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The influence of globalization and multinational corporations on instructional practices and interest in science, technology, engineering, and mathematics in Ireland schools

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The influence of globalization and multinational corporations on instructional practices and interest in science, technology, engineering, and mathematics in Ireland schools

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Content Running head: INFLUENCE OF GLOBALIZATION 1
THE INFLUENCE OF GLOBALIZATION AND MULTINATIONAL CORPORATIONS ON
INSTRUCTIONAL PRACTICES AND INTEREST IN SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS IN IRELAND SCHOOLS
by
Froilan N. Mendoza
____________________________________________________________________
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 Froilan N. Mendoza
INFLUENCE OF GLOBALIZATION 2
DEDICATION
This dissertation is dedicated to my wife, Rose, and my three young daughters, Gillian,
Kaili, and Noelani. Their understanding, encouragement, sacrifices, and undying support gave
me the fortitude to reach one of my educational goals. I hope that I have made them proud and
modeled that they, too, can reach their dreams through diligence and persistence.
INFLUENCE OF GLOBALIZATION 3
ACKNOWLEDGMENTS
Many have traveled with me on this journey and, for that, I am eternally grateful and
indebted for the support that they have given me along the way to keep me on the right path to
complete the program.
The Baldwin Park Unified School District Board of Education gave their Superintendent
trust, support, and understanding to continue what I started. I thank them for their faith in me to
conduct my duties while completing a rigorous doctoral program at USC.
Dr. Michael Escalante, dissertation chair and mentor, who reached out to me and gave
me that fateful call to join the awesome USC Superintendents Executive Cohort, provided an
incredible experience in Ireland and a practical process that made it possible to complete the
program while handling the busy schedule of a 1st-year superintendent. His mentorship and
valuable life lessons are immensely appreciated. Thanks also to my dissertation committee
members, Dr. David Cash, Dr. John Garcia, Dr. Alan Green and Dr. Stuart Gothold, who
provided our entire cohort with valuable lessons, guidance, and perspectives in our courses and
dissertations.
My appreciation goes to the members of Cabinet, previous and new, Angela Salazar,
Randy Gray, and Lydia Cano, who provided coverage on Thursday meetings and functions and
constant encouragement to finish the course. My Senior Executive Assistants and Administrative
Secretary, Laura LaTurno, Lupe Palacios, Nancy Mejia, Lisa Sullivan, and Angelica Calderon,
provided organizational skills, competence, follow-up, and problem-solving skills that made my
work as Superintendent more efficient and less worrisome.
INFLUENCE OF GLOBALIZATION 4
My new family and network of professionals, the USC Superintendents Executive
Cohort—Alex, Art, Colleen, Darin, Eddie, Karen, Kevin, Mat, Michelle, Owen, Paul, Shelley,
Sheryl, Steve, and Steve have developed connections that will last a lifetime!
Special thanks to my family, Rose, Gillian, Kaili, and Noelani, for supporting and under-
standing the efforts needed to accomplish my goal. We can now enjoy our family outings
together without the constant thought of completing the dissertation.
INFLUENCE OF GLOBALIZATION 5
TABLE OF CONTENTS
Dedication 2
Acknowledgments 3
List of Tables 7
List of Figures 9
Abstract 10

Chapter 1: Introduction 11
Statement of the Problem 12
Purpose of the Study 12
Research Questions 13
Significance of the Study 13
Limitations of the Study 14
Delimitations of the Study 15
Assumptions of the Study 15
Definitions of Terms 16
Organization of the Dissertation 17
Chapter 2: Literature Review 19
Globalization 21
Overview and Definition 21
Globalization Factors 22
Influence of Globalization 23
Need for 21st-Century Skills 25
Twenty-First-Century Skills 27
STEM 31
Project- or Inquiry-Based Learning 35
STEM PBL 39
Science Fairs 42
Ireland 46
Origins of Ireland 46
Economic History 47
MNCs and FDI 49
Education in Ireland 51
The Education System 51
STEM and Inquiry-Based Learning 54
Science Fairs 55
Chapter Summary 58
Chapter 3: Research Method 59
Research Design 60
Research Team 63
Population and Sample 64
Instrumentation 65
Interview Protocols 68
Observation Protocols 69
Survey Protocols 70
Data Collection 72
Data Analysis 74
Validity, Credibility, and Trustworthiness 75
Reliability 76
INFLUENCE OF GLOBALIZATION 6
Ethical Considerations 76
Chapter Summary 77
Chapter 4: Findings and Results 78
Research Design 79
Population and Sample 80
Students 81
Teachers and Administrators 82
Business and Industry Leaders 83
Political Leaders and Educational Policymakers 83
Data and Analysis 83
Findings and Results for Research Question 1 86
Theme 1 87
Theme 2 94
Summary Discussion for Research Question 1 104
Findings and Results for Research Question 2 106
Theme 1 107
Theme 2 115
Summary Discussion for Research Question 2 124
Findings and Results for Research Question 3 125
Theme 1 126
Theme 2 136
Summary Discussion for Research Question 3 141
Chapter Summary 142

Chapter 5: Discussion, Implications, and Recommendations 148
Summary of Findings 150
Research Question 1 150
Research Question 2 151
Research Question 3 153
Implications for Practice 154
Recommendations for Future Research 157
Conclusion 159
References 161

Appendices
Appendix A: Recruitment Letter to Principal 175
Appendix B: Political Leader/Educational Policymaker Interview Protocol 176
Appendix C: Business and Industry (MNCs) Interview Protocol 178
Appendix D: School Leader Interview Protocol 180
Appendix E: Teacher Interview Protocol 182
Appendix F: Student Interview Protocol 184
Appendix G: Classroom Observation Protocol 186
Appendix H: SciFest Observation Protocol 189
Appendix I: Survey Protocol for School Administrator or Teacher 192
Appendix J: Survey Protocol for Political Leader or Business Leader 194
Appendix K: Survey Protocol for Educational Policymaker 196
Appendix L: Survey Protocol for Student Participant in SciFest 198
Appendix M: Information/Fact Sheet for Exempt Nonmedical Research 200
Appendix N: Information Letter to Parents 202
INFLUENCE OF GLOBALIZATION 7
LIST OF TABLES
Table 1: Alignment of Interview Protocols to Research Questions (RQs) and
Theoretical Frameworks 69
Table 2: Alignment of Survey Protocols to Research Questions (RQs) and
Theoretical Frameworks 73
Table 3: Estimated Number of Participants, Organization/Position, and Data Type 82
Table 4: Participating Businesses and Industry Leaders 84
Table 5: Political Leaders and Educational Policymakers 85
Table 6: Participant Responses Indicating the Importance of Science, Technology,
Engineering, and Mathematics (STEM) Education and 21st-Century Skills
Development: ABC Students and All Students 88
