16th century, when Tudors asserted control of Ireland
after the crown broke from the Pope (Cronin, 2001). In this time frame, Henry VIII proclaimed
himself King of Ireland and the beginnings of the Protestant Reformation emerged (Cronin,
2001). The Protestant Reformation was the 16th-century religious, political, intellectual, and
cultural upheaval that splintered Catholic Europe, setting in place the structures and beliefs that
would define the continent in the modern era (Cronin, 2001). In 1613, there was an overthrow of
the Catholic majority in Irish Parliament and Protestant domination occurred after two periods of
war between Catholics and Protestants in 1641–1652 and 1689–1691 (Cronin, 2001).
In 1801, the Irish Parliament was abolished. Catholics were not granted full rights until
Catholic emancipation was attained throughout the new United Kingdom in 1829 (Cronin, 2001).
The period that followed, 1845–1852, was one of mass starvation and disease. The Irish potato
famine was the worst famine to occur in Europe in the 19th century. Almost one half of the Irish
population, particularly the rural poor, depended almost exclusively on the potato for sustenance.
The famine proved to be a watershed in the demographic history of Ireland, as nearly 1 million
people died and 1 million emigrated. Ireland’s population continued to decline in the following
decades due to emigration and low birth rates (Cronin, 2001).
In 1922, Ireland seceded from the United Kingdom to become the independent Irish Free
State (Cronin, 2001). The Irish War of Independence was a guerrilla conflict between the British
state and its forces in Ireland and Irish republican guerrillas in the Irish Republican Army (Duffy,
1997). In 1937, six northern counties, now known as Northern Ireland, remained within the
United Kingdom (Cronin, 2001).
According to Duffy (1997), the 1960s was a period of frustrated hope for the Irish. This
period, known as the Northern Crisis, was marked with violence between Catholics and
IMPACT OF GLOBALIZATION 27
Protestants, bombings, and a shooting by the paramilitary Irish Republican Army (IRA). The
conflict was primarily political, with strong ethnic and sectarian factors. At issue was the consti-
tutional status of Northern Ireland, where Protestants, who considered themselves British,
wanted Northern Ireland to remain in the United Kingdom and Catholics, who viewed them-
selves as Irish, wanted it to join a united Ireland (Duffy, 1997). This conflict is believed to have
ended with the Belfast “Good Friday” Agreement of 1998 (Cronin, 2001).
The Good Friday Agreement, or Belfast Agreement, was a major political development in
the Northern Ireland peace process of the 1990s (Cronin, 2001). This agreement brought an end
to the nearly 30 years of sectarian conflict in Northern Ireland known as “The Troubles.” This
new arrangement set up a power-sharing assembly to govern Northern Ireland by cross-
community consent (Duffy, 1997).
Economic History
The economic history of the Republic of Ireland effectively began in 1922, when the Irish
Free State won independence from the United Kingdom (O’Hagan & Newman, 2014). The state
was plagued by poverty and emigration until the 1960s, when an upturn led to reversal of the
long-standing population decline. Global and domestic factors combined in the 1970s and 1980s
to return the country to poor economic performance and emigration. However, the 1990s marked
the beginning of unprecedented economic success for the Republic of Ireland (Paus, 2005).
The Republic of Ireland has had three major episodes of debt crisis since its foundation
(Dorney, 2011). The first was the period following the Civil War in 1923-1924, when costs
nearly crippled the emerging new state. The second was a long drawn-out period of rising debt
and extensive public borrowing that lasted for approximately two decades, from the 1970s to the
IMPACT OF GLOBALIZATION 28
mid-1990s. The third fiscal crisis occurred from 2008 onward, the state’s finances fell sharply
from a position of surplus to a crushing deficit (Dorney, 2011).
The Civil War did very serious short-term economic damage to Ireland. It was estimated
that by 1926 the cost of the war, including the rebuilding, compensation, and financing the army,
came to roughly 170% of the state’s annual income (Dorney, 2011). The state overcame this first
debt crisis by 1931 and became a creditor nation until the 1970s. As a result, it invested little in
health, education, or social services during this period (Dorney, 2011). In the 1930s, most Irish
people faced very difficult times; wealth was not evenly divided. In 1932, 1% of the Irish
population owned 59% of its wealth, 8% owned 34%, and 10% owned 37%. The remaining 81%
had no taxable assets and no disposable income above subsistence. As a result, some 75,000
people emigrated, mostly to the United Kingdom, each year in the late 1930s (Dorney, 2011).
In the 1950s, many countries in the Western world were swept up in the post-war boom;
on average, the annual growth rate in Europe was 8%, while in Ireland it was only 1%. Ireland’s
population fell to 2.81 million as more than 40,000 people emigrated each year (Dorney, 2011).
The policies that had prevailed since the 1930s—balancing the books, allied with a policy of
protecting and subsidizing Irish industry—appeared to be failing (Dorney, 2011).
Under leadership by Sean Lemass, the economic plans of his era managed to jolt the Irish
economy into growth of 4% per year between 1959 and 1973 (Dorney, 2011). During this time,
there was investment in social infrastructure and emigration fell as living standards in Ireland
rose by 50% and began to catch up with the European average (Dorney, 2011).
As living standards rose, so did public spending to eventually unsustainably high levels.
By 1986, the Irish debt was more than €23 billion, a staggering 142% of the Irish GNP, and
foreign debt stood at €9 billion (Dorney, 2011). This debt was unlike the debt of 1923, as it was
IMPACT OF GLOBALIZATION 29
incurred by everyday spending on the public sector, health, and social welfare and therefore
increased annually. The result of this was cripplingly high tax rates: 35% to 60% of wage
earners’ income.
According to Dorney (2011), two factors converged to get Ireland out of the economic
and financial mess of the 1980s: (a) growing the economy by attracting foreign investment, and
(b) getting public spending under control. Ireland attracted foreign investors by offering corpo-
rations very low taxes on profits and by investing in education and thereby offering a well-
educated work force at relatively low wages, as well as access to the now open European market.
The period known as the “Celtic Tiger” was marked by unprecedented growth in the Irish econ-
omy and a sharp decline in the national debt (Dorney, 2011). By 2000, Ireland had a handsome
budget surplus and the first decade of the new millennium saw a significant expansion of public
spending on infrastructure and social services.
MNCs and FDI
MNCs and FDI have played a significant role in the economic growth of Ireland.
According to Lane and Ruane (2006), Ireland’s economy is heavily dependent on FDI and its
relationship with MNCs. Many of the world’s most successful companies across a range of
industries have considerable operations in Ireland, such as Microsoft, Pfizer, Abbott, and Intel.
Ireland is also home to 9 of the world’s top 10 medical technology companies, such as Boston
Scientific and Medtronic, and home to 10 top Internet companies, including Google and Face-
book (Connectireland.com, 2015). Companies have found Ireland to be an attractive country in
which to do business due to its pro-business environment, including one of the lowest corpora-
tion tax rates in Europe (12.5%), a 25% tax credit against research and development costs, and
double taxation waiver agreements with more than 60 countries (Connectireland.com, 2015).
IMPACT OF GLOBALIZATION 30
According to O’Hagan and Newman (2014), policies aimed at attracting FDI are based
on the logic that FDI brings new investment to the economy to boost national income and
employment. They contended that FDI is of major importance to the Irish economy, in particular
to the manufacturing sector and internationally traded services.
The manufacturing sector was once the backbone of Ireland’s economy but as a result of
FDI, it is diminishing in importance to be replaced by a vibrant internationally traded services
sector (O’Hagan & Newman, 2014). FDI investment flows into Ireland have been critical over
the past 2 decades in terms of increased employment and bringing much-needed technological
and managerial skills that eventually pass into other sectors of the economy (O’Hagan &
Newman, 2014). Much of this success was based on special tax breaks that may end soon as a
result of other countries becoming involved in similar competitive tax cutting strategies.
In a paper titled “Why Ireland? A Qualitative Review of the Factors Influencing the
Location of US Multinationals in Ireland with Particular Reference to the Impact of Labour
Issues,” Gunnigle (2001) argued that encouragement of FDI represents a key plank in industrial
policy in Ireland and suggested that important contributors to Ireland’s attractiveness have been
the quality and supply of labor, labor costs, labor flexibility, and industrial relations harmony. In
addition, direct (i.e., grants) and indirect (low corporation tax) financial incentives have been
major factors in stimulating FDI growth in Ireland.
Gunnigle (2001) noted that Ireland is home to more than 1,200 overseas manufacturing
and internationally traded services companies, employing approximately 135,000 people, with a
particular focus on electronics, pharmaceuticals, healthcare, software, and teleservices. More-
over, employment in MNCs accounts for roughly one third of the industrial work force and
foreign-owned companies account for 55% of manufactured output and 70% of industrial
IMPACT OF GLOBALIZATION 31
exports. The period 1987 to 1997 saw a 50% increase in the number of foreign multinationals
investing in the Irish economy. There has been a threefold increase in FDI inflow to Ireland since
1990, with the United States accounting for almost 85% of all such inflows.
Investment by MNCs has brought considerable benefits to the Irish economy, including
increased employment, economic prosperity, and modernization of the Irish industrial base
(Gunnigle, 2001). These changes have allowed Ireland to absorb technological changes at a
national level to compete in international markets. As rapid economic growth has fueled the
demand for labor in the Irish economy, particularly in relation to technical and highly skilled
workers and the fact that a plentiful supply of labor has long been considered a factor influencing
MNCs to locate in Ireland, quality labor availability is essential to ensuring Ireland’s economic
viability moving forward. To ensure that skilled labor is available requires an educational system
that prepares and develops workers to meet the demands of a rapidly growing KBE.
Ireland’s Educational System
Education is a key component in producing a populous with knowledge and skills to par-
ticipate in society, both economically and socially. A key role of education in Ireland is to
produce a well-educated work force that can meet the demands of an expanding economy and be
attractive to foreign investors. A more skilled labor force produces more output, facilitates the
diffusion of new technologies, and makes the economy a more attractive place to invest
(O’Hagan & Newman, 2014). The education policy in Ireland attempts to achieve two objec-
tives: (a) facilitate accumulation of human capital in the economy for the purpose of fueling eco-
nomic growth, and (b) contribute to the government’s policy objective of equity by ensuring
equal access to and opportunities within the system for all (O’Hagan & Newman, 2014).
IMPACT OF GLOBALIZATION 32
Education System Overview
The Irish educational system dates back to 1831, when the national school regime was set
up under control of the United Kingdom. Little change has occurred in the administration and
financing of schools since the Irish state was established in 1923 (O’Reilly, 2013). By the begin-
ning of the 20th century, the Irish system of national education was fundamentally different from
the systems in other parts of the United Kingdom (Donnelly, 2011). Unlike other parts of the
United Kingdom, in England and Scotland, where denominational schools existed side by side
with local authority-controlled schools, provision was never made for a separate parallel system
of primary schools controlled by the local authority. As a result, by the mid-20th century, the
system of national education in the Republic of Ireland was de jure undenominational but de
facto denominational in 97% of cases (Donnelly, 2011; O’Reilly, 2013).
With the Catholic church essentially in charge of education in Ireland, an egalitarian
philosophy of education was adopted. Emphasis was placed on creating similar outcomes for all
students and reestablishment of Gaelic traditions and culture that had been neglected under
British rule. Following establishment of the Free State in 1923, one of the first decisions made in
the educational system was the removal of science from the primary school curriculum, to be
replaced by the Irish language as a compulsory subject (O’Reilly, 2013). According to Childs
(2001), the development of science-based industries depends on a good foundation of science
education at second and primary levels. The re-emergence of science in the primary curriculum
did not occur until 1999 (O’Reilly, 2013).
The Irish educational system is currently centrally controlled by the Department of Edu-
cation and managed by a Board of Management; however, the church is still influential in the
makeup of the board, since most schools operate on lands owned by churches (O’Reilly, 2013).
IMPACT OF GLOBALIZATION 33
There are currently more than 3,200 primary schools, 750 post-primary schools, 7 universities,
14 Institutes of Technology, 33 Vocational Education Committees, and other educational institu-
tions that are aided by the state (O’Reilly, 2013).
Education System
The following milestones have occurred in Ireland’s education system to ensure a well-
educated and skilled labor force: (a) free second-level education in 1967, (b) building 10
Regional Technical Colleges and two National Institutes of Higher Education in 1972 with a
technological/industrial focus, (c) a traditional education system focusing on basics in which
mathematics and English are compulsory through all years of the school system, and (d) a young
well-educated English-speaking adaptable work force (Childs, 2001).
First and second levels. Most children start at age 4 with 2 years of preschool education
in the National (primary) schools, with compulsory education beginning at age 6. At age 12,
children transfer to the junior cycle, otherwise known as second level, where they are offered
subjects at Higher or Ordinary levels; mathematics, English and Irish are compulsory (Childs,
2001). Science is not compulsory; however, about 90% of students take the subject at the junior
level. After 3 years at the junior level, students are offered a transition year option without a
fixed curriculum; approximately 50% of all students avail themselves of this option (Childs,
2001). The Senior Cycle is for a 2-year period from ages 15/16 to 17/18. Three national curricula
and corresponding examinations are offered: Traditional Academic Leaving Certificate (34
subjects) offered at Higher and Ordinary levels, Leaving Certificate Applied Program, and
Leaving Certificate Vocational Program (Childs, 2001). The Leaving Certificate Applied and
Leaving Certificate Vocational Programs are intended for less-academic students and do not lead
to entrance to the third level (Childs, 2001).
IMPACT OF GLOBALIZATION 34
Third level. The Traditional Leaving Certificate is the main means of selection for the
third level. A point system is used that aggregates national examination scores; higher points are
given to grades in the Higher Level compared to the Ordinary Level courses (Childs, 2001). The
third level (higher education sector) is comprised of 7 universities, 14 Institutes of Technology, 7
Colleges of Education, and a number of private colleges, all of which offer degree courses;
however, the majority of courses in the Institutes of Technology result in subdegree-level
certificates and diplomas (Childs, 2001).
According to McCoy and Smyth (2011), entry into higher education in Ireland has risen
dramatically from 20% of the relevant age cohort in 1980 to more than 55% in 2004. A contrib-
uting factor to this rise is the removal of higher education tuition fees after 1996 and diversifica-
tion in which students can pursue academic courses in institutes of technology, as well as in
universities.
State of Irish Education
Ireland has experienced a decline in the demand for science and engineering courses;
thus, points required for entry into the third level have declined in the past several years. From
1987 to 1999, there was a marked swing away from the physical sciences, the foundations of the
new technologies and industries (Childs, 2001). This decline in demand occurred against an
increasing cohort completing the Leaving Certificate, which makes the drop even more dramatic
(Childs, 2001). According to Childs (2001), the decline in science at second and third levels can
be attributed to (a) massive emphasis on information and computer technology (ICT); (b)
expansion of third-level places in ICT; (c) influence of points on third-level entry, leading
students to choose easier subjects and avoid physical sciences; (d) imbalance among science
teachers in favor of biology; (e) schools not offering sciences (essentially no science at primary
IMPACT OF GLOBALIZATION 35
level from 1934 to 2000); and (f) a shift toward degree courses and away from subdegree
courses.
Given the strong demand for people with a science and technology background in a high-
technology economy, Ireland has given particular attention to increasing the number of graduates
in science and engineering, as seen by the Department of Education and Skills focus in recent
years on reversing the downward trajectory in mathematics scores of Irish students in interna-
tional comparisons (O’Hagan & Newman, 2014). It has become apparent to Ireland that their
students must be equipped with the necessary skills to compete in the 21st century (Ananiadou &
Claro, 2009).
Twenty-First-Century Skills
Success in a globalized society requires a populous with skills that prepare them to
compete. As the economic landscape changes, the skills necessary for educational systems to
develop students to compete also change, requiring development of 21st-century skills (Wagner,
2008). According to Lawrence and Seeman (2011), a goal of 21st-century education is to
develop mature citizens who can identify issues, solve problems, and communicate solutions.
The term 21st-century skills refers to a broad set of knowledge, skills, work habits, and character
traits believed to be critically important to success in today’s global economy. Common skills
associated with 21st-century skills are (a) critical thinking, problem solving, and synthesis of
information; (b) research skills and questioning; (c) creativity, curiosity, and innovation; (d) per-
severance and adaptability; (e) oral and written communication skills; (f) leadership and team
skills, (g) information and technology literacy, data analysis, and computer programming; and
(h) scientific literacy and reasoning (Great Schools Partnership, 2015).
IMPACT OF GLOBALIZATION 36
Wagner’s (2008) work on the new survival skills serves as the framework to understand
the significance of 21st-century skills in the education of students, development of educational
policy, and growth of the economy in Ireland. Seven survival skills are needed to prepare
students for the 21st century and a re-engineered educational system: critical thinking and
problem solving, collaboration and leadership, initiative and entrepreneurship, effective oral and
written communication, accessing and analyzing information and curiosity and imagination
(Wagner, 2008). Wagner (2008) contended that, when educational systems engage in teaching
that develops 21st-century skills, students are better prepared to compete in a globalized society.
According to Friedman (2007), students have never had access to so much information as they
do in the 21st century and old methods of teaching by memorization and regurgitation are no
longer applicable in today’s information-rich age.
What is required for today’s student is the ability to analyze, synthesize, problem solve,
and think critically. Unlike learning of the 20th century that consisted of teaching students core
subjects and then assessing for proficiency, today’s students must be prepared to use technolo-
gies not invented to compete for jobs that are yet to exist (Partnership for 21st Century Skills,
2012; Wagner, 2008). Educational leaders in globalized countries must guide development of
curricula, policy, and practices that will meet the demands of increasingly sophisticated MNCs
for workers who possess 21st-century skills. Economic development, job growth, and growth of
GDP are dependent on development of human capital. Human capital development is dependent
on innovation and the quality of the educational system (Clifton, 2011; Friedman, 2007; Wagner,
2008). The desired 21st-century skills such as problem solving and critical thinking are fostered
in the teaching of STEM through exploration and PBL.
IMPACT OF GLOBALIZATION 37
STEM
With the flattening of the global economy in the 21st century, the teaching of STEM has
taken on new importance as economic competition has become truly global (Bybee, 2010).
STEM education has evolved into a meta-discipline, an integrated effort that removes traditional
barriers between subjects and instead focuses on innovation and the applied process of designing
solutions to complex contextual problems using current tools and technologies. STEM education
focuses on innovation and the applied process of designing solutions to complex contextual
problems using current tools and technologies (Kennedy & Odell, 2014).
Bender (2012) suggested that curricula that engage students in STEM promote instruc-
tional strategies that challenge students to innovate and invent. He recommended that students
apply the science and mathematics knowledge that they learn to an engineering problem and uti-
lize technology in finding a solution that requires them to demonstrate their understanding of
STEM disciplines in a work-based, contextual environment (Bender, 2012).
Bybee (2010) asserted that STEM education is critical for all citizens as it provides a
means to understand some of the most significant challenges of the time, including energy effi-
ciency, climate change, and hazard mitigation. Translating this need into an educational
approach follows what was suggested by Darling-Hammond (2010) and Wagner (2008):
development of competencies in addressing situations, problems, or issues, not exclusively
knowledge of concepts and processes within the respective STEM disciplines (Bybee, 2010). In
a STEM-driven educational system, technology must be integrated into the culture, curriculum,
teaching strategies and daily operations of classrooms to enhance learning and provide relevance.
The STEM educator must provide students with interdisciplinary, multicultural, and
multiperspective viewpoints to demonstrate how STEM transcends national boundaries. This
IMPACT OF GLOBALIZATION 38
should provide a global perspective that links students with a broader STEM community and
work force (Kennedy & Odell, 2014).
School systems with effective STEM instruction utilize research-based elements that
engage student’s interests and experiences built on prior student knowledge, use STEM prac-
tices, and provide experiences that sustain student interest (Bybee, 2010). The four components
of STEM education reform that are different from other reforms are (a) addressing global chal-
lenges, (b) changing perceptions of environmental problems, (c) recognizing and teaching 21st-
century work force skills, and (d) being aware of continuing issues of national security that are
necessary for a country to sustain its position as a global competitor (Bybee, 2010). STEM
instruction is dynamic and is best facilitated through students experiencing the content versus
passively acquiring information (Bender, 2012).
PBL
PBL provides a mode for implementation of STEM education at the classroom level to
incorporate 21st-century skills (Capraro et al., 2013). This instructional strategy is an approach to
teaching in which students respond to real-world questions or challenges through an extended
inquiry process that often involves peer collaboration, emphasis on critical thinking and
interdisciplinary learning (Lattimer & Riordan, 2011). PBL is rooted in the constructivist
learning theory of John Dewey; it fosters student experiences in projects that mimic the work of
actual scientists, not only to promote interest but also to promote ownership of learning and
student discovery (Capraro et al., 2013).
As PBL increases motivation to learn, work in teams, and develop collaborative skills, it
is highly recommended as a 21st-century teaching technique (Bender, 2012). The components of
PBL that reinforce character traits associated with 21st-century skills include (a) brainstorming
IMPACT OF GLOBALIZATION 39
possible solutions to problems, (b) dividing responsibilities for information gathering, (c) devel-
oping a time line for information gathering, (d) searching for information on a problem or
question, (e) synthesizing collected data, (f) engaging in collaborative decision making, and (g)
developing a product or artifacts that allow students to communicate the results of their work
(Bender, 2012). Bell (2010) noted that social learning enhances collaboration skills and that PBL
promotes social learning as students practice and become proficient with the 21st-century skills
of communication, negotiation, and collaboration. Bender suggested that PBL must involve in-
depth applications of 21st-century technologies and Web 2.0 instructional tools, including web
quests, wikis, class blogs, and emerging technological communication devices such as smart
phones and iPads, along with classroom instructional management tools such as Moodle.
The use of PBL to teach STEM is relevant today due to real-world connections and asso-
ciations with facilitating student development of a personal connection to the project. PBL
fosters “buy in” for solving individual problems presented in the project. STEM PBL provides
students with knowledge of STEM and 21st-century skills needed to drive innovation and to be
successful in the global world (Capraro et al., 2013).
Slough and Milam (2013) suggested four key principles as a guide for implementation of
STEM PBL: (a) making content accessible, (b) making things visible, (c) helping students to
learn from others, and (d) promoting autonomy and life-long learning. As students take control
of their learning, both academically and cognitively, changes in conceptual understanding occur
as they learn to set goals, seek feedback, interpret input, adjust behavior, and evaluate their ideas
(Slough & Milam, 2013).
In order to compete for world talent and be a leader in global innovation, a country must
place an emphasis on STEM job opportunities (Bybee, 2010; Capraro et al., 2013). Across the
IMPACT OF GLOBALIZATION 40
globe, STEM industries see the highest percentage of newly created jobs. These fields keep
nations competitive and generate new jobs and industries (Langdon, McKittrick, & Beadle,
2011). The fastest-growing occupations require a background in STEM; it is estimated that
STEM workers earn 26% more than those in other fields (Langdon et al., 2011). In order for Ire-
land to remain competitive in the global market, it must provide opportunities for students to
excel in these areas by continuing to develop their instructional programs, beginning at the
elementary level and extending to the college level. According to Bellipanni and Lilly (1999),
students can deepen their understanding of STEM content by carrying out experiments and
engaging in projects to help with the understanding of concepts.
Science Competitions
It is necessary to implement strategies to develop student interest in STEM fields and
related majors in order to keep pace with global competition. The science fair has existed for
many years and has a longstanding reputation as a strategy to foster student interest in the
sciences (Bellipanni & Lilly, 1999). A common rationale for science fairs cited throughout the
literature is that they provide students opportunities for hands-on research and learning s they
demonstrate their ability to identify a problem, formulate a hypothesis, determine a procedure,
gather data, interpret results, and draw conclusions (Bellipanni & Lilly, 1999). Science fairs are
aligned to the National Science Education Standards, which state that students should ask
questions, plan and conduct investigations, use appropriate tools and techniques to gather data,
think critically and logically about relationships between evidence and explanations, construct
and analyze alternative explanations, and communicate scientific arguments (Kahle, 1996).
Science exhibitions originated in 1828 in New York with the Science and Technology
Exposition held by the American Institute of Science and Technology. In 1928, the Institute
IMPACT OF GLOBALIZATION 41
began to shift its focus away from industrial showings toward children’s science fairs (Bellipanni
& Lilly, 1999). The 1928 fair is regarded as the first student science fair and the model for all
subsequent fairs. The industrial fair evolved into what is today’s International Science and
Engineering Fair (ISEF; Bellipanni & Lilly, 1999).
Sahin (2013) investigated the relationship between science fairs and STEM club partici-
pation and STEM major selection and discovered that students who attended STEM after-school
clubs had a higher percentage of postsecondary matriculation in STEM majors than the national
average. The findings implied that opportunities for students to be engaged in STEM clubs or
requiring students to complete science fair projects fostered their interest in STEM majors and
their overall interest in the sciences (Sahin, 2013).
According to Aberbatt and Vineyard (2001), many educators encourage participation in
extracurricular science activities, such as science fairs and science Olympiads as a way for
students to develop science content knowledge, process skills, and develop interests. The authors
noted that Westinghouse Talent Search participants frequently pursued careers in the sciences
and that adults working in the sciences indicated that science fair experiences had influenced
their career choices (Aberbatt & Vineyard, 2001).
In Ireland, STEM interest is fostered through a national science competition called
SciFest. SciFest sponsors 1-day science fairs for second-level students that are hosted locally in
schools and regionally at Institutes of Technology (SciFest, 2015). The SciFest project consists
of four distinct strands: local, regional, national, and international. The objectives of the project
are to foster a love and appreciation of STEM fields through collaboration and inquiry and to
provide a venue for students to display their scientific investigations (SciFest, 2015).
IMPACT OF GLOBALIZATION 42
The competition was the brainchild of the current SciFest Chief Executive Officer (CEO)
Sheila Porter and is based on her experiences with BT Young Scientist and Technology, Intel
Educator Academy, and the Institute of Technology Tallaght. SciFest currently serves approxi-
mately 7,200 students and 400 teachers from 239 schools, presenting more than 1,500 projects
with the aim to foster enthusiasm and interest in STEM fields and to develop skill sets required
to address future global concerns of energy, water, health services, and infrastructure (SciFest,
2015).
The project sponsors of SciFest 2015 include SFI Discover, Intel Ireland, and Boston
Scientific. The Public Affairs Director of Intel Ireland, Leonard Hobbs, remarked regarding the
2015 program:
Science fairs are an important element in promoting a student-centered, inquiry-based
approach to STEM skill development. Students are motivated to develop their own sci-
entific investigations, develop models, interpret data, draw inferences, and defend their
findings at a science fair and receive feedback on their investigation. (p. 6)
In a review of STEM promotional initiatives and activities in Ireland, Walsh (2015) noted
that, in most countries, science-related extracurricular activities at schools are related to better
student performance, stronger beliefs by students in their abilities to handle science-related tasks,
and greater enjoyment of learning science. She remarked that, throughout second level, Irish
students can become engaged in the inquiry-based approach to STEM by participation in events
such as the BT Young Scientist Competition and SciFest, both heavily supported by industry as a
strategy to promote scientific literacy and STEM education.
IMPACT OF GLOBALIZATION 43
Theoretical Frameworks
According to Maxwell (2013), a theoretical framework of a study is the underlying
structure, scaffolding, or frame of the study. Framework was defined by Maxwell (2013) and
Merriam (2009) as a system of concepts, assumptions, expectations, beliefs, and theories that
support an investigation. This study is framed by work by Spring (2008) on globalization of
education, Wagner (2008) on understanding the growth of 21st-century skills, Slough and Milam
(2013) on PBL in STEM and on analyzing the impact of globalization on STEM education
through SciFest, and Friedman (2007) on the effects of globalization. Figure 1 depicts the
relationships among the four theoretical frameworks.