Table 7: Participant Responses Indicating the Importance of Science, Technology,
Engineering, and Mathematics (STEM) Education and 21st-Century Skills
Development: ABC Teachers/Administrators and All Teachers/Administrators 90
Table 8: Participant Responses Indicating the Importance of Science, Technology,
Engineering, and Mathematics (STEM) Education and 21st-Century Skills
Development: Business Leaders and Policymakers/Political Leaders 93
Table 9: Participant Responses Indicating the Influence of Globalization and
Multinational Corporations (MNCs) on Science, Technology, Engineering,
and Mathematics (STEM) Education and 21st-Century Skills Development:
ABC Students and All Students 95
Table 10: Participant Responses Indicating the Influence of Globalization and
Multinational Corporations (MNCs) on Science, Technology, Engineering,
and Mathematics (STEM) Education and 21st-Century Skills Development:
ABC Teachers/Administrators and All Teachers/Administrators 97
Table 11: Participant Responses Indicating the Influence of Globalization and
Multinational Corporations (MNCs) on Science, Technology, Engineering,
and Mathematics (STEM) Education and 21st-Century Skills Development:
Business Leaders and Educational Policymakers/Political Leaders 101
Table 12: Participant Responses Indicating the Influence and Benefits of Science
Fair Competitions on Science, Technology, Engineering, and Mathematics
(STEM) and 21st-Century Skills: ABC Students and All Students 107
INFLUENCE OF GLOBALIZATION 8
Table 13: Participant Responses Indicating the Influence and Benefits of Science
Fair Competitions on Science, Technology, Engineering, and Mathematics
(STEM) and 21st-Century Skills: ABC Teachers/Administrators and All
Teachers/Administrators 110
Table 14: Participant Responses Indicating the Influence and Benefits of Science
Fair Competitions on Science, Technology, Engineering, and Mathematics
(STEM) and 21st-Century Skills: Business Leaders and Educational
Policymakers/Political Leaders 112
Table 15: Participant Responses Indicating the Influence of Science Fairs on Schools,
Teachers, Curriculum, and Strategies: ABC Students and All Students 116
Table 16: Participant Responses Indicating the Influence of Science Fairs on Schools,
Teachers, Curriculum, and Strategies: ABC Teachers/Administrators and
All Teachers/Administrators 118
Table 17: Participant Responses Indicating the Influence of Science Fairs on Schools,
Teachers, Curriculum, and Strategies: Business Leaders and Educational
Policymakers/Political Leaders 122
Table 18: Participant Responses Indicating Increased Interest in Science, Technology,
Engineering, and Mathematics (STEM) and 21st-Century Skills: ABC
Students and All Students 127
Table 19: Participant Responses Indicating Increased Interest in Science, Technology,
Engineering, and Mathematics (STEM) and 21st-Century Skills: ABC
Teachers/Administrators and All Teachers/Administrators 129
Table 20: Participant Responses Indicating Increased Interest in Science, Technology,
Engineering, and Mathematics (STEM) and 21st-Century Skills: Business
Leaders and Policymakers/Political Leaders 132
INFLUENCE OF GLOBALIZATION 9
LIST OF FIGURES
Figure 1: Diagram of Partnership for 21st Century Learning framework 28
Figure 2: Graph of Ireland’s gross domestic product from the 1960s to the 2010s 50
INFLUENCE OF GLOBALIZATION 10
ABSTRACT
Ireland, in past years, has been recognized as a leader in the world economy, with surges
in gross domestic product that have been attributed to the influx of multinational corporations
(MNCs) who have made the Emerald Isle home. Ireland now has the task to ensure that it devel-
ops a knowledge-based workforce that can meet the demands of the new global economy that
emphasizes science, technology, engineering, and mathematics (STEM)-related careers and 21st-
century skills. The task and challenge extends beyond current demands but must be seen in the
context of careers and problems that have not yet come. The successful future of Ireland will
depend highly on its ability to develop effective partnerships with MNCs, coherent educational
policies, and promising practices that promote STEM and 21st-century skills.
This mixed-methods study provided an analysis of data that addressed three research
questions focused on finding answers to Ireland’s challenges in a globalized economy. The
results indicated strong support for STEM and 21st-century skills. Promising practices were
noted, including efforts by SciFest, individual teachers and mentors, and MNCs. However,
emerging themes also showed that more work and future studies are warranted to infuse STEM
and 21st-century skills in the educational system. In all, six emerging themes were discussed,
along with implications for practice and possible future research.
INFLUENCE OF GLOBALIZATION 11
CHAPTER 1: INTRODUCTION
Brinton (2010) stated that there is a reciprocal effect between economic change and the
expansion of schooling. Furthermore, Akin and Vlad (2011) noted that the education system in a
country is linked to the infusion of foreign direct investors and economic prosperity of that
country. Ireland, in the past few decades, has seen a shift in the makeup of the economy with the
infusion of multinational companies (MNCs) that can be attributed to globalization and trade
policy changes that began in the 1950s. At the height of the shift in the 1990s, Ireland experi-
enced impressive economic growth and was compared to Asia’s rise on the economic ladder in
the world, and, therefore, was dubbed the Celtic Tiger (O’Hagan & Newman, 2014).
Many of the MNCs in Ireland are heavily based in the sciences and technology and are
now looking for knowledge-based workers who are trained in science, technology, engineering,
and mathematics (STEM). Of 11 foreign direct investment (FDI) business sectors, nine are
related to STEM (Industrial Development Authority Ireland [IDA], 2016a). Ireland’s ability to
produce knowledge-based workers in the educational system will have an impact on its eco-
nomic future. To attract and retain foreign companies and produce competitive domestic firms,
the educational community of Ireland must expand opportunities for all students to develop 21st-
century skills in STEM through inquiry-based instructional strategies (O’Hagan & Newman,
2014).
In order to meet the needs of MNCs and maintain a positive economic future, Ireland has
embarked on educational policies that encourage and build interest in STEM-related courses and
careers. Multiple initiatives such as national science fairs and exhibitions have been put in place
to emphasize STEM through inquiry- or project-based learning (PBL) strategies. Ireland’s
emphasis on these policies, initiatives, and strategies is intended to build interest in STEM and
INFLUENCE OF GLOBALIZATION 12
develop knowledge-based workers who are equipped with 21st-century skills and who can
compete in a global economy.
The remainder of Chapter 1 contains a discussion of the statement of the problem,
purpose of the study, research questions, significance of the study, limitations of the study,
delimitations of the study, assumptions of the study, definitions of terms, and the organization of
the dissertation.
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 (O’Hagan & Newman, 2014). For these reasons, Ireland has made significant changes
in trade agreements, educational policy, and federal and local government mandates. Since the
Celtic Tiger era of the 1990s, Ireland has enjoyed a positive transformational shift in industry
based on its desire and ability to attract foreign direct investors and MNCs. Ireland is experienc-
ing unanticipated challenges resulting from this economic infusion. To attract and retain foreign
companies and produce competitive domestic firms, the educational community of Ireland must
expand opportunities for all students to develop 21st-century skills in STEM through inquiry-
based instructional strategies, including PBL (O’Hagan & Newman, 2014). Science fairs and
competitions, such as Ireland’s SciFest, provide opportunities for students to demonstrate their
development of 21st-century skills in STEM through PBL curriculum (Bender, 2012; Capraro,
Capraro, & Morgan, 2013).
Purpose of the Study
The purpose of this study was to examine the influence of globalization and educational
policy on the curriculum and instructional practices in schools in Ireland. The study also
INFLUENCE OF GLOBALIZATION 13
examined how science fairs and competitions influence the use of inquiry-based instructional
strategies, such as PBL, by teachers in the classroom to prepare students for a 21st-century work-
force in the fields of STEM.
Research Questions
Three research questions guided the study:
1. How have globalization and MNCs influenced educational policy in the area of STEM
education and the development of 21st-century skills?
2. How have science and technology competitions, such as SciFest, influenced develop-
ment of 21st-century skills through the use of inquiry-based instructional strategies in STEM?
3. How has participation in science and technology competitions, such as SciFest, influ-
enced students’ interest and selection of STEM-related courses in Senior Cycle, as well as their
pursuit of college- and/or career-related STEM fields?
Four frameworks were selected to guide this study and assist in analyzing data: (a)
Friedman’s (2007) framework of globalization, (b) Spring’s (2015) world educational culture,
(c) Wagner’s (2008) survival skills for the 21st century, and (d) Slough and Milam’s (2013)
design principles for PBL and STEM. Each of these frameworks was significantly useful in
understanding the role of science fairs and competitions in Ireland.
Significance of the Study
Globalization has influenced nations around the globe as the worldwide community has
been “flattened” and drawn closer together due to technology and the need to outsource produc-
tion (Friedman, 2007). Economic competition between nations and MNCs has led to the need for
national platforms upon which students will make up the workforce for generations to come. The
shift to a knowledge-based economy has increased the need for attention devoted to school
INFLUENCE OF GLOBALIZATION 14
curriculum as new generations of workers are prepared for the 21st century (Thurow, 2000). This
study explored Ireland’s science fair participation in relation to the use of PBL in STEM-related
courses.
Ireland once held a prized economy; however, the Great Recession, beginning in 2008,
upset the thriving nation (O’Hagan & Newman, 2014). As Ireland is in economic recovery, its
future rests in the hands of its education system and the ability of its students to assimilate to
future workforces that will require knowledge-ready employees who can create a competitive
edge. This study examined the relationship of curriculum, instruction, and national science com-
petitions and their influence on the development of human capital that is equipped with 21st-
century skills. These skills as they are developed in the Irish educational system are aimed to
attract MNCs to the nation as globalization efforts spread in search of an educated and prepared
workforce.
Limitations of the Study
This case study was designed to identify how globalization, FDI, and MNCs have influ-
enced curriculum and instruction in Ireland through a focus on 21st-century skills and imple-
mentation of STEM, PBL, and student participation in national science fairs and competitions.
The research team traveled to Ireland for a period of 10 days to collect data to address the
research questions. The depth of data collection was contingent on the degree to which the
researchers had access to SciFest, MNCs, government and school officials, and students, as well
as the respondents’ availability and willingness to participate in observations, interviews, and
surveys. The generalizability of the findings was limited to participants in SciFest. The validity
of the data was reliant on the chosen quantitative and qualitative instruments (Merriam, 2009).
INFLUENCE OF GLOBALIZATION 15
Delimitations of the Study
Delimitations define and limit the scope and boundaries of the study that result from spe-
cific decisions made by the researcher (Simon & Goes, 2011). This study was delimited to
students who had competed successfully in SciFest and the teachers and schools that had
influenced those students. The study focused on secondary schools, with no consideration for
socioeconomic status, race, or other demographics. The second delimitation was the intended
purpose of the study: to understand how educational leaders and corporate and governmental
leaders were influencing and preparing students for the challenges of a global knowledge econ-
omy.
Assumptions of the Study
The following assumptions were made in this study:
1. Globalization and MNCs in Ireland are influencing the educational system.
2. Science fairs and competitions, such as SciFest, are being implemented at schools in
Ireland.
3. Students are being prepared with 21st-century skills through the use of inquiry-based
instructional strategies such as PBL, an emphasis on STEM, and participation in science fairs
and competitions.
4. The interview, survey, and observation protocols provided the research team with
accurate, reliable, and valid information about the practices and beliefs of schools and leaders in
Ireland.
5. A mixed-methods, predominately qualitative approach, with some quantitative meth-
odology, was appropriate for this study.
INFLUENCE OF GLOBALIZATION 16
Definitions of Terms
The following terms are defined for application within this study:
Foreign direct investment (FDI): An investment involving a long-term business relation-
ship in one country by an entity based in a separate country (Razin & Sadka, 2007).
Globalization: The process of increased interaction and integration among individuals,
companies, and governments driven by international trade and FDI (Spring, 2015). The contrast
between how the world was in the past and how it is now becoming smaller and flatter has sig-
nificant effects on the environment, on culture, on educational and political systems, on eco-
nomic development, and on the level of prosperity in societies around the world (Chanda, 2007;
Friedman, 2007).
Human capital: A set of skills, knowledge, and/or experience possessed by an individual
or population, viewed in terms of their value or cost to their country (Chanda, 2007).
Inquiry-based learning: A method of instruction that poses questions, problems, or sce-
narios while placing the student and students’ interaction at the center of the learning experience
(Capraro et al., 2013; Slough & Milam, 2013).
Knowledge-based economy: A system of consumption and production based on intellec-
tual capital or ideas rather than on physical abilities. A knowledge-based economy makes up a
large percentage of economic activity in developed countries (Capraro et al., 2013; Slough &
Milam, 2013).