Figure 1. Diagram of the relationships among the theoretical frameworks. PBL = project-based
learning; STEM = science, technology, education, and mathematics.

Globalization of Education
The work by Spring (2008) provided the framework for understanding the globalization
of education. Spring asserted that the globalization of education refers to the worldwide discus-
IMPACT OF GLOBALIZATION 44
sion, processes, and institutions affecting local educational policies and practices. He proposed
that events that happen on a global scale are influencing school systems around the world and, as
a result, many nations are adopting polices from a global superstructure in order to compete
globally. Spring (2008) further noted that the growth of worldwide educational discourse has led
to educational agendas in which the concept of education is that of an economic investment with
the goal of developing human capital or better workers to promote economic growth.
Growth of 21st-Century Skills
The work by Wagner (2008) provides the framework for understanding the growth of
21st-century skills in teaching and learning. Wagner (2008) described 21st-century skills as a
blend of content knowledge, specific skills, expertise, and literacies. He identified seven skills
that students must develop to succeed in the 21st century: critical thinking and problem solving,
collaboration and leadership, agility and adaptability, initiative and entrepreneurship, effective
oral and written communication, accessing and analyzing information and curiosity and
imagination (Wagner, 2008).
Success and integration into a knowledge-based economy requires that people navigate
and possess skills that will be used in college, career, and society at large. As the educational
system moves to adapt to the new set of skills required of students, teaching methods are chang-
ing to ensure that students are prepared for the demands of the future (Wagner, 2008).
STEM PBL
The work by Slough and Milam (2013) and Capraro et al. (2013) provides the framework
for understanding STEM PBL. STEM PBL is a defined task requiring students to solve real-
world problems to showcase student mastery of concepts of STEM subjects (Capraro et al.,
2013). STEM PBL provides a model for implementing STEM instruction in the classroom by
IMPACT OF GLOBALIZATION 45
developing critical thinking and problem-solving skills as students use inquiry to create a “well-
defined outcome with an ill-defined task” (Capraro et al., 2013, p. 3) and construct mastery of
STEM subjects. Slough and Milam (2013) identified four key principles that guide the design
and implementation of PBL:
Making the content accessible—building on student ideas and prior knowledge, use of
personally relevant problems, and scaffolding inquiry
Making things visible—modeling scientific thinking, scaffolding students to make their
thinking visible, providing multiple representations
Helping students learn from others—encouraging listening to others, highlighting cultural
norms
Promoting autonomy and life-long learning (p. 16)
These four principles are integrated into the practice of PBL and as students take control of their
own learning, both academically and cognitively, changes in conceptual understanding occur as
they learn to set goals, interpret input, and evaluate their ideas (Slough & Milam, 2013).
Framework of Globalization
Friedman (2007) provides the context of the movement of globalization and the driving
need for citizens to be equipped with skills to navigate in a flattened global market. Around
2000, a series of events changed the face of the world, leveled the playing field, and allowed
more countries to compete in a global economy. According to Friedman (2007) this change in
the global landscape can be described as a triple convergence: (a) the widespread introduction of
the Internet, fiber optics, sophisticated software, digital sharing of ideas, and the outsourcing of
jobs; (b) new opportunities for people in many countries to develop habits, skills, and processes
that were attractive to companies and expanded their qualified work force potential; and (c) the
IMPACT OF GLOBALIZATION 46
free flow of ideas and the ability to communicate to allow countries such as China, India, and
nations from the former Soviet Union to enter the global market (Friedman, 2007). Friedman’s
framework is based on the following key points: (a) globalization 1.0, which shrank the world
from large to medium; (b) globalization 2.0, which shrank the world from medium to small; and
(c) globalization 3.0, which shrank the world from small to tiny and flattened.
Chapter Summary
The purpose of this study was to examine the influence of globalization on Irish educa-
tional policy in STEM education and development of 21st-century skills. This study also exam-
ined the relationship of science competitions such as SciFest on development of 21st-century
skills through use of inquiry-based instructional strategies such as PBL in STEM-related courses
and investigated how participation in these competitions influence students’ interest in continu-
ing study of STEM and pursuing a career in a STEM-related field.
The Celtic Tiger era, a period of rapid economic boom of the Republic of Ireland fueled
by FDI and MNCs transformed Ireland into one of the most economically successful countries in
Europe (Dorgan, 2006). In 15 years, Ireland moved from Britain’s ex-colony on the European
periphery to the epitome of neo-liberal globalization (Fanning & Munck, 2011). As a result of
FDI, globalization, and multinational economic conditions, companies have completely trans-
formed the manner in which they produce, market, and sell goods and services worldwide. Ire-
land has made significant changes in trade agreements, educational policy, and federal and local
government mandates. To remain competitive and attractive to foreign direct investors and
MNCs, Ireland must commit to making education and development of 21st-century skills a
priority. Spring (2008) contended that the growth of worldwide educational discourse has led to
educational agendas based on the concept of education as an economic investment with the goal
IMPACT OF GLOBALIZATION 47
of developing human capital or better workers to promote economic growth. In order to compete
for world talent and be a leader in global innovation, a country must place an emphasis on STEM
job opportunities (Bybee, 2010; Capraro et al., 2013). Across the globe, STEM industries see the
highest percentage of newly created jobs. These fields keep nations competitive and generate
new jobs and industries (Langdon et al., 2011).
IMPACT OF GLOBALIZATION 48
CHAPTER 3: METHODOLOGY
Ireland’s economic boom during the 1990s brought unprecedented levels of prosperity
and helped to transform the nation into a country of net immigration by the early 2000 (Rubs &
Quinn, 2009). In just over a generation, Ireland evolved from one of the poorest countries in
Western Europe to one of the most successful (Dorgan, 2006). It reversed the persistent emigra-
tion of its best and brightest and achieved an enviable reputation as a thriving, knowledge-driven
economy (Dorgan, 2006). According to Irish America Staff (2013), Ireland has been ranked as
the most globalized nation in the West and the world’s third-most globalized economy in terms
of the GDP. This ranking is based on the annual globalization index published by accounting
giant Ernst and Young (Irish America Staff, 2013). Ireland’s high ranking was attributed to the
country’s high performance in the areas of movement of capital and finance, cultural integration,
and a disproportionately high level of FDI (Irish America Staff, 2013).
Lane and Ruane’s (2006) explained that Ireland’s economy is heavily dependent on FDI.
As a result of FDI, globalization and multinational economic conditions, companies have com-
pletely transformed the manner in which they produce, market, and sell goods and services
worldwide. For these reasons, Ireland has made significant changes in trade agreements, educa-
tional policy, and federal/local government mandates.
The purpose of this study was to examine the influence of globalization, FDI, and MNCs
on educational policy in STEM education and development of 21st-century skills. Furthermore,
the relationship between student participation in science competitions such as SciFest was
examined to determine whether participation influences development of 21st-century skills
through the use of inquiry-based instructional strategies such as PBL in STEM-related courses
IMPACT OF GLOBALIZATION 49
and whether students’ interest in continuing study of STEM fields is enhanced. Three research
questions guided this study through interviews, survey, and observations:
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?
The following sections outline how the research questions were addressed: (a) Research
Design, (b) Research Team, (c) Sample and Population, (d) Instrumentation, (e) Data Collection,
(f) Data Analysis, (g) Credibility and Trustworthiness, and (g) Ethical Considerations.
Research Design
A qualitative research design was used to address the research questions associated with
this study. Van Maanen (1979) defined qualitative research as an umbrella term covering an
array of interpretive techniques that seek to describe, decode, translate, and come to terms with
the meaning of certain more or less naturally occurring phenomena in the social world. In other
words, it is an approach in which researchers are the data collectors who study things in their
natural settings, attempting to make sense of, or interpret, occurrences in terms of the meanings
that people bring to them (Merriam, 2009). Qualitative studies are further characterized by a
focus on process, understanding, and meaning; the researcher, as the primary instrument of data
collection and analysis, applied an inductive process and the product is richly descriptive
(Merriam, 2009).
IMPACT OF GLOBALIZATION 50
Creswell (2008) identified six essential steps in conducting a research study: (a) identifi-
cation of a research problem, (b) review of the current literature, (c) having a purpose for
research, (d) collection of data, (e) analysis of data, and (f) reporting the evaluation of the
research. This study was organized around these six steps and is conducted through a case study.
Creswell (2008) stated that a case study includes in-depth data collection from multiple sources.
Qualitative data collection allows for attainment of rich information that informs the researcher
regarding the experiences of the participants of the study (Maxwell, 2013; Merriam, 2009). Fur-
thermore, a case study allows for empirical examination that explores a current phenomenon in a
real-life context, “especially when the boundaries between the phenomena and context are not
clearly evident” (Merriam, 2009, p. 40).
In order to address the research questions, interviews, surveys, and observations were
used. According to Patton (2002), researchers interview people to find out from them those
things that cannot be observed directly. Interviews obtain nonobservable information such as
feelings, opinions, perceptions, intent, and attitudes (Patton, 2002). Merriam (2009) asserted that
interviewing is the best technique to use when conducting intensive case studies of a few
selected persons. Coupled with interviews are observations, which serve to provide a first-hand
account of the phenomenon of interest (Merriam, 2009). According to Patton (2002), through
observations, a researcher can go to where the people whom they study are and spend time in
their territory. In addition, observations are conducted to triangulate emerging findings; that is,
they are used with interviewing to substantiate the researcher’s findings (Merriam, 2009).
A conceptual framework supports the researcher in identifying similarities among
assumptions, beliefs, and theories that support and inform the research (Maxwell, 2013). The
research team approached the study using the following frameworks: (a) Wagner’s (2008)
IMPACT OF GLOBALIZATION 51
description of 21st-century skills for learning, (b) Slough and Milam’s framework for the design
of STEM and PBL, (c) Friedman’s (2007) explanation of the flatteners that led to globalization,
and (d) Spring’s (2008) theoretical perspectives on the globalization of education. These tech-
niques allowed participants to express their experiences, beliefs, perceptions, and practices and
provide rich descriptive data to address the research questions of this study.
Research Team
This study was conducted under the guidance of Dr. Michael Escalante, a professor at the
University of Southern California Rossier School of Education. The research team consisted of
16 doctoral students studying the impact of globalization, FDI, and MNCs on Irish educational
policy in STEM education and development of 21st-century skills. The team assembled in Janu-
ary 2015 and met monthly to collaborate, share research, construct research questions, present
research literature, and determine conceptual frameworks that would contribute to the study. The
doctoral students worked in pairs; each was a primary researcher at a school and served as an
assistant data collector at the partner’s school site. From this thematic group approach, there may
be some similarities among the dissertations; however, each individual researcher’s study is
unique, based on the research collected at that particular school site.
Sample and Population
The participants in this study were purposefully selected teachers, administrators,
students, political leaders, policymakers, and business and industry leaders of MNCs who have
an interest in the future of Ireland’s work force. According to Patton (2002), purposeful,
nonprobability sampling in a qualitative study is the most appropriate strategy to examine the
relationship of activities and the implications of those relationships. In this strategy, particular
settings, persons, and activities are selected deliberatively to provide information that is
IMPACT OF GLOBALIZATION 52
particularly relevant to the researcher’s questions and goals and that cannot be obtained as well
from other sources (Maxwell, 2013). In this study, a combination of purposeful and convenience
sampling was used to select participants based on their ability to provide a rich descriptive
account of the phenomenon being studied. Initial contact with participants was made by Sheila
Porter, founder and CEO of SciFest, and George Porter, Chief Financial Officer (CFO) of
SciFest. The research team conducted monthly Skype conferences with Sheila and George Porter
in which these leaders provided invaluable purposefully selected site-level contacts with school
leaders to gain access to participants who could be involved in the study. The research team
worked with their contacts to establish an interview participant list that would ensure participa-
tion from education, business and industry, and government. Follow-up solicitations were made
through email (Appendix A).
Educators and Students
In April 2016, the research team traveled to Ireland to collect data. Team members inter-
viewed and surveyed students, teachers, and site educational leaders. Selected participants were
chosen based on the assumption that they had appropriate knowledge to provide data to address
the study’s research questions (Merriam, 2009). In addition, classroom observations at assigned
schools in Dublin and a science and technology fair observation at University College Cork and
the Cork Institute of Technology were conducted to capture data on the influence of globaliza-
tion, SciFest, PBL, and STEM on students and the educational system in Ireland. The research
team also interviewed and surveyed students and teachers who have participated in SciFest.
Business and Industry Leaders
The research team spent the first 2 research days of the visit to Ireland interviewing and
surveying executives affiliated with MNCs that were identified by educational contacts in
IMPACT OF GLOBALIZATION 53
Ireland. These individuals provided insight on the relationship between students who participate
in STEM education and SciFest and the MNCs who hire these students.
The first set of interviews were group interviews of two to four researchers with govern-
ment officials and business leaders in the following entities: IDA Ireland, Dell, Medtronic,
Microsoft, Accenture, Boston Scientific, Chamber of Commerce Ireland, Intel, Abbott Lab,
Science Foundation Ireland, Pfizer, and Smart Futures. These individuals were selected for their
knowledge of the subject being studied and their ability to express perceptions on the influence
of globalization on educational policy in STEM education and the development of 21st-century
skills.
Political Leaders and Educational Policymakers
Political leaders and educational policymakers in Ireland have influence on the country’s
educational system and direction. To facilitate understanding of policy and its perceived impact
on education, the research team interviewed political leaders and representatives from the
Department of Education and Skills to ascertain their perspectives on current educational
progress and future directions. Leaders and policymakers were purposefully selected based on
recommendations by Sheila and George Porter, as well as local school leaders. According to
Merriam (2009), the most common form of sampling for qualitative research is purposeful in that
persons are selected deliberatively to provide information that is relevant to the researcher’s
goals (Maxwell, 2013). These recommendations allowed the research team to make contact with
persons who are actively involved in the Irish educational system from a political and/or
policymaking perspective.
IMPACT OF GLOBALIZATION 54
Instrumentation
The instruments used to gather data for this study include five interview protocols, four
survey protocols, and two observation protocols. The research team discussed the sources of
instrumentation at monthly meetings beginning in July 2015. The protocols for each instrument
were designed based on the three research questions, the literature review, and Skype
®
meetings
with George and Sheila Porter in Ireland. All members of the research team worked collabora-
tively to co-create all research instruments that were submitted to the University of Southern
California Institutional Review Board for approval in March 2016 to allow the team to perform
an exempt study on human participants in a country other than the United States (UP-16-00179).
Interview Protocol
The primary method of data collection for this study was semistructured interviews.
According to Merriam (2009), there are several ways to structure interviews and the most
common way of deciding which type of interview to use is by determining the amount of
structure desired. Due to the collaborative design of the study, the semistructured approach was
determined to be the best method for conducting interviews. This approach afforded the team the
ability to pose a mix of more- or less-structured interview questions. According to Merriam
(2009), the semistructured interview is in the middle between structured and unstructured inter-
views and allows for questions to be more flexibly worded and the process to be guided by a list
of questions or issues to be explored, with neither exact wording nor the order of the questions
determined ahead of time. This format allowed the team to respond to participant responses and
delve into emergent ideas. Furthermore, research team members took notes as participants
answered questions and asked probing questions when limited information was provided. This
IMPACT OF GLOBALIZATION 55
protocol was utilized to ensure that adequate information was obtained to address the research
questions during the data analysis phase of the study (Creswell, 2008).
The research team aligned the interview questions of policy and educational policymak-
ers, business and industry leaders, school leaders, teachers, and students with the three research
questions and conceptual frameworks (Appendices B through F). In section I, Items 1–7 align to
Research Question 1, which addresses the influence of globalization on educational policy,
STEM, and development of 21st-century skills. In this section, the first item aligns with
Wagner’s (2008) framework for 21st-century skills and Slough and Milam’s (2013) framework
on STEM and PBL. The second item in Section I aligns with Friedman’s (2007) framework of
globalization and Spring’s work on global uniformity of schooling to provide entrance into the
global economy. Items 3 through 7 in Section I align with all four frameworks.
Section II of the interview protocols includes seven items that address Research Question
2. All seven items in this section focus on influence of science competitions, such as SciFest, on
development of 21st-century skills and the use of PBL and STEM. Both Wagner’s (2008) and
Slough and Milam’s (2013) conceptual frameworks were useful in analyzing the data produced
from these interview questions. Item 6 in Section II relates to Friedman’s (2007) framework and
is the only item in Section II that relates to all four theoretical frameworks.
Section III of the interview protocol focused on the influence of science and technology
competitions, such as SciFest, on students pursuing STEM majors in college and/or a STEM-
related career. Three items in this section align with Research Question 3. Each was analyzed by
using the theoretical frameworks of Wagner’s (2008) 21st-century skills for learning and Slough
and Milam’s (2013) STEM PBL curriculum and instruction. Items 2 and 3 specifically addressed
the effects of science competitions on students’ future interests in STEM in college and STEM-
IMPACT OF GLOBALIZATION 56
related careers. Items 2 and 3 related to the concept of Friedman’s (2007) and Spring’s (2008)
frameworks on globalization. The alignment of the interview questions to the research questions
is summarized in Table 1.

Table 1

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 * * * *

Observation Protocol
Merriam (2009) asserted that observations take place in a location where a phenomenon
that is being studied can take on its natural form. In addition, observations enable a firsthand
account that an interview cannot provide (Merriam, 2009). In this study, an observation protocol
IMPACT OF GLOBALIZATION 57
was developed to assist in data collection in two environments. According to Stringer (2007),
researchers “acquire a record of important elements of the life-world of the participants, and that
they should record these notes during or soon after events have occurred” (p. 76). Bogdan and
Biklen (2007) asserted the need for field notes to be descriptive and well organized. The obser-
vation protocols for this study were designed to be flexible for use by all research team members
during classroom observations (Appendix G). A second observation tool was designed to
observe the activities at the SciFest technology fair at Cork Institute of Technology
(Appendix H).
The frameworks that were previously discussed were used to align and guide the devel-
opment of the observation protocols to ensure that all required elements of the research questions
were addressed. The first section of the observation protocol was designed to allow the
researcher to gather basic information about the setting and location and provide a physical
description of the location, overview of the lesson, and note material used. The conceptual
frameworks by Wagner (2008) and Slough and Milam (2013) were utilized as guides for the
research team to focus on the seven skills for 21st-century learning and STEM PBL. The third
section contains eight reflective questions in the classroom observation protocol and seven
questions in the SciFest observation protocol that relate to the three research questions.
Survey Protocol
Fink (2013) described surveys as “information collection methods used to describe,
compare, or explain individual and societal knowledge, feelings, values, preferences and behav-
iors” (p. 2). The research team developed quantitative surveys that were distributed to school
leaders and teachers (Appendix I), political/business leaders (Appendix J), educational policy-
makers (Appendix K), and students (Appendix L). The survey questions were aligned with the
IMPACT OF GLOBALIZATION 58
study’s research questions and formatted using a 5-point Likert-type response scale (Strongly
Agree (SA), Agree (A), Neutral(N), Disagree (D), Strongly Disagree (SD)). Each survey item
targeted each participant group to enable the researcher 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 char-
acteristics were taken into consideration to develop clear and valid items: Jargon was avoided,
standard grammar and syntax were used, and items were kept concrete and close to the partici-
pants’ experience (Fink, 2013).
The following alignment was used for all survey items: Items 1–7 align with Research
Question 1. These align to the four frameworks as follows: Friedman (2007) relates to Items 3–7,
Spring (2008) relates to Items 3–7, Wagner (2008) relates to Items 1–7, and Slough and Milam
(2013) relate to Items 1–7. Survey Items 8–17 align to Research Question 2. These items align to
the four frameworks in the following manner: Friedman (2007) Items 12 and 13 and 16 and 17,
Spring (2008) Items 12 and 13 and 16 and17, Wagner (2008) Items 8–17, and Slough and Milam
(2013) Items 8–17. Survey Items 18–22 align with Research Question 3. Table 2 summarizes the
alignment of the survey items to the research question and the four frameworks.
Data Collection
The data for this study were collected in Ireland from April 18 to April 25, 2016.
Multiple sources were utilized to capture data, including face-to-face interviews, classroom
observations, and administration of surveys at various sites to ensure that enough information
was obtained to address the research questions (Merriam, 2009). According to Creswell (2013),
the ability to collect data in the participants’ natural location is an advantage of using qualitative
methods in research. As part of the data collection process, participants completed a consent
IMPACT OF GLOBALIZATION 59
Table 2

Alignment of Survey Protocols to Research Questions (RQs) and Theoretical Frameworks

Item RQ1 RQ2 RQ3 Wagner Slough/Milam Friedman Spring

1 x * *
2 x * *
3 x * * * *
4 x * * * *
5 x * * * *
6 x * * * *
7 x * * * *
8 x * * * *
9 x * *
10 x * *
11 x * *
12 x * * * *
13 x * * * *
14 x * *
15 x * *
16 x * * * *
17 x * * * *
18 x * * * *
19 x * * * *
20 x * * * *
21 x * * * *
22 x * * * *

form that described the purpose of the study and the confidential nature of the study (Appendix
M). All interviews were recorded with participant permission and transcribed following the
interviews (Merriam, 2009). The researchers took field notes during the interviews to capture
salient information and included researcher observation comments.
Observations were conducted at school sites and at the SciFest in Cork. Each classroom
observation lasted approximately 30 minutes, as recommended by Bogdan and Biklen (2007).
Observations at the SciFest in Cork occurred over the duration of the science competition.
IMPACT OF GLOBALIZATION 60
Surveys were administered during SciFest in Cork and at school sites. Surveys were
administered via email, in classrooms, and at other locations. The in-person surveys were
collected immediately upon completion to increase the rate of response. The observation and
survey protocols were used to triangulate the data and to address the research questions
(Creswell, 2008; Merriam, 2009).
The research team worked in pairs to interview students and school site participants and
to conduct observations. Each researcher focused on one school as a primary study site but had
access to data from all research team members. The collective data were analyzed individually to
address the research questions.
Access to participants in this study was provided through the contacts in Ireland, Sheila
and George Porter. They made initial contact with school site participants and government and
business officials. After interest was expressed by participants, each research team pair contacted
their respective school site via email to confirm participation. Access was then granted by the
administrator of each school site. Arrangements and logistics for the visit and data collection
were made by Sheila and George Porter.
Data Analysis
According to Corbin and Strauss (2008), data analysis is a process of examining collected
information to understand what people said and what the researcher observed. Once all data were
collected, the information was sorted and maintained in an online database for effective
management of information (Merriam, 2009). Following this process were a review and coding
of the data. As Creswell (2008) noted, it is essential to code data into categories to create easily
recognizable chunks of information that will produce emerging themes. The analysis of the
interview and observation datasets followed the process outlined by Harding (2013) to categorize
IMPACT OF GLOBALIZATION 61
empirical codes, using four steps: (a) identifying initial categories based on the reading of the
transcripts; (b) writing codes alongside the transcripts; (c) reviewing the list of codes, revising
the list of categories and deciding which codes should appear in which category; and (d) looking
for themes and findings in each category. Empirical codes are used in inductive processes and
are derived while reading through the data as points of importance and commonality are identi-
fied (Harding, 2013). A preliminary code list was developed by drawing from recurring catego-
ries identified in a first reading of the transcripts. The principle of commonality as defined by
Harding (2013) guided decisions regarding what to code. Coded data from surveys, observations,
and interviews were used to identify themes in response to research questions.
Credibility and Trustworthiness
Merriam (2009) asserted that qualitative research can never capture an objective truth but
that there are strategies that one can use to increase the credibility of one’s findings. In this
study, the researcher used three strategies to ensure trustworthiness and credibility: triangulation,
member checks, and reflexivity. The data were triangulated by using observation and interview
data sources and cross-checking the data collected from these transcripts. The second strategy
was member checks, in which the researcher followed up with participants to solicit feedback on
preliminary findings. According to Merriam (2009), this is the single most important way of
ruling out the possibility of misinterpreting the meaning of what participants say and do and their
perspectives on what is happening. The third strategy that was utilized to ensure credibility was
reflexivity, which is the process of reflecting critically on the self as researcher, the human as
instrument (Merriam, 2009). The acknowledgment of and focus on researcher bias assisted in
minimizing its impact on the validity of the study.
IMPACT OF GLOBALIZATION 62
Reliability
According to Merriam (2009), reliability is “the extent to which research findings can be
replicated” (p. 220). To ensure reliability in the study, the researcher completed the following
steps as suggested by Creswell (2013): analyzed transcripts to ensure that they were accurately
transcribed, analyzed identified codes to ensure uniformity and consistent definitions,
communicated effectively with research team members to document and share analysis of data,
and cross-checked codes developed by other research team members for accuracy.
Ethical Considerations
According to Merriam (2009), actual ethical practice comes down to the individual
researcher’s own values and ethics. Merriam further asserted that the protection of subjects from
harm, the right to privacy, the notion of informed consent, and issue of deception all must be
considered ahead of time and as they may arise in the field. In this study, the researcher took
every precaution to ensure that the participants were not subject to harm and were made fully
aware of their rights and all aspects of the study. As a requirement for completing research at the
University of Southern California, all members of the research team led by Dr. Michael
Escalante completed the Institutional Review Board process (UP-16-00179). The process
included completion of the Collaborative IRB Training Initiative (CITI), which consisted of
online modules that addressed ethical considerations associated with completing research,
including the responsibility and obligation to protect human subjects in a research study (UP-16-
00179).
The privacy and protection of all participants in this study were a priority for the research
team. Precautions were taken to protect the confidentiality and anonymity of participants. Titles
and pseudonyms were utilized and collected information was secured in password-protected
IMPACT OF GLOBALIZATION 63
computers and locked cabinets. Further, consent was secured from each participant to be inter-
viewed and/or observed and agreement was secured for each interviewee to be audio recorded
(Appendix M). 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 outlines the research methods used in conducting this qualitative study. The
methods utilized included use of multiple data sources and participants representing divergent
viewpoints to triangulate the data to confirm, cross-validate, and corroborate findings (Creswell,
2013). A description of the research design, research team, sample and population,
instrumentation, and data collection and analysis is also provided.
IMPACT OF GLOBALIZATION 64
CHAPTER 4: RESULTS
This chapter presents the results of the qualitative study conducted at secondary schools
in Ireland to determine the influence of globalization and MNCs on educational policy in STEM
and the development of 21st-century skills. The globalization of the Republic of Ireland and the
subsequent boom in economic growth, also known as the Celtic Tiger, were fueled by FDI and
MNCs that transformed Ireland into one of the most economically successful countries in Europe
(Dorgan, 2006). This meteoric rise to being part of the European Union and a leader in economic
growth required Ireland to ensure that its citizenry was prepared to compete in the 21st century to
remain attractive to MNCs and FDI (Rubs & Quinn, 2009). As a result, highly skilled workers
are essential in Ireland’s economic future and their dependence on quality labor to remain
competitive and experience future growth.
This study examined the perceptions of educational leaders, policymakers, school per-
sonnel, and students regarding the influence of globalization on educational policy in STEM and
the value of students participating in science competitions, such as SciFest, on the development
of 21st-century skills and increasing student interest in pursuing studies in STEM at third level
and/or as a career pathway. The presentation of the data are framed to address the following
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?
IMPACT OF GLOBALIZATION 65
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?
Four frameworks were used to analyze the data collected to address the research ques-
tions: Spring (2008) on globalization of education, Wagner (2008) on understanding the growth
of 21st-century skills, Slough and Milam (2013) on PBL in STEM and on analyzing the impact
of globalization on STEM education through SciFest, and Friedman (2007) on the effects of
globalization. Surveys, interviews, and observations were used to triangulate the data.
Participants
Table 3 summarizes the participants, data sources, and types for study.
Interview Participants
The following MNC officials and educational and political leaders were interviewed
regarding their perceptions of the influence of globalization on education policy in STEM edu-
cation and the development of 21st-century skills.
Dave Griffin, Business Development Director of Dell Ireland, stated strongly that MNCs
should play an important role in getting the message out to schools that STEM is important.
Leonard Hobbs, Public Affairs Director of Intel, works closely with employees in his
company to connect them to science fairs.
Sianead Hickey is Corporate Social Responsibility Manager of Abbot Lab, where his
responsibilities focus on a range of corporate duties to include strategic philanthropy inclusive of
STEM outreach. George Porter, CFO SciFest, is the co-founder of the SciFest science
competition for second-level students hosted locally in schools and regional level in third-level
colleges in Ireland.
IMPACT OF GLOBALIZATION 66
Table 3