Project-based learning (PBL): An inquiry-based, student-driven, teacher-facilitated
approach to learning in which students confront real-world problems, determine how to address
them, and then act in a collaborative fashion to create solutions (Bender, 2012; Buck Institute for
Education, 2009; Capraro et al., 2013; Slough & Milam, 2013).
INFLUENCE OF GLOBALIZATION 17
Science competitions: A form of PBL used to promote interest in STEM fields. In Ireland,
students may participate in fairs and competitions through SciFest and other contests (SciFest,
n.d.a).
Science, technology, engineering, and mathematics (STEM): An interdisciplinary and
applied educational approach requiring students to solve problems that, when considered in their
entirety, demonstrate student mastery of concepts through hands-on PBL tactics (Capraro et al.,
2013).
SciFest: A series of science competitions for secondary students in Ireland that are hosted
in schools and at regional and international levels. This PBL strategy promotes creativity, critical
thinking, innovation, and STEM education (SciFest, n.d.a).
Twenty-first-century skills: The skills that students need to compete in a global workforce
and economy, including critical thinking, collaboration, adaptability, initiative, effective oral and
written communication skills, the ability to access and analyze information, and curiosity and
imagination (Wagner, 2008).
Organization of the Dissertation
The dissertation is divided into five chapters. Chapter 1 provides an overview of the
study, statement of the problem, purpose of the study, research questions, significance of the
study, limitations and delimitations, assumptions, and definitions of key terms. Chapter 2
reviews relevant literature on the topics of globalization; Ireland’s political and economic impact
on education; historic implications; and current instructional methodologies such as STEM, PBL,
and science fairs and competitions that are influencing student acquisition of 21st-century skills.
The theoretical frameworks that guided the methodology are identified. Chapter 3 describes the
methods that were used in the study. A mixed-methods, predominately qualitative approach with
INFLUENCE OF GLOBALIZATION 18
some quantitative designs of the research are discussed, as well as the research team, population
and sample, instrumentation, data collection, and data analysis plan. Chapter 4 presents the
research findings from data collection, along with a description and analysis of the data. Chapter
5 summarizes the study’s findings, identifies implications for practice, and presents recommen-
dations for further research.
INFLUENCE OF GLOBALIZATION 19
CHAPTER 2: LITERATURE REVIEW
According to Friedman (2007), technological advances have “flattened” the world and
increased the ability to communicate freely around the world. This flattening phenomena has not
only made it possible to efficiently interact with others; it has also helped with communication
systems that enhance global economic markets (Friedman, 2007). The global markets have
resulted in MNCs and FDI that contribute to respective economies. As MNCs and FDI continue
to prosper, they require a pipeline of skilled knowledge-based employees who can meet the
demands of a 21st-century work environment where critical thinking, communication, collabora-
tion, creativity are of utmost importance and become the life blood of continued success
(Partnership for 21st Century Learning [P21], 2007; Wagner, 2008).
According to the National Competitiveness Council (NCC; 2015), MNCs in Ireland con-
tinue to contribute to the economy and have in many ways compensated for weakness in other
economic sectors. These companies are now requiring more knowledge-based workers with ter-
tiary level degrees in science, engineering, and finance (NCC, 2015). Unfortunately, the number
of people who have or are in school to obtain these degrees is still failing to meet the demands
(NCC, 2015). With this in mind, along with other factors such as the recent economic recession
in 2009, Ireland will have to develop new strategies to address the skills gap.
Since the Celtic Tiger period in Ireland, during which Ireland experienced significant
economic growth through FDI, Ireland faced the harsh realities of a recession in 2009 and reex-
amined its strategies to restart the economy (O’Hagan & Newman, 2014). O’Hagan and
Newman (2014) suggested that the educational system must play a critical role in the nation’s
efforts to become a competitive entity in a globalized economy. The educational system must
address incorporation of 21st-century skills through strategies that bolster a knowledge-based
INFLUENCE OF GLOBALIZATION 20
workforce. This study reviewed the incorporation of these strategies in STEM programs and PBL
strategies. In particular, science fairs such as SciFest were reviewed in light of their influence in
preparing the future workforce for the 21st century and creating interest in STEM-related
careers.
To provide a background on the subject matter, research literature regarding globalization
and its influence on the economy and educational system is examined. The chapter begins with a
review of the literature and an examination of globalization. An analysis of the factors of
globalization such as technological advances is discussed, followed by a review of globaliza-
tion’s influence on the economy and education. Specific attention and discussion is given to the
need for 21st-century skills, STEM, and PBL in the education system to meet the demands of a
globalized world. Finally, an overview of Ireland’s history and education system is presented in
the context of meeting the needs of a globalized economy. Together, these elements provide a
framework on which research may be conducted to inform three research questions:
1. How have globalization and MNCs influenced educational policy in the area of STEM
education and the development of 21st-century skills?
2. How have science and technology competitions, such as SciFest, influenced develop-
ment of 21st-century skills through the use of inquiry-based instructional strategies in STEM?
3. How has participation in science and technology competitions, such as SciFest, influ-
enced students’ interest and selection of STEM-related courses in Senior Cycle, as well as their
pursuit of college- and/or career-related STEM fields?
INFLUENCE OF GLOBALIZATION 21
Globalization
Overview and Definition
Many of the characteristics associated with globalization are not new (Jacobson, Kirby, &
O’Broin, 2006). Chanda (2007) indicated that globalization could be traced back to the Ice Age,
when early humans left Africa in search of food and a better life for their families and tribes.
O’Rourke and Williamson (2000) noted that globalization has been in existence since the early
1400s when trade routes were established in Asia and Europe. Since then, humans have contin-
ued to migrate the world over, exchanging customs, ideas, goods, values, knowledge, and reli-
gious beliefs (Chanda, 2007). However, the term globalization was not recognized until the
economist Theodore Leavitt coined it in 1985 (Stromquist, 2002). The term has now become
ubiquitous, as evidenced by a simple Google search that reveals 38 million hits in 0.34 seconds.
The definitions of globalization seem to be as numerous as the hits on Google search.
According to Spring (2008), globalization is a change in economics that affects produc-
tion, consumption, and investments, which in turn affects larger segments of the world’s popula-
tion. Aside from economics, globalization directly affects geopolitical, social, and cultural
aspects of countries and the processes by which they become interconnected (Spring, 2008).
Steger (2013) supported this notion and asserted that there are four dimensions to globaliza-
tion—economic, political, ecological and cultural dimensions, all of which interconnect between
people and countries. Globalization is also seen as the speeding up of global interconnectedness
and its impact on social change and social processes (Fagan, 2002).
Suarez-Orozco and Qin-Hilliard (2004) supported these notions and referred to globali-
zation as the process of integrating countries through the mobilization of goods, capital, labor,
INFLUENCE OF GLOBALIZATION 22
and ideas. Furthermore, globalization is seen as an economic change from industry to knowledge
(Suarez-Orozco & Qin-Hilliard, 2004).
Globalization Factors
Globalization can be attributed to trade routes that in the past were on land and traversed
by walking or using domesticated animals. These routes increased as transportation methods
were developed and improved with ships, trains, automobiles, and airplanes. Rodrigue (n.d.)
proposed that transportation has always been the linchpin of a global economy, starting from the
Silk Road and progressing to modern international trade.
Friedman (2007) contended that modern globalization has been due to “flatteners” of the
world, referring to technological advances that have helped to even the playing field across
nations. Mrak (2000) and McCubbrey (2014) supported this notion and claimed that technology
affects the product flow across countries. The first flattener is the development of the personal
computer, which coincided with the collapse of the Berlin Wall and the end of the Cold War.
The personal computer allowed people to connect with one another easily, while the end of the
Cold War allowed people to communicate freely and conduct business with new nations. Fried-
man (2007) pointed to the development of the Internet and web browsers that made information
readily available to anyone. Friedman (2007) argued that technology has been integral and has in
many ways facilitated communication and collaboration and conducting business without the
benefit of humans. These advances became the foundation for offshoring, supply chaining,
insourcing, and in-forming (Friedman, 2007).
Friedman (2007) indicated that there are technological “steroids” that have enhanced the
interconnectedness and integration of individuals, companies, and markets around the world at a
cheaper and faster rate. These advances include wireless access, Voice over Internet, file sharing,
INFLUENCE OF GLOBALIZATION 23
personal digital devices, and instant messaging. These tools digitize content and processes to
increase the speed of communication and, therefore, influence various aspects of society,
including the economy and educational systems.
Influence of Globalization
Economy. According to Mrak (2000), economic globalization has emerged as a result of
the merging of economies across the world through the free flow of capital, goods, technologies,
and skill. This is made possible by an internationalization of production accompanied by changes
in the structure of production, expansion of international trade in trade and services, and widen-
ing and deepening of international capital flows (Mrak, 2000). Globalization in general has been
seen as a positive influence on economies, especially in countries that are in dire need of eco-
nomic stimulus (Bhagwati, 2007).
However, disadvantages have been identified, such as a loss of the country’s cultural
identity and national sovereignty. Huntington (1993) noted that economic modernization and
social change sometimes cause people to feel separated from longstanding local identities. He
indicated that, when the world becomes smaller and interconnected, interactions between
cultures enhance the “civilization consciousness” that accentuates differences. As the differences
become more pronounced, the process of cultural globalization could be a source of conflict
(Huntington, 1993). Despite issues with globalization, the interconnectivity of societies and
nations is inevitable with the increased technological advances and resulting globalization of
economies and cultures (Friedman, 2007). For the most part, these are economic advantages,
especially for burgeoning countries.
Bhagwati (2007) identified four advantages to a globalized economy. First, markets
become more efficient in an equilibrium between what buyers are willing to pay for a product
INFLUENCE OF GLOBALIZATION 24
and what sellers are willing to sell the product for. Efficiency in the equilibrium can occur by
outsourcing specific processes at discounted prices, which results in lower selling prices, afford-
ability, and increased demand. Second, globalization increases competition as multiple compa-
nies compete for a share of the economy. As a result, the quality of goods and services often
improves, consumer options increase, and selling prices decrease. The third positive impact is
increased stabilization of world security. The interdependence on each nation’s economy and
financial health makes it less likely for those nations to attack one another. The fourth positive
impact, according to Bhagwati (2007), is that globalization results in equality of wealth around
the world through development of jobs. Aside from employment opportunities, economic
globalization positively affects a country’s gross domestic product (GDP; Kotilainen & Kaitila,
2002).
Economic globalization results in an increase in GDP through foreign investment, foreign
trade, and easy access to new technologies and skills (Kotilainen & Kaitila, 2002; McCubbrey,
2014). In an attempt to determine the impact of FDI on GDP in Asia, Abbas, Akbar, Nasir,
Ullah, and Naseem (2011) conducted a regression analysis and found that FDI ultimately results
in increasing GDP and growth of a country.
Education. According to Hamdi (2013), education has increased due to the required
skills set for a globalized economy. Education is a basic objective to improve countries and has a
strong relationship with economic growth (Hamdi, 2013). Aside from the apparent need for new
skills in a globalized economy, education must meet the demands of a diverse culture where 175
million people live in countries other than their country of birth (United Nations, 2002).
According to Suarez-Orozco and Qin-Hilliard (2004), education systems must respond
INFLUENCE OF GLOBALIZATION 25
effectively to the immigrant population to facilitate attainment of skills needed in a globalized
economy.
In addressing the challenges of globalizing education, Spring (2008) posited four frame-
works: world culture, world system, postcolonialist and culturist. The world culture framework is
based on the idea of mass schooling emulating Western ideas and restructuring school systems
into one single global culture. For instance, teaching English as part of the core curriculum in
other countries is a move toward a global culture. The world systems framework is based on a
universal human right to develop standards to provide a quality education for all. Unfortunately,
according to Spring (2008), these systems are often rooted in Western ideas, which may lead to
inequality in undeveloped countries. The postcolonial framework views globalization as an
imposition of both economic and political agendas that benefit wealthy countries at the expense
of developing or poor countries. The framework reflects the intermingling of cultures through the
process of conquest and colonization. The culturalist framework is based on countries as active
participants in a global economy, borrowing from multiple models as a necessity to enter the
global economy (Spring, 2008). In globalizing education school systems must take into account
the need for 21st-century skills.
Need for 21st-Century Skills
Stewart (2012) stated that the globalization of trade, markets, services, technology, and
currencies has formed a complex and multifaceted economic system that requires a highly skilled
workforce. Automation has eliminated lower-skill jobs and technology has essentially eliminated
the issue of distance for products and services. The need for blue-collar workers dropped from
56% to 39% between 1969 and 1999; at the same time, jobs emphasizing knowledge-based skills
such as managerial, professional, and technical jobs increased from 23% to 33% (Stewart, 2012).
INFLUENCE OF GLOBALIZATION 26
This change in economics has resulted in a knowledge-based economy characterized by the use
of knowledge rather than ownership of capital to generate new wealth and by a shift of power
from owners and managers of capital to knowledge workers (Drucker, 2001). A knowledge
economy relies on the application of technology and the use of ideas, not on physical abilities
(World Bank, 2003).