Data Sources and Type for Study

Participants Position Data type

Secondary school teach-
ers
Science and maths teachers Survey, interview,
observation
Secondary school ad-
ministrators
Principal, Assistant Lead Survey, interview
Secondary school stu-
dents
Various subject areas Survey, interview,
observation
Rachel Linney Educational Officer, National Council for Curriculum
and Assessment
Interview
Raymond Bowe Manager Skills, Energy and Water Strategic Policy
Department, IDA Ireland
Interview
John Hurley Co-Founder, H2 Learning Interview
Breda Naughton Senior Civil Servant, Education and Service Curricu-
lum and Assessment Unit, Department of Education
and Skills
Interview
Dr. Padraig Kirk Director of Continuing Professional Development for
Junior Cycle Teachers, Drumcondra Education Centre
Interview
John Hennessy Director of Continuing Professional Development for
Junior Cycle Teachers, Drumcondra Education Centre
Interview
Minister Damien English Minister of Skills, Research and Innovation, Depart-
ment of Education
Survey, interview
Dr. Barry O’Connor Registrar and Vice President for Academic Affairs,
Cork Institute of Technology
Survey, interview
Dr. Nail Smith Head of Research, Cork Institute of Technology Interview
Dr. Hugh McGlynn Head Schools of Science and Informatics, Cork Insti-
tute of Technology
Interview
Criona Ni Dhalaigh Lord Mayor of Dublin Interview
Brian Mac Craith President of Dublin City University (DCU) Survey, interview
Noreen McMorrow Post Primary School Inspector of Science and Biol-
ogy, Department of Education and Skills
Interview
George Porter CFO and Co-Founder, SciFest Survey, interview
Sheila Porter CEO and Co-Founder, SciFest Survey, interview
Louis Wilkinson Human Resource Lead, Dell Survey, interview
Cathal McLaughlin Director of Operations and Engineering, Medtronic Survey, interview
Roisin Ni Chathasaigh Senior Program Manager, S&P Operations, Dell Interview
Michael Hallissy Co-Founder/Owner, Digital Hub-Future Creators Interview
Dr. Kevin Marshall Education Lead, Microsoft Survey, interview
Paula Neary Client Director, Accenture Interview
Michael Walsh R & D Engineer, Boston Scientific Interview
Lorraine McT Talent Acquisition Specialist, Boston Scientific Interview
Trish Kelly R & D Manager, Boston Scientific Interview
IMPACT OF GLOBALIZATION 67
Table 3 (continued)

Participants Position Data type

Stephen Hopkins
Johnathan Small
Communication & Programmes Coordinator, Ameri-
can Chamber of Commerce, Ireland
Interview
Dave Griffin Business Development Director, Dell Ireland Survey, interview
Leonard Hobbs Public Affairs Director, Intel Interview
Sianead Hickey Corporate Social Responsibility Manager, Abbot Lab Interview
Margie McCathy Head of Engineering and Public Engagement, Strategy
& Communications Directorate, Science Foundation
Ireland
Interview
Tony Daly Head of Human Resource, Pfizer Interview
Deidre Kennedy STEPS Program, Smart Futures Interview

Sheila Porter, CEO SciFest, is the co-founder of the SciFest science competition for
second-level students hosted locally in schools and regional level in third-level colleges in Ire-
land.
Cathal McLaughlin is Director of Operations and Engineering of Medtronic, a company
established in 1999 as a manufacturer of key medical technologies. The company is a strong
supporter of inquiry learning and science fairs.
Roisin Ni Chathasaigh, Senior Program Manager of Dell, stated that the company is very
supportive of science fairs and furthering STEM access to students.
Michael Hallissy, Co-Founder of Digital Hub–Future Creators, is the owner of this
company that equips students ages 13–16 with digital skills, including coding, application
development, digital photography, and website development.
Dr. Kevin Marshall, Education Lead of Microsoft, is responsible for Microsoft Ireland’s
introduction to Microsoft Partners in Learning.
IMPACT OF GLOBALIZATION 68
Paula Neary, Client Director of Accenture, has extensive experience in leading the suc-
cessful design and execution of large-scale complex business and ICT transformation programs
across the public service.
Michael Walsh, Lorraine McT, and Trish Kelly, Research and Development Engineers of
Boston Scientific, were all educated in the Irish school system and volunteer to participate in
SciFest, among their other interests in science-based activities.
Stephen Hopkins and Jonathan Small are Policy Officers of the American Chamber of
Commerce in Ireland. The American Chamber of Commerce is the primary collective voice of
U.S. companies located in Ireland. To promote a business environment attractive to U.S.
companies located in Ireland, a forum is provided through which ideas and information can be
shared.
Tony Daly is Head of Human Resources at Pfizer.
Deidre Kennedy, Information Technology and Services Coordinator, oversees the STEPS
program, which places working engineers as volunteers in both primary and secondary schools to
discuss careers in engineering.
Rachel Linney, Educational Officer at the National Council for Curriculum and Assess-
ment, advises the Minister of Education and Skills on curriculum and assessment from early
childhood to the end of the second level.
Raymond Bowe, Manager Skills, Energy and Water Strategic Policy Department of IDA
Ireland, stated that policies have changed to make sure that outputs of students reflect the eco-
nomic development.
IMPACT OF GLOBALIZATION 69
John Hurley is Co-Founder of H2 Learning, a consulting organization that provides
resources and advice to teachers, principals, and policymakers. Mr. Hurley was one of the
authors of Ireland’s Digital Strategy for Schools 2015-2020.
Brenda Naughton, Principal Officer, Department of Education and Service Curriculum
and Assessment Unit of the Department of Education and Skills, is primarily responsible for the
development, implementation, and adoption of policies in the Junior Cycle.
Dr. Padraig Kirk and John Hennessy are Directors of Continuing Professional Develop-
ment for Junior Cycle Teachers of Drumcondra Education Centre. Dr. Kirk is responsible for
organizing professional development for Junior Cycle and Mr. Hennessy works with the Junior
Cycle teachers on the new Junior Cycle science curriculum.
Minister Damien English, Minister for Skills, Research and Innovation, aims to advance
the transformation of the education system to support the principles of a strong economy.
Dr. Nail Smith, Head of Research at Cork Institute of Technology, has implemented an
astronomy laboratory that is open to student field trips to learn about STEM.
Dr. Hugh McGlynn, Head of Schools of Science and Informatics at Cork Institute of
Technology, provides high-quality educational opportunities in the disciplines of biological,
chemical, and physical sciences, as well as mathematics and computing.
Criona Ni Dhalaigh, Lord Mayor of Dublin, is the honorific titular chairman of the
Dublin City Council, which is the local governing body for the city of Dublin, capital of Ireland.
Her role is mainly ceremonial; however, she uses the position as a platform to raise issues.
Brian MacCraith, President of Dublin City University, is a strong proponent of the “T”-
shaped graduate program in which emphasis is placed on graduates attaining 21st-century skills.
IMPACT OF GLOBALIZATION 70
Noreen McMorrow, Post Primary School Inspector of Science and Biology for the
Department of Education and Skills, acts as a lead science inspector and was a facilitator in the
development of the Junior Cycle curriculum.
Nine secondary school students were interviewed from Junior Cycle, transition year, and
Senior Cycle.
Four secondary school teachers and one principal who engage and participate in teaching
and learning of students from Junior Cycle, transition year, and Senior Cycle were interviewed.
Observation Participants
Observations for this case study were conducted in classroom/science competition
settings, as summarized in Table 4.

Table 4

Observations: Participants

Length of
Participant Location Setting observation

Ms. O Irish secondary school 5th-year physics class 30 minutes
Ms. E Irish secondary school 5th-year biology class 30 minutes
Ms. H Irish secondary school Transition year maths class 30 minutes
Mr. C Irish secondary school 6th-year biology class 30 minutes
Ms. M Irish secondary school 6th-year physics class 30 minutes
Ms. R Irish secondary school Transition Year physics class 30 minutes
Teachers/students SciFest @ Cork Institute of
Technology
Science competition 90 minutes

Survey Participants
A total of 1,126 secondary students were surveyed, of whom 113 were from my case
study school site. Further, 17 teachers and 2 administrators from the case study school site were
IMPACT OF GLOBALIZATION 71
interviewed. A total of 141 teachers and 23 school administrators were surveyed from 18
schools. In addition, 11 business leaders and 2 political leaders were surveyed, along with 8
educational policymakers. Table 5 summarizes the survey participants.

Table 5

Survey Participants

Survey participant type Number for all sites (N) Number for case study site (n)

Students 1,126 113
Teachers 141 17
Administrators 23 2
Political/business leaders 13 NA
Educational policymakers 8 NA

In the analysis of data from surveys, interviews, and observations from my case study
secondary Irish school compared and contrasted with 17 other secondary Irish schools, two or
three themes emerged as common in response to each of the three research questions across all
transcripts. For Research Question 1, How have globalization and MNCs influenced educational
policy in the area of STEM education and the development of 21st-century skills? the themes
were (a) importance of STEM, (b) a demand for development of 21st-century skills, and (c) the
need for educational policy change. For Research Question 2, How have science and technology
competitions, such as SciFest, influenced the development of 21st-century skills through the use
of inquiry-based instructional strategies in STEM? the themes were (a) students benefit from
participating in science competitions, (b) science competitions positively influence student par-
ticipation in STEM education, and (c) science competitions have increased the use of inquiry.
For Research Question 3, How has participation in science and technology competitions, such as
IMPACT OF GLOBALIZATION 72
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 themes were (a) increased
interest and preparation in STEM courses in Senior Cycle, and (b) limited preparation for the
labor force.
Results for Research Question 1
The Importance of STEM
According to O’Hagan and Newman (2014), a more skilled and productive work force
will produce more output, facilitate development and diffusion of new technologies, and make
the economy a more attractive place in which to invest, particularly if the skills of the labor force
match labor demands. Furthermore, given the strong demand for people with a science and tech-
nology background in a high-technology economy, Ireland has given particular attention to
increasing the number of graduates in science and engineering, as seen by the Department of
Education and Skills focus in recent years (O’Hagan & Newman, 2014). With this increase in
demand and the flattening of the global economy in the 21st century, the teaching of STEM has
taken on new importance as economic competition has become globalized (Kennedy & Odell,
2014). Bender (2012) suggested that curricula that engage students in STEM promote instruc-
tional strategies that challenge students to innovate and invent. Bybee (2010) asserted that STEM
education is critical for all citizens as it provides a means to understand some of the most signifi-
cant challenges of the time, including energy efficiency, climate change, and hazard mitigation.
In addition, Bybee (2010) argued that school systems with effective STEM instruction utilize
research-based elements that engage students’ interests and experiences built on prior
knowledge, use STEM practices, and provide experiences that sustain student interest.
Furthermore, Bybee (2010) noted that STEM education reform is different from other reforms as
IMPACT OF GLOBALIZATION 73
it addresses global challenges and recognizes the value of teaching 21st-century work force
skills.
In order to compete for world talent and be a leader in global innovation, a country must
place an emphasis on STEM job opportunities (Capraro et al., 2013). Langdon et al. (2011) noted
that STEM industries see the highest percentage of newly created jobs and it is these fields that
keep a nation competitive. Multiple survey questions (1, 3, 4, and 6) support the concept that
STEM education is important and vital to the continued economic growth in Ireland. Table 6
summarizes the survey data supporting the finding that STEM education is important and that
globalization has increased the demand for STEM education. Additional survey data revealed
that the majority of case school students and teachers/ administrators, all 18 school students and
teachers/administrators, business and political leaders, and educational policymakers surveyed
strongly agreed or agreed that STEM is important and that its demand has been increased as a
result of globalization.
Interviews were used to triangulate the survey findings. All participants who were inter-
viewed expressed the importance of STEM education in the 21st-century knowledge-based
world. The interviews were reviewed through the lenses of educators, students, business and
political leaders, and educational policymakers. Louise Wilkinson, Human Resource Lead at
Dell, commented,
It’s imperative that we have a strong pipeline of high caliber graduates with those STEM
backgrounds otherwise we wouldn’t be able to fulfill our growth in Ireland. We have a
really significant R & D presence in Ireland and without that strong pipeline we wouldn’t
be able to track those roles. (personal communication, April 18, 2016)
IMPACT OF GLOBALIZATION 74
Table 6

The Importance of Science, Technology, Engineering, and Mathematics (STEM): Strongly Agree
and Agree Responses

Case school All 18 schools Non-school
Survey item Survey group % n % n % n

Stem education is important. Teacher/administrator 100 19 99 164
Student 94 113 85 1,126
Political/business 100 13
Educational policymaker 100 8

Globalization has influenced Teacher/administrator 95 19 96 164
the demand for STEM Student 81 113 72 1,126
education. Political/business 83 13
Educational policymaker 88 8

MNCs have influenced the Teacher/administrator 95 19 92 164
demand for STEM education. Student 72 113 64 1,126
Political/business 92 13
Educational policymaker 88 8

STEM education development Teacher/administrator 95 19 97 164
is important to Ireland’s Student 85 113 84 1,126
economic future. Political/business 100 13
Educational policymaker 100 8

Note. MNC = multinational corporation.