These changes have resulted in a need for higher education levels with more sophisti-
cated problem-solving and communication skills; therefore, the education system must funda-
mentally change to meet the realities of the new and rapidly changing economic environment
(Stewart, 2012). According to Reich (1991), in a knowledge economy, income inequalities are
due to differences in knowledge and skills and, ultimately, effectiveness of educational systems
in developing that knowledge and those skills. Friedman (2007) claimed that the world has
changed and continues to transform at a constant fast pace, which in turn demands that the edu-
cational system be responsive to these changes. Suarez-Orozco and Qin-Hilliard (2004) indicated
that the ways in which students are educated are culturally defined and should change constantly
to help subsequent generations to carry on the cultures’ expectations and economic success.
Trilling, Fadel, and P21 (2009) claimed that, in order to be competitive in a global knowledge-
based economy, a shift must occur so that individuals are educated with a focus on developing
application of knowledge tools and technology, nurturing innovation, and advancing problem-
solving skills.
Darling-Hammond (2010) explained that knowledge and information are expanding at an
astounding pace, so education can no longer focus on transmitting and memorizing pieces of
information. It is more important to be able to use technology to access and evaluate information
(Darling-Hammond, 2010). Also, it is essential that educational programs teach disciplinary
INFLUENCE OF GLOBALIZATION 27
knowledge that focuses on concepts that encourage the ability to innovate and think critically to
allow people to use this knowledge to adapt and thrive in new situations and in a changing world
(Darling-Hammond, 2010).
Twenty-First-Century Skills
According to a national poll conducted in the United States by Public Opinion Strategies,
a clear majority of respondents indicated that 21st-century skills are important for competing in a
global economy (P21, 2007). The world is changing at a rapid pace as the global economy has
shifted from an industrial economy to a service economy driven by information, knowledge, and
innovation. As a result, the education system must integrate 21st-century skills into subject
matter mastery (21st Century Skills Minnesota, n.d.).
P21 (n.d.) provided a framework that interconnects the process for 21st-century teaching
and learning. The group indicated that the framework includes skills, knowledge, and expertise
that must be mastered to become successful in work and life. Overall, the framework blends the
type of knowledge, skills, expertise, and literacies that are required in the 21st century. The over-
arching elements of the framework include life and career skills; learning and innovation skills;
information, media, and technology skills; and key subjects and 21st-century themes (Figure 1).
The framework emphasizes learning and innovation skills, which includes skills such as creativ-
ity and innovation, critical thinking and problem solving, and communication and collaboration.
According to P21 (n.d.), in order to create 21st-century learning environments that develop the
necessary skills, educational systems must include support of 21st-century outcomes, encourage
professional learning communities, utilize relevant and real-world contexts (e.g., project-based or
applied work), allow equitable access to quality resources, and develop learning designs that
allow group, team, and individual learning.
INFLUENCE OF GLOBALIZATION 28

Figure 1. Diagram of Partnership for 21st Century Learning framework. From Framework for
21st Century Learning, by Partnership for 21st Century Learning, n.d., retrieved from
http://www.p21.org/about-us/p21-framework

Wagner (2008) identified seven key skills that will be needed for students to succeed in
today’s world, based on findings from research on the subject and interviews with private and
public industry leaders and educators. Wagner (2008) contended that a global achievement gap
exists between what the best schools provide and the skills that are essential in a 21st-century
global knowledge economy. The seven skills are critical thinking and problem solving, collabo-
ration across networks and leading by influence, agility and adaptability, initiative and entrepre-
neurialism, effective oral and written communication, accessing and analyzing information, and
curiosity and imagination. According to Wagner (2012), many of these skills can be nurtured and
taught.
Critical thinking and problem solving. According to Wagner (2008), a component to
critical thinking is knowing how to ask good questions and figuring out what is important and
INFLUENCE OF GLOBALIZATION 29
accurate to determine what is not important and inaccurate, especially with the onset of the Inter-
net. Critical thinking requires a person to look at new problems and to apply solutions appropri-
ately from what he knows through analysis of previous and current problems. It is also the ability
to analyze and understand situations and problems systematically at the root components, not
taking them at face value. Ultimately, critical thinking in the global economy helps knowledge-
based workers to improve companies and their practices (Wagner, 2008).
Collaboration across networks and leading with influence. Wagner (2008) posited
that “students are accustomed to having teachers tell them what to do. And students almost never
work in teams” (p. 26). However, in the new global economy, people are accustomed to working
in teams, especially with the “flattening” phenomenon in which technology provides the avenue
to communicate and collaborate freely (Friedman, 2007). Wagner (2008) indicated that the work
environment is becoming less hierarchical and more reciprocal and relational. The global corpo-
rate arena now relies on teams and committees to accomplish a task (P21, 2007; Wagner, 2008).
Agility and adaptability. School systems have been accustomed to teaching students to
find the “right” answers; however, in the real world, the right answers may not be there, so
people must adapt to disruption (Wagner, 2008). Wagner (2008, 2012) contended that children
are naturally adaptable, and their ability for adaptability must be fostered. As technology trans-
forms the global economy in ways similar to advancements during the Industrial Revolution, the
knowledge-based worker must be ready to adapt to changing and emerging technologies to
remain competitive in today’s global economy (Friedman, 2007; Wagner, 2008).
Initiative and entrepreneurialism. Innovation and entrepreneurship have been a large
part of the global economy, especially in the past 20 years. Initiative and entrepreneurialism have
been most apparent in technology companies, especially entities such as Yahoo, Google,
INFLUENCE OF GLOBALIZATION 30
Facebook, and Twitter. The founders of these companies were proactive and self-starting indi-
viduals. They looked at new and upcoming problems and created their own answers and
solutions. Wagner (2012) defined innovation as the intermingling of play, passion, and purpose,
which can be taught and nurtured in children by mentors, especially in schools.
Effective oral and written communication. Wagner (2008) pointed out that communi-
cation is one of the most important factors in high school and college success and even more
important in the diverse workforce in a range of cultures. Written communications in particular
are very important for successful job performance. To communicate effectively, people must be
clear, concise, and able to convey with focus, energy, and passion regarding their message
(Wagner, 2008).
Accessing and analyzing information. With the advent of the Internet, a vast amount of
information is readily available at everyone’s fingertips. Aside from the Internet, the general
population is inundated with information from magazines, television, books, and various forms
of social media. Access to information is fairly easy but the ability to analyze and synthesize the
flood of complex information is a challenge. Knowledge-based workers must process infor-
mation critically and effectively and apply gained knowledge appropriately to develop solutions
for specific problems (Wagner, 2008).
Curiosity and imagination. According to Wagner (2008), questions are far more
important to learning than is discrete information. Questions lead to curiosity and imagination,
which fosters innovation and entrepreneurship. Curiosity and imagination occur naturally in
people from birth and they must fostered and nurtured throughout students’ educational careers
(Wagner, 2012). Likewise, knowledge-based workers should be allowed and encouraged to ask
INFLUENCE OF GLOBALIZATION 31
great questions and to be inquisitive to develop new and better solutions to old and new problems
that have yet to occur.
P21 (n.d.) and Wagner (2008) advocated for development of skills that are integral in
creating an effective knowledge-based workforce that will be attractive to MNCs to compete in a
global society. The MNCs in Ireland are no different and will require these skills from students
as they enter the workforce. It will be imperative for the educational system to teach these skills
early and to continue the effort throughout students’ educational careers. Fortunately, these skills
are now being taught and reflected in many ways in STEM programs through PBL activities.
STEM
STEM has at times been referred to as four fields that describe education pathways and
job occupations or industries (Sanders, 2009). At first, there was some ambiguity regarding the
meaning of STEM, which was sometimes mistaken for stem cell research (Sanders, 2009). How-
ever, STEM has gained clarity and has become integrated, especially in education. The term is
now often applied as “STEM education” versus separate stand-alone subjects (Sanders, 2009).
STEM education is now becoming ubiquitous and seen as an integral and critical part of ensuring
a nation’s standing in a competitive global economy (Drew, 2011).
STEM integrates and applies the four subjects into an interdisciplinary and cohesive
approach based on real-world applications (Horn, 2014). The real-world applications change the
teaching strategies from lecture-based to inquiry or project-based strategies (Breiner, Harkness,
Johnson, & Koehler, 2012). Capraro et al. (2013) posited that STEM and project-based strategies
apply hand in hand and should drive the design and implementation of programs. The design of
STEM should also emphasize making connections to actual roles and responsibilities in related
career fields (Capraro et al., 2013). The notion was supported by Breiner et al. (2012), who
INFLUENCE OF GLOBALIZATION 32
suggested that the curriculum should reflect the duties performed by professionals such as scien-
tists and engineers.
In an attempt to measure the effectiveness of STEM education programs and determine
whether they are preparing students for actual STEM careers, the National Research Council
(NRC) conducted a study on practices and summarized the findings in a report entitled Success-
ful K-12 Education: Identifying Effective Approaches in Science, Technology, Engineering, and
Mathematics (2011). The NRC utilized three criteria based on STEM outcomes, STEM-focused
schools, and STEM instruction and school-level practices. The assessment examined whether
programs capitalized on student interest and experiences. The council found that effective
programs accounted for students’ understanding of concepts across the STEM areas, infused
material and the natural world to gain experiences in a way that professionals in the field solve
and find answers to particular problems, carried out investigations related to ideas in each subject
to ensure a deeper understanding of STEM and to create identities as STEM learners. Aside from
the findings, NRC (2011) advocates review of STEM education programs regarding their ability
to produce student outcomes versus test scores.
Drew (2011) stated that STEM education is of utmost importance to secure a competitive
advantage in the knowledge economy and economic development in today’s globalized world.
Carnevale, Smith, and Melton (2011) supported the notion and asserted that a national strategy
must be developed to address and sustain economic innovation and growth, especially when
STEM occupations have become more prevalent and incorporated in today’s global economy.
The advances in technology call for education that addresses the need for knowledge, skills, and
abilities in STEM. These competencies are important not only for STEM-related occupations but
also for broader career fields that require innovation (Carnevale et al., 2011).
INFLUENCE OF GLOBALIZATION 33
Carnevale et al. (2011) reported that three STEM competencies are needed for STEM
occupations: knowledge, skills, and abilities. The “knowledge” associated with STEM are
processing, computers and electronics, engineering and technology, design, building and
construction, mechanical, mathematics, physics, chemistry, and biology. The “skills” associated
with STEM are mathematics, science, critical thinking, active learning, complex problem
solving, operations analysis, technology design, equipment selection, programming, quality
control analysis, operations monitoring, operation and control, systems analysis, and systems
evaluation. The “abilities” associated with STEM are problem sensitivity, deductive reasoning,
inductive reasoning, mathematical reasoning, number facility, perceptual speed, and control
precision (Carnevale et al., 2011).
In order to compete in a global economy, there must be a workforce that possesses STEM
competencies (Carnevale et al., 2011; Drew, 2011). Drew (2011) recommended that a nation
examine its education system and incorporate best practices in STEM education to ensure that
schools produce students, especially girls and students of color, with STEM competencies.
Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic
Future (National Academy of Engineering & National Academy of Sciences, 2006) recom-
mended four practices to increase and maintain competitiveness in a global market: (a) increase
the U.S. talent pool by improving K–12 mathematics and science education; (b) sustain and
strengthen the nation’s commitment to long-term basic research; (c) develop, recruit, and retain
top students, scientists, and engineers from both the United States and abroad; and (d) ensure that
the United States remains the premier place in the world for innovation. In like fashion, the NRC
(2011) established three goals to address the need for intellectual capital in today’s STEM-driven
world: (a) increase the number of students seeking advanced degrees and careers in STEM fields,
INFLUENCE OF GLOBALIZATION 34
(b) increase the STEM-capable workforce (broadening participation by women and minorities);
and (c) increase STEM literacy for all students.
In an attempt to promote STEM education, the 114th Congress enacted the STEM Edu-
cation Act of 2015. The Act provides grants for the following: (a) research and development of
innovative out-of-school STEM learning and emerging STEM learning environments in order to
improve STEM learning outcomes and engagement in STEM; (b) research that advances the
field of informal STEM education through activities supported by grants that may encompass a
single STEM discipline, multiple STEM disciplines, or integrative STEM initiatives; (c) research
and development that improves understanding of learning and engagement in informal environ-
ments, including the role of informal environments in broadening participation in STEM; and (d)
design and testing of innovative STEM learning models, programs, and other resources for
informal learning environments to improve STEM learning outcomes and increase engagement
for K–12 students, K–12 teachers, and the general public, including design and testing of the
scalability of models, programs, and other resources (STEM Education Act, 2015).