This concept was further discussed by Sinead Hickey, Corporate Social Responsibility
Manager of Abbott Lab, who stated,
We want to ensure that we have a future pipeline of scientists and engineers, to ensure
our company is sustainable for the future, but also it’s a national issue, to feed into this as
a national problem. There is not enough young people understanding STEM education at
third-level education, or even dropping it very early on in second-level education and
IMPACT OF GLOBALIZATION 75
then there is that misconception that women are not very good in STEM subjects. (per-
sonal communication, April 18, 2016)
The interview with Pfizer representative Tony Daly supported the sentiment shared by
MNCs in his remarks:
It is imperatively important to promote STEM at second level to maintain our highly edu-
cated workforce here in Ireland, specifically supporting pharmachem. Nine out of the top
10 pharmaceutical companies in the world is based in the Munster region of Southern
Ireland and we have over 25,000 people working in the pharma industry with projected
growth of another 10 [thousand] to 15,000 within the next number of years. (personal
communication, April 22, 2016)
Educators similarly viewed STEM as vitally important in the development of young
minds for the 21st century. Ms. B, an administrator from the case study school, commented,
“Science, technology, engineering, and maths education is crucial. I think we have to equip our
young people with the knowledge to understand the world they’re in” (personal communication,
April 21, 2016). Ms. R, a secondary school teacher remarked, “STEM is extremely important for
the development of the mind, appreciating just the way nature works, all around them. It is
important for constructing machines, our roads, our bridges, just making life really comfortable
for ourselves” (personal communication, April 21, 2016). Another secondary school lead science
teacher, Ms. M, shared, “Math is everywhere, engineering is everywhere, technology they have
to learn, we have to keep on top of teaching technology” (personal communication, April 21,
2016).
Students who were interviewed noted the value of STEM in their comments. A 4th-year
student remarked, “I think STEM is really important because the way that the world is moving
IMPACT OF GLOBALIZATION 76
today. Everything is going in the direction of technology” (personal communication, April 21,
2016). Another secondary school student stated, “I think all the jobs out there now have to do
with engineering and the computer coding. These are absolute skills we must have when we
leave and go to college” (personal communication, April 21, 2016). A third student commented,
“To be well rounded you need to know about science. You know how the world works and then
the use of technology, it’s becoming a more technology based world and workforce so it’s
important to be taught in school” (personal communication, April 21, 2016).
Through observations of secondary science classes, the importance of STEM was further
illustrated. In Ms. O’s 5th-year biology class, students were working on determining their
breathing rates while at rest and during exercise. They used applications on their smart phones to
gather information and collect data. In Ms. H’s 5th-year physics class, students discussed tech-
niques of using a sonometer. Students worked in pairs and triads tuning the sonometer and then
attempting to vibrate various materials, noting findings in their lab notebooks. During the visit to
SciFest at Cork, I observed students in groups enthusiastically presenting their science projects to
pairs of judges and other visitors. The students exhibited confidence, professionalism, and the
keen ability to communicate their ideas orally and in written form.
The importance of STEM was verified through survey findings, interview findings, and
observations in my case study school and SciFest at Cork visit. STEM education was found to be
extremely important in the way globalized knowledge economies develop and permeate the
world. To continue the growth of Ireland’s economy, STEM is critical to supplying a pipeline of
graduates who are well versed and prepared in science, technology, and engineering.
IMPACT OF GLOBALIZATION 77
A Demand for the Development of 21st-Century Skills
Success in a globalized society requires a citizenry with skills to compete. As the land-
scape has changed economically, the skills necessary for educational systems to develop have
changed, requiring development of 21st-century skills (Wagner, 2008). According to Lawrence
and Seeman (2011), 21st-century education is required to develop mature citizens who can iden-
tify issues, solve problems, be critical thinkers, and communicate solutions. Wagner (2008) con-
tended that, when educational systems engage in teaching that develops 21st-century skills,
students are better prepared to compete in a globalized society. It was further noted by Friedman
(2007) that students have never had access to so much information as they do in the 21st century
and old methods of memorization and regurgitation are no longer applicable in today’s
information-rich age. Economic development, job growth, and growth of GDP are dependent on
development of human capital, which is dependent on innovation and the quality of the educa-
tional system (Clifton, 2011; Friedman, 2007; Wagner, 2008).
Success and integration into a knowledge-based economy require that people navigate
and possess skills that will be used in college, career, and society at large. To remain competitive
and attractive to foreign direct investors and MNCs, Ireland must commit to making education
and development of 21st-century skills a priority (Spring, 2008). Multiple survey questions (2, 3,
4, and 7) support the finding that a demand exists for 21st-century skills in Irish education. Table
7 summarizes the survey data.
Survey data revealed that case study school students and teachers were aligned with stu-
dents and teachers from all 18 schools that 21st-century skills development is important. This
finding is further supported by business/political leaders and educational policymakers who
strongly agreed or agreed that the development of 21st-century skills is important. The demand
IMPACT OF GLOBALIZATION 78
Table 7

The Demand for Development of 21st-Centure Skills: Strongly Agree and Agree Responses

Case school All 18 schools Non-school
Survey item Survey group % n % n % n

Development of 21st-century Teacher/administrator 100 19 99 164
skills is important. Student 96 113 92 1,126
Political/business 100 13
Educational policymaker 100 8

Globalization has influenced Teacher/administrator 95 19 96 164
demand for 21st-century Student 81 113 92 1,126
skills Political/business 83 13
Educational policymaker 88 8

MNCs have influenced Teacher/administrator 95 19 92 164
demand for development Student 72 113 64 1,126
of 21st-century skills. Political/business 92 13
Educational policymaker 88 8

Changes to education policy Teacher/administrator 84 19 85 164
are needed to ensure Student 63 113 69 1,126
development of 21st- Political/business 91 13
century skills. Educational policymaker 75 8

Note. MNC = multinational corporation.

for 21st-century skills was also supported by the survey responses from all respondents, although
students were less likely to attribute the demand by MNCs than were teachers, business/political
leaders, or educational policymakers. Students were also less likely than the other respondent
groups to attribute the demand for 21st-century skill development to globalization. Teachers/
administrators, business/political leaders, and educational policymakers were more likely to indi-
cate the need for educational policy changes to ensure development of 21st-century skills than
were student respondents, who were less likely to support this statement.
IMPACT OF GLOBALIZATION 79
Survey data were triangulated with interview data in which the majority of participants
commented on the importance and need to develop 21st-century skills as part of the educational
process. Brian MacCraith, President of Dublin City University, remarked,
When we talk about 21st century skills we are talking about Generation 21 or graduate
attributes which are skills businesses are looking for. These are graduates who are cre-
ative and enterprising, who are solution focused, that is they are effective problem
solvers, effective communicators and are globally engaged. (personal communication,
April 20, 2016).
Mr. MacCraith described the concept of the “T”-shaped graduate in which the vertical of
the T is the deep disciplinary knowledge in an identified area and the crossbar of the T is the
21st-century skills of collaboration, communication, and problem solving. Lorraine McT of
Boston Scientific noted the importance of having skills such as problem solving and communi-
cation: “Strategic skills like problem solving are what makes you better at your job technically
and marketable” (personal communication, April 19, 2016). David Griffin of Dell Ireland talked
about the importance of developing a pipeline of skilled graduates:
The influence on the future and how skills development comes about is what would fill
that pipeline. I think we need to create job-ready graduates which go across the schools,
the second level, right into the third level to meet the needs of our society. (personal
communication, April 18, 2016)
Deidre Kennedy of Smart Futures remarked, “We in Ireland are trying to build a knowledge
economy so it would very much be needed to have people coming out with 21st-century skills in
order to be prepared in our society” (personal communication, April 19, 2016). The demand for
the development of 21st-century skills was further underscored by Sheila Porter, CEO of SciFest:
IMPACT OF GLOBALIZATION 80
I feel that students need to be able to solve problems and think for themselves to take
control of their own learning. Also we need it for a workforce. As a country it’s very
important to us, technology and IT, and I think we need to have a fully trained workforce
if we’re to come out of the recession. (personal communication, April 18, 2016)
At the case study school, a secondary teacher discussed the importance of 21st-century
skill development. Ms. O remarked,
I’ll have a group of three, a group of two, who work together to solve a problem, and
that’s big you know. It’s very, very, very important. Those skills they take with them and
they don’t forget as they are needed in the real world. (personal communication, April 21,
2016)
The principal of the case study school spoke to the need for 21st-century skill development based
on ever-changing societal demands. In an interview the principal commented, “There is a defi-
nite need to integrate ICT into teaching and learning practice. There is a shift to focusing on skill
based learning as opposed to information as we now have so many ways of sourcing, accessing
information fast” (personal communication, April 21, 2016).
The survey data were also supported by observations at the case study school. In Ms. H’s
5th-year physics class, a student led a lesson on Newton’s three laws of physics. Students
worked in small groups, completing an assignment based on the student lesson. In Mr. C’s 6th-
year biology class, students were engaged in a flower dissection in which they worked with a
partner to learn about the various flower organs and their functions. During my visit to SciFest at
Cork, I observed student presenters demonstrating their use of 21st-century skills through their
collaboration with peers and listening to them describe the problem-solving methods that they
used in their search of an answer to their research problem.
IMPACT OF GLOBALIZATION 81
The importance and demand for development of 21st-century skills were verified through
survey data, interview data, and observations at my case study school and at SciFest at Cork.
Wagner (2008) argued that success and integration into a knowledge-based economy requires
individuals to navigate and possess skills that will be used in college, career, and society at large.
Numerous MNC officials from Dell, Boston Scientific, Medtronic, and Pfizer commented on the
need for a strong pipeline of high-caliber graduates with the skills necessary to fulfill growth in
Ireland.
Educational Policy Change
As the economic landscape changes, the skills necessary for educational systems to
develop students to compete also change, requiring development of 21st-century skills (Wagner,
2008). Lawrence and Seeman (2011) argued that a goal of 21st-century education is to develop
citizens who can identify issues, solve problems, and effectively communicate solutions. Wagner
(2008) contended that, when educational systems engage in teaching that develops 21st-century
skills, students are better prepared to compete in a globalized society. Spring (2008) provided a
framework for the globalization of education in which he contended that events occurring on a
global scale are influencing school systems that are in turn adopting policies that advantage them
economically with the goal of developing better workers.
According to Childs (2001), Ireland has a traditional educational system that focuses on
the basics, with students taking 3 years at junior level, an optional transition year without a fixed
curriculum, and a Senior Cycle for 2 years that culminates in a leaving certification examination.
The leaving certification is the main means of selection for third level (college and university);
as a result, preparation for this series of examinations is the primary focus for curriculum and
instruction at second level. Responses to Survey Item 7 supports the finding that educational
IMPACT OF GLOBALIZATION 82
policy changes are needed to ensure the development of 21st-century skills in graduates. Table 8
summarizes the survey data.

Table 8

Educational Policy Change: Strongly Agree and Agree Responses

Case school All 18 schools Non-school
Survey item Survey group % n % n % n

Changes to current educational Teacher/administrator 84 19 85 164
policy in Irish schools should Student 63 113 69 1,126
occur to ensure that students Political/business 91 13
develop 21st-century skills Educational policymaker 75 8
and receive a STEM
education.

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

Survey data revealed that business and political leaders agreed that changes must occur in
educational policy to ensure that Irish students develop 21st-century skills and receive a STEM
education. The survey findings show further that both teachers at the case study school and
teachers from all 18 schools surveyed responded at favorable rates of 84% and 85%, respec-
tively, that changes are needed in educational policy in Ireland. The majority of students at both
the case study school and all 18 schools strongly agreed or agreed regarding the need for educa-
tional policy change, although at lower rates (63% and 69%) than their teachers (84% and 85%),
business/political leaders, (91%), or educational policymakers (75%).
Survey data were triangulated with interviews of students, teachers/administrators, and
business and educational leaders. Several interview participants commented that Ireland’s edu-
cational policies were changing. Sheila Porter, CEO of SciFest, remarked, “We are changing,
IMPACT OF GLOBALIZATION 83
there is a definite positive change. We’re introducing new junior certificate syllabus, which
encourages more project work, more collaboration with other students and self-assessment” (per-
sonal communication, April 18, 2016). This statement was corroborated by George Porter, CFO
of SciFest, who remarked,
Change is necessary and already occurring with the new junior cycle which is very sup-
portive of 21st-century skills. One of the new developments in the curriculum develop-
ment at the moment is that the same skill sets are being seen as important right across the
curriculum which is based on 21st-century skills. (personal communication, April 18,
2016)
The principal of the case study school remarked,
I think current educational policy is quite limited. We have the inspectorate carrying out
the views of powers that be in the country who are very interested in STEM and skills
development but it goes back to the exam process which is completely disconnected. The
inspector may say “need to see more use of ICT” but the students are doing written
exams where most subjects are information based. (personal communication, April 21,
2016)
Many interview participants commented on the misalignment of the desire to develop
21st-century skills in STEM for students and what students were being held accountable for to
enter third level: the leaving certification examinations. A student at the case study school
shared, “In the ‘Cert’ it’s nothing to do with technology, it’s just the basis of what you learn from
your subjects” (personal communication, April 21, 2016). Deidre Kennedy of Smart Futures
remarked,
IMPACT OF GLOBALIZATION 84
I strongly believe that assessment is the tail that wags the dog. If the exam requires stu-
dents to remember that’s what teachers are going to get them to do. That’s what teachers
are judged upon is the exam results, if that’s what you’re judged upon that’s what you
will deliver therefore the big thing that needs to change is the assessment. (personal
communication, April 19, 2016)
Brian MacCraith, Dublin City University, remarked, “The biggest driver of teaching and learning
behavior is assessment modality. What you assess is what you get. If you don’t measure it, you
don’t get it” (personal communication, April 20, 2016).
The need for educational policy change was verified through survey and interview data.
To ensure that students develop the skills necessary to compete in the information-rich,
knowledge-based society and are prepared to contribute to a skilled Irish workforce for
continued economic growth, the educational system must adapt to provide the necessary prepa-
ration. According to O’Hagan and Newman (2014), a key role of education in Ireland is to
produce a well-educated work force that can meet the demands of an expanding economy and be
attractive to foreign investors. To accomplish this goal, the educational system must align the
curriculum, instructional practices, and assessments to one that is re-engineered, supports 21st-
century skill development in STEM, and phases out old methods of teaching by memorization
and regurgitation.
Results for Research Question 2
Students Benefit From Science Competition Participation
According to Bellipanni and Lilly (1999), a common rationale for science fairs cited
throughout the literature is that they provide students with opportunities for hands-on research
and learning. Also, science fairs provide an environment in which to ask questions, plan and
IMPACT OF GLOBALIZATION 85
conduct investigations, and think critically and logically about the relationships between evi-
dence and explanations (Bellipanni & Lilly, 1999). Science competitions are further found to
enhance students’ enjoyment of learning science and being confident in their abilities to handle
science-related tasks (Walsh, 2015). According to one of the project sponsors of SciFest 2015,
Leonard Hobbs (2015), “science fairs are an important element in promoting a student-centered,
inquiry-based approach to STEM skill development. Student participants are motivated to inter-
pret data, draw inferences, and defend their findings publically” (p. 6). In Ireland, Walsh (2015)
remarked that students can become engaged in the inquiry-based approach to STEM by partici-
pating in science competition events that promote scientific literacy and STEM education.
A review of the survey data supports the finding that students benefit from participating
in science competitions. Responses to student survey Item 15 and teacher/administrator/business
leader/ education policymaker survey Item 13 revealed that the majority of participants agreed
that students benefit from science competition participation (Table 9).

Table 9

Students Benefit From Science Competition Participation: Strongly Agree and Agree Responses

Case school All 18 schools Non-school
Survey item Survey group % n % n % n

Students benefit from Teacher/administrator 89 19 94 164
participating in science Student 84 113 79 1,126
competitions. Political/business 100 13
Educational policymaker 100 8

IMPACT OF GLOBALIZATION 86
Survey data findings suggest that both students and teachers/administrators from the case
study school and all 18 schools agreed that participation in science competitions is beneficial for
students. Similar results were found in survey responses from political/business leaders and
educational policymakers, who unanimously noted that students’ participation in science compe-
titions is beneficial.
Interview data were used to triangulate the survey findings. Student participants at
SciFest at Cork shared the following remarks: “Very early on you get an introduction to different
parts of science and investigation,” “Learning by doing is great, there is no substitute,” “It’s
absolutely phenomenal, I started out knowing very little about STEM and now I have this huge
love for it” (personal communication, April 22, 2016). Ms. C, a secondary school science teacher
attending the SciFest at Cork competition with her students, remarked, “My students have
learned to take ownership of a project and see it through to its conclusion” (personal communi-
cation, April 21, 2016). A judge at SciFest at Cork, Dr. D, stated,
I’m a newbie in the judging of this competition but to be honest I think it’s a fantastic
initiative for students to actually get involved in science, technology, engineering and
maths. They are actually addressing problems that exist in the real world. (personal
communication, April 22, 2016)
MNC officials similarly remarked on the benefits of students engaging in science compe-
titions such as SciFest. Tony Daly, Head of Human Resources at Pfizer, noted, “Any mechanism
that promotes the sciences is good, it’s about engaging and doing” (personal communication,
April 22, 2016). Medtronic employee Cathal McLaughlin commented on the importance of
helping students to develop communication skills. “I would imagine it would help improve
presentation skills and give them more confidence to present and speak on their topics outside of
IMPACT OF GLOBALIZATION 87
the classroom” (personal communication, April 18, 2016). Boston Scientific’s Trish Kelly com-
mented, “The confidence that came from the students, that totally blew me away, they’re so con-
fident. It’s like their confidence is built through the experience” (personal communication, April
19, 2016).
In interviews with educators and organizers of SciFest, further confirmation supporting
the benefits of students participating in science competitions was revealed. George Porter, CFO
of SciFest, stated, “The work that goes into developing a project for a science competition is
exactly supportive of what the new curriculum is trying to achieve in terms of developing 21st
century skills” (personal communication, April 18, 2016). Sheila Porter, CEO and founder of
SciFest, shared her perspective on the competitions’ impact on students:
I’ve seen so many students go through and some of them actually tell me afterwards it
changed their lives. It’s really everything, it’s not just putting together a report book, it’s
about working together and presenting your work. I think you couldn’t put a value on the
scales they get from being involved in science fairs. (personal communication, April 18,
2016)
The sentiments of Sheila Porter were similarly conveyed by Brian MacCraith of Dublin City
University, who shared, “You can see the transformation, you see them developing skills, you
see them excited by science, excited by discovery, learning how to communicate both written
and verbal, all the things we want our younger people to do” (personal communication, April 20,
2016). This theme was also documented through an interview with Ms. O at the case study
school, who remarked, “The kids dig it, and engaged in science, not just reading about the
science. Doing the science gets them connected” (personal communication, April 21, 2016).
IMPACT OF GLOBALIZATION 88
At the SciFest at Cork competition held on Friday, April 22, 2016, I observed 129
projects, including 85 life science projects, 18 technology projects, and 26 physical science
projects. Each project team consisted of two to five students who presented their topic, analysis
and findings, to a pair of judges and other attendees. Students were very enthusiastic about their
projects and welcomed the opportunity to share. In visiting 25 participant tables, I observed con-
fident students articulately describing their project and the importance of their work.
Survey results, interviews, and observations at SciFest at Cork all led to the conclusion
that students benefit from their participation in science competitions. The involvement of
students in science competitions such as SciFest builds confidence, enhances oral and written
communication skills, and furthers interest in the sciences.
Science Competitions Positively Influence STEM Education
In a review of the literature, Sahin (2013) suggested that science activities such as science
fairs and science Olympiads help students to develop science content knowledge and process
skills. In Ireland, STEM interest is fostered through a variety of science competitions such as BT
Young Scientist and SciFest. The objective of SciFest at schools and regional competitions is to
foster a love and appreciation of STEM fields through collaboration and inquiry (SciFest, 2015).
This finding is supported by Walsh (2015), who suggested that students become engaged in the
inquiry-based approach to STEM by participation in events such as the BT Young Scientist
Competition and SciFest.
Survey findings from Items 8, 10, and 12 support the conclusion that science fairs and
competitions positively influence participation in STEM education and the development of 21st-
century skills. Table 10 summarizes the survey data findings.
IMPACT OF GLOBALIZATION 89
Table 10

Science Competitions Positively Influence Education in Science, Technology, Engineering, and
Mathematics (STEM): Strongly Agree and Agree Responses

Case school All 18 schools Non-school
Survey item Survey group % n % n % n

Science competitions Teacher/administrator 88 19 86 164
influence my participation Student 57 113 62 1,126
in STEM and my develop- Political/business 100 13
ment of 21st-century skills. Educational policymaker 100 8

Science competitions promote Teacher/administrator 64 19 70 164
the use of technology. Political/business 75 13
Educational policymaker 88 8

Survey data revealed that teachers and administrators at both the case study school and at
all 18 schools agreed that science competitions influence student participation in STEM and the
development of 21st-century skills. Business/political leaders and educational policymakers who
were surveyed unanimously agreed that science competitions influence participation in STEM
and development of 21st-century skills. While the majority of students at both the case study
school and all 18 schools strongly agreed or agreed that science competitions influence partici-
pation in STEM and 21st-century skill development, they did so at a lower percentage than
teachers/administrators, business/political leaders, or educational policymakers.
In review of the survey item regarding promotion of technology use by science competi-
tions, a strong majority of teachers from all 18 schools strongly agreed or agreed to the correla-
tion between science competitions and technology use, while teachers at the case study school
agreed or strongly agreed at a lower percentage. Business/political leaders’ survey responses
were more closely aligned with those of teachers from all 18 schools, with a strong percentage in
IMPACT OF GLOBALIZATION 90
strong agreement or agreement that science competitions promote the use of technology, while
educational policymakers showed the highest percentage in strong agreement or agreement with
this finding.
Interviews with students, educators, and business officials showed concurrence that
science competitions positively influence student participation in STEM. Ms. O at the case study
school remarked,
I have definitely seen more interests in STEM from our students participating in SciFest.
More are interested in the engineering aspect of say, the physical world. In my last 9
years I have seen really top students going into engineering instead of say law. (personal
communication, April 21, 2016)
In an interview with Dublin City Universities President Brian MacCraith, he commented,
“Change in student interest in STEM after participation in science competitions I see on an indi-
vidual bases. The competition sparks their interest in engineering, computer science, science”
(personal communication, April 20, 2016). A similar comment was offered by George Porter,
CFO of SciFest, who stated, “It’s bound to have an impact because success breeds success.
When you see the enthusiasm of students and the confidence that they gain from discussing their
project with judges and visitors, their enthusiasm for STEM is obvious” (personal communica-
tion, April 18, 2016). A student who was interviewed at the case study school commented that
SciFest in schools provides an opportunity for many students to get involved who might not have
an aptitude for science or an interest in science but now they are exposed to it and get to learn
about it.
Interviews with MNC officials revealed sentiments that aligned with those of some
teachers, students and other educational leaders. In an interview with Deidre Kennedy of Smart
IMPACT OF GLOBALIZATION 91
Futures, an emergent reflection was that “even if students did not like science, what they did
learn were those 21st-century skills or the key skills” (personal communication, April 19, 2016).
Louise Wilkinson of Dell remarked,
From my perspective and from the ones that I’ve looked at, we found students tend to
share the more technical side of their projects and the methodologies they’ve used. Again
they are not looking for just answers in a book, they’re going out doing survey and doing
analysis. They have no choice through the process but to embrace and use technology to
be able to get the range and information they need. (personal communication, April 18,
2016)
Pfizer official Tony Daly remarked that he has noticed a change in interest in STEM by
students who participate in science competitions. “In our graduate program we probably got 6 or
10 of these students. It’s kind of a pipeline for recruitment, a pipeline for talent and a good
portion of those have some level of science engagement on a competitive level” (personal com-
munication, April 22, 2016).
Survey data supported by interviews of students, educators, and business officials con-
firmed the finding that science competitions positively influence participation in STEM educa-
tion and 21st-century skill development. Numerous comments revealed that these competitions
stimulate student interest and enthusiasm and afford the experience of utilizing 21st-century
skills.
Increased Use of Inquiry
Science fairs and competitions are aligned to the National Science Education Standards,
which state that students should ask questions and plan and conduct investigations (Bellipanni &
Lilly, 1999). According to Aberbatt and Vineyard (2001), many educators encourage
IMPACT OF GLOBALIZATION 92
participation in science competitions to develop process skills such as inquiry. This concept was
espoused by Hobbs (2015):
Science fairs are an important element in promoting a student-centered, inquiry based
approach to STEM skill development. Students are motivated to develop their own sci-
entific investigations, develop models, interpret data, draw inferences, and defend their
findings at a science fair and receive feedback. (p. 6)
Survey data revealed that the majority of teacher and administrators at the case study
school and at all 18 schools agreed that science competitions have increased the use of inquiry as
a teaching strategy. Table 11 summarizes the survey data findings.

Table 11

Increased Use of Inquiry: Strongly Agree and Agree Responses

Case school All 18 schools Non-school
Survey item Survey group % n % n % n

Science competitions have Teacher/administrator 69 19 66 164
increased the use of inquiry Student 67 113 66 1,126
as a teaching strategy. Political/business 83 13
Educational policymaker 86 8

Survey data also revealed that business/political officials and educational policymakers
agreed that science competitions have increased the use of inquiry as a teaching strategy at a
greater percentage than teacher, administrators, or students. Interviews with teachers and busi-
ness officials supported the survey findings and the notion that science competitions foster
inquiry-based instruction. Students from the case study school had the following comments:
“You are responsible for your own research and learning; I think that’s good,” “It’s all about
IMPACT OF GLOBALIZATION 93
problem solving; you try different ways of trial and error and if you get stuck, you start over
again,” “Teachers answer your question with a question” (personal communication, April 21,
2016). The remarks by students were in agreement with those of educators and business officials.
Intel official Leonard Hobbs (2015) remarked, “I think inquiry is promoted because when you
have to go outside of school in an unstructured environment you are naturally going to be
inquisitive” (p. 6). Sheila Porter, CEO of SciFest, remarked, “It is an opportunity for students to
pick a topic they like and for them to really give some thought to how they are going to approach
their problem” (personal communication, April 18, 2016). The principal of the case study school
noted that teaching through inquiry is a natural in science and that students are more likely to do
investigations by themselves in science than in other subjects. George Porter, CFO of SciFest,
remarked,
In guiding students to develop projects and getting students in project work in general,
teachers have to , are essentially guiding them in an inquiry based approach. You can’t
develop a project really without having an inquiry based approach to whatever the
problem is that you’ve identified. (personal communication, April 18, 2016)
At SciFest at Cork I observed groups of students explaining their methods of inquiry to
judges who inquired about the elements of their study. Teacher sponsors were observed posing
“how” and “why” questions to their students in preparation for questions that they might
encounter from a judge or visitor.
Survey data triangulated with interviews with students, educators, and business officials
and observations at SciFest at Cork affirm the finding that science competitions have increased
the use of inquiry as a teaching strategy and increased the use of inquiry by students in investi-
gation of identified problems.
IMPACT OF GLOBALIZATION 94
Results for Research Question 3
Increased Interest and Preparation in STEM Courses in Senior Cycle
According to Childs (2001), Senior Cycle is for a 2-year period from ages 15/16 to 17/18
in which three national curricula and corresponding examinations are offered to include the tra-
ditional academic leaving certificate, the leaving certificate applied program, and the leaving
certificate vocational program. Traditional leaving certification is the main means of selection
for the third level, in which a point system is used that aggregates national examination scores to
determine entrance into the higher education sector (Childs, 2001).
At the case study school, the majority of students who were engaged remarked that the
priority in Senior Cycle is to do well on the leaving certification national examinations, which
are based on the selected courses of study. When asked about the impact of science competitions
on continuing study in STEM fields in Senior Cycle, one student remarked, “It depends on how
successful you are in STEM classes if you will pursue it” (personal communication, April 21,
2016). A review of the survey data revealed that, while a slight majority of students surveyed
(51%) at the case study school agreed that science competitions prepare students for Senior
Cycle, teachers at the case study school disagreed or had a neutral response at a rate of 69% in
response to this statement. Students who were surveyed at all 18 schools similarly strongly
agreed or agreed with the case study school students that science competitions prepare students
for Senior Cycle at a rate of 57%, while teachers at the 18 schools differed from teachers at the
case study school as they strongly agreed or agreed with the statement at a rate of 59%. Both
political/business leaders and educational policymakers agreed that science competitions pre-
pared students for Senior Cycle.
IMPACT OF GLOBALIZATION 95
The responses to the survey item, “After participating in the science competitions, I have
increased interest in studying STEM-related subjects in Senior Cycle,” revealed mixed results.
Students at the case study school strongly agreed or agreed at a rate of 44%, while students from
all 18 schools strongly agreed or agreed at a rate of 52%. This trend held in a comparison of
teachers at the case study school and teachers from all 18 schools, where the percentage who
strongly agreed or agreed was 32% at the case study school and 68% at all 18 schools. The
majority of business/political leaders and educational policymakers noted an increase in
students’ interest in studying STEM-related subjects in Senior Cycle after their participation in
science competitions. Table 12 summarizes the survey data findings.

Table 12

Increased Interest and Participation in Science, Technology, Engineering, and Mathematics
(STEM) in Senior Cycle: Strongly Agree and Agree Responses

Case school All 18 schools Non-school
Survey item Survey group % n % n % n

Science and technology fairs Teacher/administrator 32 19 59 164
have been beneficial in Student 51 113 57 1,126
preparing students for Political/business 82 13
Senior Cycle. Educational policymaker 72 8

After participating in the Teacher/administrator 32 19 68 164
science competitions, I have Student 44 113 52 1,126
increased interest in studying Political/business 64 13
STEM-related subjects in Educational policymaker 75 8
Senior Cycle.

Interviews were used to triangulate the survey data. In response to the question, “How do
science competitions affect student interest in continuing their studies in STEM fields in Senior
IMPACT OF GLOBALIZATION 96
Cycle?” most interviewees responded positively that science competitions positively affected
student interest in continuing studies in the STEM field in Senior Cycle. Paula Neary of Accen-
ture stated, “I think it has a big influence, they can see the value of what they can be doing in the
future and the curiosity ignites” (personal communication, April 19, 2016). This sentiment was
also noted by a teacher at the case study school who remarked, “I have definitely seen more
interest in engineering, the physical world, then say 5 years ago. I’ve seen more top students
choosing to go into engineering instead of medicine and law” (personal communication, April
21, 2016). This trend was further communicated by a student at the SciFest @ Cork competition
who commented, “SciFest introduced me to a whole new world, and it opens doors to see
advantages of science and the careers that you can have in science” (personal communication,
April 22, 2016). Louise Wilkinson of Dell also espoused the benefits of science competitions on
student interest in continuing STEM in Senior Cycle:
It’s relating study into what that can do for students and their career later on. It kind of
sparks their interest to go on and study it so that they can have that career and they can
continue doing that work. (personal communication, April 18, 2016)
Educational leader Sheila Porter, CEO of SciFest, shared comments that were congruent
with those of other interviewees. “I would get feedback from some of the students that would
have done SciFest, and have now gone into STEM-related careers, and they will tell me it was
because they got that opportunity to do a science fair” (personal communication, April 18, 2016),
The principal of the case study school complemented Porter’s remarks as she stated, “I would
certainly say that at the SciFest event I attended I couldn’t imagine those young people wouldn’t
be going on to STEM related studies, everyone gets the buzz” (personal communication, April
IMPACT OF GLOBALIZATION 97
18, 2016). Mr. C at the case study school shared that he has seen an increase in students selecting
physics in particular, which he described as “huge” (personal communication, April 21, 2016).
The survey data, supported by interviews with educators, business and political leaders,
and leaders policymakers, revealed that students’ interest in STEM in Senior Cycle and in third
level is positively influenced by their involvement in science competitions. Many participants
shared that science competitions spark students’ curiosity and interest in continuing their studies
in STEM-related fields.
Limited Preparation for the Labor Force
According to O’Hagan and Newman (2014), Ireland has given particular attention to
increasing the number of graduates in science and engineering to meet the strong demand for a
workforce with a science and technology background. The fastest-growing occupations require a
background in STEM, according to Langdon et al. (2011). Furthermore, to remain competitive in
the global market, Ireland must provide opportunities for students to excel in the STEM fields by
continuing to develop their skills, beginning at the elementary level and extending to the college
level (Langdon et al., 2011). Professor Mark Ferguson, Director General of Science Foundation
Ireland and Chief Scientific Adviser to the Government of Ireland, remarked,
An educated workforce is paramount to supporting the development of Ireland as a global
leader in science and technology and by our young students participating in SciFest and
similar fairs we can afford them the opportunity to develop the skills required to prepare
them for employment. (personal communication, April 19, 2016)
In a review of the survey data the following results were revealed. In response to the
question that asked participants whether science competitions were beneficial in preparing
students for the labor force, students were less apt to agree with this statement than were
IMPACT OF GLOBALIZATION 98
teachers, political/business leaders, and educational policymakers. At the case study school, 34%
of the students surveyed strongly agreed or agreed, while 59% were neutral, disagreed, or
strongly disagreed. Similar results were found from students surveyed at all 18 schools, where
39% strongly agreed or agreed that science competitions prepare students for the labor force,
while 45% were neutral, disagreed, or strongly disagreed and 18% did not know. The majority
of teachers and administrators at the case study school disagreed or strongly disagreed that
science competitions benefited students in their preparation for the labor force, while the
majority teachers and administrators surveyed at all 18 schools strongly agreed or agreed that
such competitions were beneficial in student preparation for the labor force. The sentiments of
teachers and administrators from all 18 schools were echoed by political/business leaders and
education policymakers. A summary of the survey results are presented in Table 13.

Table 13

Limited Preparation for the Labor Force: Strongly Agree and Agree Responses

Case school All 18 schools Non-school
Survey item Survey group % n % n % n

Science and technology fairs Teacher/administrator 21 19 67 164
benefit students in preparing Student 34 113 29 1,126
them for the labor force. Political/business 84 13
Educational policymaker 75 8

Interview data were used to analyze the variation in survey results among students com-
pared to most adults surveyed. Brian MacCraith of Dublin City University stated, “We should be
aiming for the highest quality STEM education experience all the way up through 3rd level as it
is very clear that most of the job opportunities are going to come in that space” (personal
IMPACT OF GLOBALIZATION 99
communication, April 20, 2016). The more experience students have in STEM and 21st-century
skill development, the better prepared they will be for jobs in the new knowledge-based society.
This concept was also expressed by a case school student who remarked, “Science competitions
help us figure out how to solve a problem and I think this will help me in the future” (personal
communication, April 21, 2016).
Cathal McLaughlin of Medtronic remarked on the importance of 21st-century skills
development gained through science competitions. In her interview she stated, “It’s about the
practical side that is important, the team building and within the team working on the project
collaboratively prepares students for what happens in real life” (personal communication, April
18, 2016). Pfizer Executive Tony Daly described the value of student participation in science
competitions:
I think it’s great training because if you think about it students are essentially doing a
mini activity that mirrors what they would do in a post-graduate setting. They are honing
skills necessary for a 21st-century job through a real experience. (personal communica-
tion, April 22, 2016)
Surveys and interviews with students, educators, business political leaders, and educa-
tional policymakers were used to explore the benefit of student participation in science competi-
tions and labor force preparation. While there was some evidence of science competitions
preparing students for the labor force, the results varied from the case study school and the
majority of other schools participating in the study.
Chapter Summary
Findings gathered in this study from participant survey results, interviews, and observa-
tions reveal Ireland’s focus on ensuring that its citizenry is skilled to match the labor demands of
IMPACT OF GLOBALIZATION 100
its growing economy, thereby continuing to make the island an attractive place for MNCs and
FDI. Participants strongly expressed the importance of developing 21st-century skills in students
to prepare them for the globalized knowledge-based economy. A universal theme across all par-
ticipant groups was the importance of an emphasis on STEM education, as MNCs frequently
remarked on the need for a pipeline of well-prepared talent to meet the increasing demands of
STEM job opportunities. The following summarizes the results for the 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 major
themes emerged from the data: (a) the importance of STEM, (b) the demand for the development
of 21st-century skills, and (c) the need for educational policy changes. The majority of partici-
pants confirmed that STEM education is an essential component of a 21st-century education and
is significant in preparing future workers to compete in a globalized market place. The data
revealed that 21st-century skills such as critical thinking, collaboration, and problem solving are
sought after by MNCs and other employers in their recruitment of workers. Educational policy-
makers and some educators called for changes in policy that would better align culminating
assessments such as the leaving certification national examinations with the expectation of
students graduating with 21st-century skills.
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 major themes emerged from the data: (a) students benefit from
participating in science competitions, (b) science competitions positively influence participation
in STEM education, and (c) science competitions have increased the use of inquiry. The majority
of respondents affirmed the benefit of students participating in science competitions. A common
IMPACT OF GLOBALIZATION 101
sentiment was the enthusiasm and excitement that students had about science and inquiry. Fur-
ther, participants concurred that students gained a greater interest in STEM education after par-
ticipation in science competitions. Several student participants at SciFest at Cork corroborated
this finding in their testament to increased STEM interest through their experience at SciFest
competition. Science competitions begin with a question or problem, which is itself an act of
inquiring. Students and teachers remarked on the influence of the science competition process on
increasing the use of questioning and exploration to find answers to problems.
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 from the data: (a) student participation in science competitions positively influenced
interest and preparation for STEM courses in Senior Cycle and the perception by students at the
case study school that science competitions have limited benefit in their preparation for the labor
force.
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CHAPTER 5: CONCLUSION
Today’s changing economic landscape and information-rich society require students to
develop skills necessary to succeed in the new knowledge-based 21st-century world. The number
one skill that employers want in a worker is the ability to think and ask questions (Wagner,
2008). Success and integration into a knowledge-based economy requires individuals to navigate
and possess skills that will be used in college, career, and society at large. The complex phe-
nomenon driving Ireland’s economic and educational change is that of globalization. According
to Spring (2008), globalization is the process of international integration by which worldview,
products, ideas, and other aspects of culture become interconnected. The globalization of Ireland
and subsequent boom in economic growth, also known as the Celtic Tiger, were fueled by FDI
and the influx of MNCs (Dorgan, 2006). This accelerated rise in economic growth required Ire-
land to ensure that its citizenry was prepared to compete in the 21st century to remain attractive
to MNCs and FDI, as its economic future is highly dependent on the quality of its labor force.
Throughout the study it was evident that MNCs in Ireland have set the bar for what is
required from the educational system in terms of supplying a skilled pipeline of individuals to
meet the demands of STEM-related companies. Sinead Hickey of Abbott Lab stated,
We need to have a future pipeline of scientist and engineers to ensure that our company is
sustainable for the future and there is not enough young people undertaking STEM edu-
cation at third-level education or second level to meet the demand. (personal communi-
cation, April 18, 2016)
Cathal McLaughlin of Medtronic stated, “As I understand, the numbers for engineering are still
falling off so focusing on STEM will help correct this problem” (personal communication, April
18, 2016). With the flattening of the global economy in the 21st century, the teaching of STEM
IMPACT OF GLOBALIZATION 103
has taken on new importance as economic competition has become more global (Kennedy &
Odell, 2014).
Chapter 1 provided an introduction, overview of the study, statement of the problem,
purpose of the study, research questions, limitations of the study, definition of key terms, and the
organization of the dissertation. Chapter 2 put forth a review of the literature related to the
history of globalization, globalization in Ireland, the history of Ireland, Ireland’s educational
system, and the theoretical frameworks used in the study. Chapter 3 described the methodology
used to conduct the study, including the research design, the research team, the sample and pop-
ulation, the instrumentation, data collection and analysis, credibility and trustworthiness, relia-
bility, and ethical considerations. Chapter 4 presented the research findings from the data
collected and identified emergent themes with regard to the research questions and theoretical
frameworks. Chapter 5 summarizes the study’s findings and discusses implications of the find-
ings and makes recommendations for further research.
Purpose of the Study
The purpose of the study was to analyze the influence of globalization on educational
policy in STEM education and the development of 21st-century skills in secondary schools in
Ireland. The study investigated the value of students participating in science competitions, such
as SciFest, and the influence of these competitions on the development of 21st-century skills
through the use of inquiry-based instructional strategies such as PBL in STEM-related courses.
The study also examined the impact of students’ participation in science competitions and the
subsequent continuation of their study of STEM subjects and pursuit of a career in a STEM-
related field.
IMPACT OF GLOBALIZATION 104
Research Questions
Three research questions were utilized by the research team in analyzing the influence of
globalization on the Irish educational system as it relates to STEM education and the develop-
ment of 21st-century skills.
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?
The study was framed by the work of Spring (2008) on globalization of education,
Wagner (2008) on understanding the growth of 21st-century skills, Slough and Milam (2013) on
PBL in STEM and on analyzing the impact of globalization on STEM education through SciFest,
and Friedman (2007) on the effects of globalization. These four frames guided the process of
addressing the three research questions.
Emergent Themes
In the analysis of data from surveys, interviews, and observations, eight themes emerged
as common in response to the research questions across all transcripts: (a) the importance of
STEM, (b) the demand for the development of 21st-century skills, (c) the need for educational
policy change, (d) students’ benefit from participating in science competitions, (e) science com-
petitions’ positive influence on participation in STEM education, (f) science competitions’ influ-
ence on the increase in the use of inquiry, (g) the positive impact of student participation in
IMPACT OF GLOBALIZATION 105
science competitions on interest and preparation for STEM courses in Senior Cycle, and (h) the
limited benefit of science competitions in preparing students for the labor force.
Discussion of Findings for Research Questions
Research Question 1
Research Question 1 asked, How have globalization and MNCs influenced educational
policy in the area of STEM education and the development of 21st-century skills? In analysis of
the data, three themes emerged: (a) the importance of STEM, (b) the demand for development of
21st-century skills, and (c) the need for educational policy changes. According to Kennedy and
Odell (2014), STEM has taken on new importance as economic competition has become global-
ized. Capraro et al. (2013) noted that, in order to be a leader in the global market place, a country
must place an emphasis on STEM job opportunities. This new importance was evident from all
participant groups. In the case study school, 100% of the teachers surveyed and 94% of the
students surveyed strongly agreed or agreed that STEM education is important. Furthermore,
99% of teachers and administrators and 85% of students at all 18 schools surveyed strongly
agreed or agreed regarding the importance of STEM education. Similarly all political and busi-
ness leaders and educational policymakers surveyed concurred with this finding.
In interviews with MNC officials and educators, the resounding message conveyed was
that STEM education is essential in ensuring that graduates are produced to fulfill projected eco-
nomic growth in Ireland. Tony Daly, Pfizer representative, remarked, “It is imperatively
important to promote STEM at second level to maintain our highly educated workforce here in
Ireland, specifically supporting pharmachem” (personal communication, April 22, 2016). This
belief was echoed by Louise Wilkinson, Dell official, who also expressed the imperative of
STEM education: “It’s imperative that we have a strong pipeline of high caliber graduates with
IMPACT OF GLOBALIZATION 106
STEM backgrounds; otherwise, we will not be able to fulfill our growth in Ireland” (personal
communication, April 18, 2016).
Linked with the importance of STEM education was the demand for the development of
21st-century skills. According to Wagner (2008), the number one skill that employers want in a
worker is the ability to think and ask questions. Wagner (2008) described seven essential skills to
being productive in the 21st century: (a) critical thinking and problem solving, (b) collaboration
and leadership, (c) agility and adaptability, (d) initiative and entrepreneurship, (e) effective oral
and written communication, (f) accessing and analyzing information, and (g) curiosity and
imagination. Spring (2008) argued that, to remain competitive and attractive to FDI and MNCs,
Ireland must commit to making education and the development of 21st-century skills a priority.
In the case study school, 100% of the teachers and administrators surveyed and 96% of
the students surveyed strongly agreed or agreed that there is a demand in Ireland for schools to
develop 21st-century skills in their students. In a comparison of the case study school survey
respondents with all 18 school respondents, similar results were found as 99% of teachers and
administrators and 92% of students strongly agreed or agreed regarding the demand for 21st-
century skill development. This finding was unanimously supported by business and political
leaders and educational policymakers.
Although survey respondents from all participant groups concurred with the demand for
the development of 21st-century skills, there was some deviation in the influence of the identi-
fied demand. Students at the case study school were the least likely to attribute the influence of
the demand to globalization, even though they strongly agreed or agreed with this hypothesis at
a rate of 81%. The majority of other surveyed groups agreed that globalization influenced the
demand for 21st-century skill development.
IMPACT OF GLOBALIZATION 107
Educators, business and political leaders, and educational policymakers agreed that
MNCs influenced the demand for development of 21st-century skills. Brian MacCraith, Presi-
dent of Dublin City University, described the Generation 21 graduate who is creative and enter-
prising and is an effective problem solver. Mr. MacCraith described what he calls the “T”-shaped
graduate as follows: “The vertical of the T is the deep disciplinary knowledge in whatever area
you are in and the crossbar of the T is the 21st-century skills of collaboration, communication
and problem solving” (personal communication, April 20, 2016). The need for having skilled
workers with 21st-century skills was also described by Lorraine McT of Boston Scientific, who
remarked, “Strategic skills like problem solving are what makes you better at your job tech-
nically and marketable” (personal communication, April 19, 2016).
The theme of the need for workers with the skills of communication, creativity, and
problem solving was prevalent across interview transcripts. David Griffin of Dell stated, “The
influence on the future and how skills development comes about is what would fill our pipeline”
(personal communication, April 18, 2016). Similarly, Deidre Kennedy of Smart Futures com-
mented that Ireland is trying to build a knowledge economy and needs to have people coming out
with 21st-century skills to be prepared in society (personal communication, April 19, 2016).
As MNCs and globalization have created the need for graduates to be equipped with 21st-
century skills, the educational system has been required to rethink its policies and the degree to
which they are aligned with the desired outcomes. The principal of the case study school stated,
I think current educational policy is quite limited. We have the inspectorate carrying out
the views of powers that be in the country who are interested in STEM and skills devel-
opment but it goes back to the exam process which is completely disconnected. (personal
communication, April 21, 2016)
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This disconnection was shared by numerous students and educators who conveyed that the driver
in second-level Irish education is the leaving certification examinations that determine what is
being taught and how it is being taught. A student at the case study school remarked, “In the
‘Cert’ it’s nothing to do with technology, it’s just the basis of what you learn from your subjects”
(personal communication, April 21, 2016). This sentiment was shared by MNC officials and
educators alike. Deidre Kennedy of Smart Futures stated, “I strongly believe that assessment is
the tail that wags the dog. If the exam requires students to remember that’s what teachers are
going to get them to do” (personal communication, April 19, 2016). Brain MacCraith, President
of Dublin City University, similarly commented, “The biggest driver of teaching and learning
behavior is assessment modality. What you assess is what you get. If you don’t measure it, you
don’t get it” (personal communication, April 20, 2016).
Globalization and MNCs have influenced educational policy in the area of STEM educa-
tion and the development of 21st-century skills in three ways identified through this study. The
importance of STEM education and the development of 21st-century skills are critical in ensur-
ing that Ireland has a workforce prepared to compete in the knowledge-based global economy in
which they remain attractive to foreign direct investors and MNCs (Bybee, 2010). The third
emergent theme was the need for educational policy changes aligned to the outcomes needed to
prepare students for the 21st-century workforce. To ensure that schools are equipping students
with 21st-century skills, the curriculum and assessments must be aligned to the expectation of
student graduating with skills needed for the labor force.
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
IMPACT OF GLOBALIZATION 109
instructional strategies in STEM? In an analysis of the data, three themes emerged: (a) Students
benefit from science competition participation, (b) science competitions positively influence
STEM education, and (c) science competitions increase the use of inquiry.
In a review of the relevant literature, a common thought that was espoused was the value
of science competitions in providing students with opportunities to inquire and conduct
investigations. Bellipanni and Lilly (1999) cited that science fairs make available the setting for
students to ask questions, plan, think critically, and engage in analysis. Walsh (2015) described
the intrinsic elements that are afforded students who participate in science fairs, including their
enjoyment and amplified self-confidence in their abilities to handle science-related tasks.
Interviews with study participants corroborated the finding that students benefit from
their participation in science competitions. Students who attended SciFest at Cork exhibited great
enthusiasm and excitement about their opportunity to compete in a science competition. One
student shared, “It’s absolutely phenomenal; I started out knowing very little about STEM and
now I have this huge love for it” (personal communication, April 22, 2016). Tony Daly of Pfizer
remarked, “Any mechanism that promotes the sciences is good; it’s about engaging and doing”
(personal communication, April 21, 2016). This sentiment was documented in the survey data in
which political and business leaders, along with educational policymakers, unanimously strongly
agreed or agreed regarding the positive benefit of students participating in science competitions.
Similar results were found in teacher, administrator, and student survey responses.
Science competitions were also found to positively influence STEM education and the
development of 21st-century skills. According to Sahin (2013), science activities such as science
fairs and science Olympiads help students to develop science content knowledge and process
skills. One of the main objectives of science competitions such as SciFest is to stimulate student
IMPACT OF GLOBALIZATION 110
interest in STEM and foster an appreciation of science through inquiry. Survey findings from
teachers, administrators, business leaders, and educational policymakers revealed a strong belief
that science competitions positively influence STEM education and the development of 21st-
century skills. Ms. O from the case study school remarked, “I have definitely seen more interest
in STEM from our students participating in SciFest.” She further commented that in her last 9
years, “I have seen really top students going into engineering instead of say law” (personal
communication, April 21, 2016). The finding was also illustrated in a comment by George
Porter, CFO of SciFest, who stated, “It’s bound to have an impact. When you see the enthusiasm
of students and the confidence that they gain from discussing their project with judges, their
enthusiasm for STEM is obvious” (personal communication, April 18, 2016). The common
theme observed across all transcripts was the enhancement of student interest in STEM and the
confidence built through the process in student ability to be successful in the sciences.
Although the majority of students at the case study school strongly agreed or agreed that
science competitions influenced their participation in STEM and development of 21st-century
skills, it was at a much lower rate than that of teachers, administrators, and business leaders. This
incongruence in the data may be attributed to student experiences in which they view other
factors contributing to their participation in STEM, such as required course work, as remarked by
a student at the case study school.
The role of technology was also explored in examining science competition’s influence
on the development of 21st-century skills. The utilization of computers and other technologies by
students was not observed in the case study school; however, when teachers and administrators
were surveyed, the majority strongly agreed or agreed that science competitions promote the use
of technology. Similarly, the majority of teachers and administrators at all 18 schools strongly
IMPACT OF GLOBALIZATION 111
agreed or agreed that science competitions promote technology use, along with the majority of
business leaders and educational policymakers surveyed.
By definition, an investigation involves seeking answers to questions or problems.
According to Aberbatt and Vineyard (2001), many educators encourage participation in science
competitions to develop process skills such as inquiry. Further, it was noted by Hobbs (2015)
that science fairs are an important element in promoting an inquiry-based approach to STEM
skill development. The majority of survey respondents strongly agreed or agreed that science
competitions increased the use of inquiry. In my observations of students at SciFest at Cork I
heard students explaining their methods of inquiry to judges. I also heard teachers posing “how”
and “why” questions to their students in preparation for questions that they might encounter from
a judge or visitor. The concept of inquiry occurring more frequently when students participate in
science competitions is seen in respondent interviews by students and educational leaders. A
student from the case study school stated, “It’s all about the problem solving; you try different
ways of trial and error” (personal communication, April 21, 2016). Another student commented,
“You are responsible for your own research and learning” (personal communication, April 21,
2016). Leonard Hobbs (2015) of Intel conveyed the point that “inquiry is promoted through
SciFest and other competitions because you go outside of the school environment where
naturally one will be inquisitive” (p. 6).
Science and technology competitions, such as SciFest, have influenced the development
of 21st-century skills through the use of inquiry-based instructional strategies in three distinct
ways: (a) positively benefiting students who participate in science competitions, (b) positive
influence on STEM education and 21st-century skill development, and (c) increased use of
inquiry. Science competitions, such as SciFest, increase students’ interest and enthusiasm about
IMPACT OF GLOBALIZATION 112
STEM. These competitions further build students’ confidence in their ability to engage in science
activities while developing process skills in problem solving, analyzing data, and inquiry. The
experience of participating in science competitions such as SciFest has provided students with
the ability to apply skills that they have learned to answer questions to real-world problems.
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? In an analy-
sis of the data two themes emerged: (a) increased interest and preparation in STEM courses in
Senior Cycle, and (b) limited preparation for the labor force. In surveying students from the case
study school, the majority strongly agreed or agreed that science competitions prepared them for
Senior Cycle. Similarly, the majority of students from the 18 comparison schools also strongly
agreed or agreed that science competitions prepared them for Senior Cycle. On the other hand,
teachers and administrators at the case study school did not agree to the correlation between
science competitions and students being prepared for Senior Cycle, as only 32% strongly agreed
or agreed with this statement. Teachers and administrators surveyed at the 18 comparison
schools were congruent in their responses with students from both the case study school and the
18 comparison schools. This anomaly in the data collected from the teachers and administrators
from the case study school may be attributed to their belief that the driver for preparing students
for Senior Cycle is their course work based on the leaving certification examinations. In an inter-
view with Ms. O she stated, “Senior Cycle prepares students for leaving certs which deals with
content that you’ve learned. It doesn’t really deal with the development of these skills that are
said to be needed” (personal communication, April 21, 2016). One of the students at the case
IMPACT OF GLOBALIZATION 113
study school remarked, “The priority in Senior Cycle is to do well on the leaving certification
examinations and they are based on your course of study” (personal communication, April 21,
2016). This comment confirms the belief of participant students at the case study school regard-
ing their participation in science competitions and the impact on their interest in studying STEM-
related subjects in Senior Cycle. Less than half of the case study school students surveyed
strongly agreed or agreed to the correlation between science competition and their interest in
studying STEM subjects in Senior Cycle. Conversely, the majority of students at the comparison
18 schools strongly agreed or agreed that science competitions influenced their interest in
studying STEM subjects in Senior Cycle. This variance in the data may be attributed to school-
by-school experiences in the selection of subjects for Senior Cycle. When asked the question
regarding taking STEM subjects in Senior Cycle, a student from the case study school remarked,
“It depends on how successful you are in STEM classes if you will pursue it” (personal com-
munication, April 21, 2016). As previously stated, the courses taken in Senior Cycle set the
design of a student’s leaving certification examination, which in turn determines whether they
will have access to third-level schooling.
The second emergent theme was that science competitions had a limited impact on
students’ preparation for the labor force. In a review of the literature it was repeatedly stated that
Ireland has given particular attention to increasing the number of graduates in science and engi-
neering to meet their strong demand for a workforce that is STEM prepared (O’Hagan & New-
man, 2014). However when teachers and administrators from the case study school were
surveyed, the clear majority did not agree that science competitions benefit students in preparing
them for the workforce. Similarly, students at the case study school did not agree that they were
prepared for the workforce as a result of participating in science competitions. While the
IMPACT OF GLOBALIZATION 114
majority of teachers and administrators at the comparison 18 schools strongly agreed or agreed
that there was a positive correlation between science competition participation and labor force
preparation, students at the 18 comparison schools aligned with students of the case study school
and did not support the correlation.
The majority of teachers and administrators at the comparison 18 schools, along with
business leaders and educational policymakers, concurred that science competition participation
benefited students in preparing them for the labor force. Interview statements that elaborated on
this finding were from business officials such as Tony Daly of Pfizer and Cathal McLaughlin of
Medtronic. Tony Daly stated, “I think they are honing skills necessary for a 21st-century job
through a real experience” (personal communication, April 22, 2016). Cathal McLaughlin also
talked about 21st-century skill development in her remarks: “It’s about the practical side that is
important, the team building and within the team working on the project collaboratively prepares
students for what happens in real life” (personal communication, April 18, 2016). Disparities in
the data findings may be attributed to the lens from which the participant defines preparation for
the labor force. As has been cited in the literature and corroborated in interviews with business
officials, 21st-century skill development is important in workforce preparation (Partnership for
21st Century Skills, 2012; Wagner, 2008). A student’s ability to solve problems, work in teams,
collaborate, and acquire technological skills advantages them in job attainment and retainment.
Science competitions, such as SciFest, have positively influenced student interest and
selection of STEM subjects in Senior Cycle but have not had a significant impact on students’
perception that it prepares them for the workforce. The data findings from interviews and most
survey respondents support the concept that science competitions positively influence student
interest and selection of STEM subjects in Senior Cycle. Further, in observing students at SciFest
IMPACT OF GLOBALIZATION 115
at Cork competition, it was evident that the students were inspired to continue their studies in
STEM-related courses. The data findings from the case study school did not support the belief
that science competitions benefit students in preparing them for the labor force, even though
interviews from business officials and educational policymakers cited the benefit.
Summary of Findings
In an analysis of the data, eight emergent themes surfaced in response to the three
research questions. From the emergent themes, four findings were revealed to include the posi-
tive correlation between science competition participation and the development of 21st-century
skills to prepare students for the globalized knowledge based economy, the importance of
placing an emphasis on STEM education as MNCs frequently remarked on the need for a pipe-
line of well-prepared talent to meet the increasing demands of STEM jobs in Ireland,
participation in science competitions sparking students’ curiosity and interest in continuing their
studies in STEM fields, and the need for continued educational policy change to align instruc-
tional practices and assessments to those that support the teaching and learning of 21st-century
skills.
Implications for Practice
This research study shows that students’ participation in science competitions, such as
SciFest, increases their interest in STEM and builds their confidence in their ability to continue
in the sciences. As the demand for a pipeline of graduates in the STEM field grows, it is a
practice to be expanded among more students and schools (Walsh, 2015). Also, student
participation in science competitions fosters their development of critically needed 21st-century
skills. This need was strongly stressed by numerous MNC officials as an important desire
attribute in workers in the 21st century. Through science competition participation, students learn
IMPACT OF GLOBALIZATION 116
how to work on a team, think critically, analyze information, draw conclusions and present their
findings in a professional setting. Educational leaders have the opportunity to provide activities
such as science competitions to prepare more graduates to meet the needs of business and
industry, who have unanimously stated that they have a great demand for employees equipped
with 21st-century skills.
The study also revealed the need to demonstrate a greater connection between experi-
ences that students attain through their participation in science competitions and their preparation
for the labor force. The development of the 21st-century skills garnered through the experience
of working on a team in a science competition must be connected to expectations for students
when they acquire a job. As noted by Cathal McLaughlin of Medtronic, “It’s about the practical
side of the science competition that is important that prepares students for what happens in real
life” (personal communication, April 18, 2016). Educators have the responsibility of explicitly
connecting students’ learning through science competitions with their expected job performance
from future employers.
Recommendations for Research
This research study looked at a single-gender and fee-based case study secondary school
in Ireland, along with 17 other secondary schools, of which the majority were fee based. By
design, all students who participated in the study were from schools that participated in SciFest
at school and in some instances at the regional science competition. Due to the constraints of the
study and the selection criteria for school participation, the results are not generalizable. How-
ever, a larger scope of participants to include all types of schools in Ireland could help to under-
stand the impact of science competitions on STEM education and the development of 21st-
century skills. Thus, it would be valuable to conduct a study in which the sample size was
IMPACT OF GLOBALIZATION 117
expanded to include non-fee-based public schools that may or may not participate in SciFest at
school competitions and or participate in other types of science activities such as science
Olympiads.
Further research would be beneficial in looking at the trajectory of students who partici-
pated in science competitions and their subsequent job attainment after leaving third level. As
noted throughout the research study, MNCs are seeking talented graduates in the STEM field to
meet their increasing demand for skilled employees. It would be interesting to understand the
degree of influence that student participation in science competitions has on ultimate career
choices after leaving third level.
Another area worthy of additional research would be the leaving certification assessments
and their impact on teacher practice as it relates to the development of 21st-century skills.
Throughout the study, students and educators commented that the leaving certification examina-
tions drive what is taught in Senior Cycle and that the focus is on ensuring that students are pre-
pared to be successful on the test. Further analysis is needed to determine the impact on 21st-
century skill development if those skills are not included in the leaving certification examination.
The role of science competition participation and the promotion of the use of technology
are also recommended for additional inquiry. Additional study would be beneficial to understand
the relationship between students participating in science competitions and the degree to which
they demonstrate increased use of technology as a 21st-century skill.
Conclusion
The globalization of Ireland and its subsequent boom in economic growth have had a sig-
nificant impact on Ireland’s educational system. With the influx of MNCs and FDI, the educa-
tional system has had to examine and adjust to align preparation of graduates with the demands
IMPACT OF GLOBALIZATION 118
of the new knowledge-based society. According to surveys, interviews, and observations in a
case study secondary school and at the SciFest at Cork Institute, science competitions have been
found to positively influence STEM education and the development of 21st-century skills. The
study analyzed the perceptions of educational leaders, school personnel, students, policymakers,
and business leaders as to the influence of globalization on educational policy in STEM and the
value of students participating in science competitions, such as SciFest, on the development of
21st-century skills and increasing students’ interest in pursuing STEM studies at third level and
beyond. In an analysis of these perceptions through the lens of three research questions, four
findings were revealed through eight emergent themes.
It was concluded that there is a positive correlation between science competitions, such as
SciFest, and the development of 21st-century skills to prepare students for the globalized KBE.
First, in a review of the relevant literature and corroborated by study participants, science
competitions were found to positively influence STEM education and the development of 21st-
century skills (Sahin, 2013). Second, it was found that there is importance in placing an emphasis
on STEM education, as indicated by MNC officials who remarked on the need for a pipeline of
well-prepared talent to meet the increasing demands of STEM jobs in Ireland. According to
Tony Daly of Pfizer, “It is imperatively important to promote STEM at second level to maintain
our highly educated workforce in Ireland” (personal communication, April 22, 2016). The third
finding highlighted the value of student participation in science competitions. It was found
through interviews and surveys that participation in science competitions sparked students’
curiosity and interest in continuing their studies in STEM fields. A common sentiment expressed
by study participants was the enthusiasm and excitement that students had about science and
inquiry as a result of their involvement in science competitions. The fourth finding was the need
IMPACT OF GLOBALIZATION 119
for continued educational policy change to align instructional practices and assessments to those
who support the teaching and learning of 21st-century skills. Through interviews with MNC
officials, students, and staff, it was determined that a need exists to better align curriculum and
summative assessments with 21st-century skill attainment. According to Brain MacCraith of
Dublin University, “The biggest driver of teaching and learning behavior is assessment and what
you assess is what you get” (personal communication, April 20, 2016).
These findings mark the value of students participating in science competitions and
acquiring 21st-century skills in preparing them to fill the need for a highly skilled STEM-
prepared Irish workforce. As stated by Sinead Hickey of Abbott Lab, “We want to ensure that we
have a future pipeline of scientists and engineers to ensure our company is sustainable for the
future” (personal communication, April 18, 2016).
IMPACT OF GLOBALIZATION 120
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IMPACT OF GLOBALIZATION 127
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]
IMPACT OF GLOBALIZATION 128
APPENDIX B
POLITICAL LEADER/EDUCATIONAL POLICYMAKER INTERVIEW PROTOCOL
Interviewer: Date:
Interviewee: Location:
Job Title: Contact Information:
Length of Time in Your Position:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to changes in the education system in Ireland. This study’s ultimate goal is to 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 Ire-
land.

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?

IMPACT OF GLOBALIZATION 129
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 Sub-
jects 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?
IMPACT OF GLOBALIZATION 130
APPENDIX C
BUSINESS AND INDUSTRY (MNCs) INTERVIEW PROTOCOL
Interviewer: Date:
Interviewee: Location:
Job Title: Contact Information:
Length of Time in Your Position:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to changes in the education system in Ireland. This study’s ultimate goal is to under-
stand how schools, and SciFest, are helping students to develop 21st-century skills. These 21st-
century skills may be defined as skills that students need to compete in a global workforce and
economy, including critical thinking, collaboration, adaptability, initiative, effective oral and
written communication skills, ability to access and analyze information, and curiosity and imagi-
nation. We are particularly interested in the fields of science, technology, engineering, and maths
(STEM).
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used, only by our research team, to review
responses and to provide an opportunity to code themes 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 Ire-
land.

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?

IMPACT OF GLOBALIZATION 131
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 Sub-
jects 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?
IMPACT OF GLOBALIZATION 132
APPENDIX D
SCHOOL LEADER INTERVIEW PROTOCOL
Interviewer: Date:
Interviewee: Location:
Job Title: Contact Information:
Length of Time in Your Position:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to changes in the education system in Ireland. This study’s ultimate goal is to under-
stand how schools, and SciFest, are helping students to develop 21st-century skills. These 21st-
century skills may be defined as skills that students need to compete in a global workforce and
economy, including critical thinking, collaboration, adaptability, initiative, effective oral and
written communication skills, ability to access and analyze information, and curiosity and imagi-
nation. We are particularly interested in the fields of science, technology, engineering, and maths
(STEM).
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used, only by our research team, to review
responses and to provide an opportunity to code themes 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 Ire-
land.

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?

IMPACT OF GLOBALIZATION 133
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 Sub-
jects 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?

IMPACT OF GLOBALIZATION 134
APPENDIX E
TEACHER INTERVIEW PROTOCOL

Interviewer: Date:
Interviewee: Location:
Job Title: Contact Information:
Length of Time in Your Position:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to changes in the education system in Ireland. This study’s ultimate goal is to under-
stand how schools, and SciFest, are helping students to develop 21st-century skills. These 21st-
century skills may be defined as skills that students need to compete in a global workforce and
economy, including critical thinking, collaboration, adaptability, initiative, effective oral and
written communication skills, ability to access and analyze information, and curiosity and imagi-
nation. We are particularly interested in the fields of science, technology, engineering, and maths
(STEM).
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used, only by our research team, to review
responses and to provide an opportunity to code themes 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?

IMPACT OF GLOBALIZATION 135
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 Sub-
jects 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 par-
ticipate 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?
IMPACT OF GLOBALIZATION 136
APPENDIX F
STUDENT INTERVIEW PROTOCOL
Interviewer: Date:
Interviewee: Location:
Job Title: Contact Information:
Length of Time in Your Position:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to changes in the education system in Ireland. This study’s ultimate goal is to under-
stand how schools, and SciFest, are helping students to develop 21st-century skills. These 21st-
century skills may be defined as skills that students need to compete in a global workforce and
economy, including critical thinking, collaboration, adaptability, initiative, effective oral and
written communication skills, ability to access and analyze information, and curiosity and imagi-
nation. We are particularly interested in the fields of science, technology, engineering, and maths
(STEM).
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used, only by our research team, to review
responses and to provide an opportunity to code themes 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?

IMPACT OF GLOBALIZATION 137
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?
IMPACT OF GLOBALIZATION 138
APPENDIX G
CLASSROOM OBSERVATION PROTOCOL
Date: Location of Observation:
Teacher Observed: Time of Observation:
Class Size (total students): Males ______ Females ______
Class Title and Grade Level:
DESCRIPTION/DIAGRAM
OF CLASSROOM

- Position of student desks

- Position of teacher’s desk

- Whiteboard

- Grouping of students

- Technology

- Tables, computers, shelves

- Wall displays, decorations

* Reflection on how physical
space promotes 21st
-
century
skills
FRONT OF CLASSROOM

Overview of Lesson (Learning Objective for the Day):

Instructional Materials Used:

Additional Classroom Information:
IMPACT OF GLOBALIZATION 139

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

IMPACT OF GLOBALIZATION 140
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?

IMPACT OF GLOBALIZATION 141
APPENDIX H
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:

IMPACT OF GLOBALIZATION 142

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

IMPACT OF GLOBALIZATION 143
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?

IMPACT OF GLOBALIZATION 144
APPENDIX I
SURVEY PROTOCOL FOR SCHOOL ADMINISTRATOR OR TEACHER
Date: Location of Survey:
Select One: School Administrator ______ Teacher ______
Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–22 and rate your opinion next to each
statement.

STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other 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

IMPACT OF GLOBALIZATION 145
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
IMPACT OF GLOBALIZATION 146
APPENDIX J
SURVEY PROTOCOL FOR POLITICAL LEADER OR BUSINESS LEADER
Date: Location of Survey:
Select One: Political Leader ______ Business Leader ______
Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–22 and rate your opinion next to each
statement.

STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other 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

IMPACT OF GLOBALIZATION 147
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

IMPACT OF GLOBALIZATION 148
APPENDIX K
SURVEY PROTOCOL FOR EDUCATIONAL POLICYMAKER
Date: Location of Survey:
Title:
Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–22 and rate your opinion next to each
statement.

STEM: Science, Technology, Engineering, and Maths
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other 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

IMPACT OF GLOBALIZATION 149
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
IMPACT OF GLOBALIZATION 150
APPENDIX L
SURVEY PROTOCOL FOR STUDENT PARTICIPANT IN SCIFEST
Date: School:
Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–22 and rate your opinion next to each
statement.

STEM: Science, Technology, Engineering, and Maths
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other countries
and their influence on education and policy in Ireland (Ex., Intel).

1. Have you taken part in an @School science competition? Yes No

2. Have you taken part in an @College science competition? 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

IMPACT OF GLOBALIZATION 151
10. Science competitions 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
science competition. SA A N D SD DK

13. My school prepared me well for the science competition.
SA A N D SD DK

14. Technology was an important part of my preparation for
the science competition. SA A N D SD DK

15. Students benefit from participating in the science
competition. SA A N D SD DK

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

17. My teachers benefit by participating in the science
competition. SA A N D SD DK

18. Educational leaders benefit by promoting participation in
the science competition. SA A N D SD DK

19. The science competition has improved the
educational system in Ireland. SA A N D SD DK

20. The science competition has been beneficial
in preparing students for Senior Cycle education. SA A N D SD DK

21. The science competition 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 science competition. SA A N D SD DK

23. After participating in the science competition, I have
increased interest in studying STEM-related subjects
in Senior Cycle. SA A N D SD DK

24. After participating in the science competition, I have
increased interest in studying a STEM-related field in
college. SA A N D SD DK
IMPACT OF GLOBALIZATION 152
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 ON THE IRISH EDUCATIONAL SYSTEM
IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS AND
DEVELOPMENT OF 21ST-CENTURY SKILLS IN SECONDARY SCHOOLS
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, and/or a 10- to 45-minute classroom observation. You do not
have to answer any questions that you don’t want to answer; if you don’t want to be taped, you
can still participate in the study.

CONFIDENTIALITY
No identifiable information will be obtained in connection with this study. Your name, address,
or other identifiable information will not be collected. 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, no
identifiable information will be used.
IMPACT OF GLOBALIZATION 153
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
IMPACT OF GLOBALIZATION 154

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
April 20th and/or April 21st. Sixteen doctoral students from the University of Southern Califor-
nia (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 Today's changing economic landscape and information-rich society require students to develop skills necessary to succeed in the new knowledge-based 21st century world. When employers were surveyed, they cited as the number one skill that they want in a worker is the ability to think and ask questions. Integration into a knowledge-based economy require individuals to navigate and possess skills that will be used in college, career, and as a member of society at large. As the economic landscape in Ireland has changed, the skills necessary for educational systems to develop students to compete also have changed, requiring development of 21st century skills. This study describes the impact of globalization, foreign direct investment, and multinational corporations on the educational system in Ireland and their influence on educational policy in education in science, technology, engineering, and mathematics (STEM) and the development of 21st century skills. In addition, the perceptions of educational leaders and policymakers regarding the value of students participating in science competitions such as SciFest are explored.

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Role and influence of globalization, multinational corporations, and foreign direct investment on educational policy and science, technology, engineering, mathematics, and inquiry-based instructi...

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The impact of globalization, economics, and educational policy on the development of 21st century skills and STEM education in Costa Rica

Asset Metadata

Creator King, Michelle (author)

Core Title The influence of globalization on the Irish educational system in science, technology, engineering, and mathematics and development of 21st-century skills in secondary schools

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 02/22/2017

Defense Date 02/03/2017

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

Tag 21st century skills,Globalization,Irish education system,multinational corporations,OAI-PMH Harvest,project-based learning,science fairs,STEM,Technology

Language English

Contributor Electronically uploaded by the author (provenance)

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

Creator Email kingml@usc.edu,michelle.king54@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-342091

Unique identifier UC11255915

Identifier etd-KingMichel-5085.pdf (filename),usctheses-c40-342091 (legacy record id)

Legacy Identifier etd-KingMichel-5085.pdf

Dmrecord 342091

Document Type Dissertation

Rights King, Michelle

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