As countries develop STEM education programs, it is important to invest resources to
develop good programs to spark early interest in STEM topics. According to DeBacker and
Nelson (2000) and the Organisation for Economic Co-operation and Development (OECD;
2012), early interest in STEM is a predictor of successful learning and career interests and selec-
tion in students. Wagner (2012) asserted that natural inquisitiveness in young students can be
nurtured through STEM, which is important for a country’s future economy. In short, a nation’s
ability to promote the success of STEM competencies will result in that nation’s ability to
compete on a global scale (Christensen, Johnson, & Horn, 2011; Sanders, 2009).
INFLUENCE OF GLOBALIZATION 35
Project- or Inquiry-Based Learning
According to the Buck Institute for Education (n.d.), PBL is 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” (para. 1). Markham,
Larmer, and Ravitz (2009) defined PBL as “a systematic teaching method that engages students
in learning knowledge and skills through an extended inquiry process structured around
complex, authentic questions and carefully designed products and tasks” (p. 4). Capraro et al.
(2013) defined PBL as a “model for classroom activity that shifts away from the classroom prac-
tices of short, isolated teacher-centered lessons and instead emphasizes learning activities that
are long-term, interdisciplinary, student-centered, and integrated with real-world issues and
practices” (p. 51).
The theoretical foundations for PBL date back to the 19th century with Francis W. Parker
and John Dewey, who first focused on developing methods and solutions to address real-world
problems and then expanded the focus to activities that interested students (Capraro et al., 2013).
In the 20th century, Vygotsky explored the concepts of experiential learning and encouraged it in
the school setting (Grant & Branch, 2005). Markham et al. (2009) indicated that the foundations
of PBL should include eight components to address student learning:
Recognize students’ inherent drive to learn, their capability to do important work, and
their need to be taken seriously by putting them at the center of the learning process.
Engage students in the central concepts and principles of a discipline. The project work is
central rather than peripheral to the curriculum.
Highlight provocative issues or questions that lead students to in-depth exploration of
authentic and important topics.
INFLUENCE OF GLOBALIZATION 36
Require the use of essential tools and skills, including technology, for learning, self-
management, and project management.
Specify products that solve problems, explain dilemmas, or present information generated
through investigation, research, or reasoning.
Include multiple products that permit frequent feedback and consistent opportunities for
students to learn from experience.
Use performance-based assessments that communicate high expectations, present rigor-
ous challenges, and require a range of skills and knowledge.
Encourage collaboration in some form, either through small groups, student-led presenta-
tions, or whole-class evaluations of project results. (pp. 4-5)
Larmer, Mergendoller, and Boss (2015) suggested that PBL “gold standards” lead to stu-
dents’ depth of understanding of critical content standards and concepts that are essential to
subject areas and academic disciplines. These standards allow for application of knowledge to
solve problems, answer questions, and develop high-quality products in authentic situations.
These standards are reflected as seven criteria that assess the quality of PBL activities.
The first criterion is posing a challenging problem or question. The project is based on a
real problem to investigate and solve or a question to explore or answer, something that is
engaging and meaningful (Larmer et al., 2015). The problem should be challenging enough to
keep interest but not so difficult that it becomes intimidating. An example of a central problem is
to ask, “How do we increase student enrollment in STEM-related courses?” The problem is a
real issue that can generate viable solutions.
The second criterion is sustained inquiry. A sustained inquiry is an in-depth process
versus simply finding information (Larmer et al., 2015). The process takes multiple days and is
INFLUENCE OF GLOBALIZATION 37
repeated using various research methods until a solution or answer is developed. The inquiry is
conducted in real-world or field-based situations with resident experts and service providers.
The third criterion is authenticity. Authenticity refers to the veracity of the problem, often
associated with issues in the real world. It also refers to using real-world processes, tasks, and
tools (Larmer et al., 2015). The project itself can have an impact on real-life issues faced by a
community or on a student’s concerns or interests.
The fourth criterion is student voice and choice. Students have more interest in a project
when they have a say and a sense of ownership (Larmer et al., 2015). Students can provide input
in the form of the topic, questions, resources, tasks, roles of team members, and products. At the
end, students can have a voice in demonstrating what they have learned.
The fifth criterion is reflection. Reflection is an explicit component of projects conducted
through assessments, discussions, and presentations (Larmer et al., 2015) The process allows a
student to review the knowledge, understanding, and skills that she has learned and to determine
how they can be applied beyond the project. In addition, reflection can help in developing new
projects and solutions by reviewing and assessing which processes worked and which did not
work.
The sixth criterion is critique and revision. The quality of products and processes is
attained through critique and revision, using systematic constructive feedback such as rubrics,
models, and formal feedback structures (Larmer et al., 2015). Feedback can come from peers,
adults, and experts who can provide an authentic real-world perspective. Students can also
critique and revise their own work and learning.
The seventh criterion is public product. According to Larmer et al. (2015), there are three
reasons for creating a public product. First, a public product motivates students to develop high
INFLUENCE OF GLOBALIZATION 38
quality work because they must present it to an audience. Second, a public product spurs discus-
sion about something that has been created and learned. Third, a public product communicates
the importance and impact of PBL to students, parents, and members of the community. The
product shows what students can do through exhibits and beyond the traditional test score.
According to the Buck Institute for Education (2009), PBL has multiple positive out-
comes that: makes school more engaging; improves learning; builds success skills for college,
career, and life; helps to address standards; makes teaching more enjoyable and rewarding; and
connects students and schools with communities and the real world. Research on PBL, specif-
ically on student learning outcomes, indicates positive results in academic achievement, 21st-
century competencies, equity, and motivation.
In relation to academic achievement, Penuel and Means (2000) and Stepien, Gallagher,
and Workman (1993) suggested that PBL helps students to develop and retain understanding of
content. PBL has been shown to surpass traditional methods in teaching mathematics, econom-
ics, language, science, and other disciplines (Beckett & Miller, 2006; Boaler, 2002;
Mergendoller, Maxwell, & Bellisimo, 2006). Parker et al. (2011) reported that students who
engaged in PBL performed better on high-stakes tests.
PBL also helps with 21st-century competencies that are critical for college and career
readiness. Research indicates that students who engaged in PBL demonstrated better problem-
solving and critical thinking skills and applied learned concepts to real-life situations (Beckett &
Miller, 2006; Finkelstein, Hanson, Huang, Hirschman, & Huang; Horan, Lavaroni, & Beldon,
1996; Mergendoller et al., 2006). PBL experiences improve students’ ability to work collabora-
tively and to resolve issues across grade levels, subjects, and achievement levels (Beckett &
Miller, 2006; Johnson & Johnson, 2009; Slavin, 1996).
INFLUENCE OF GLOBALIZATION 39
PBL helps to build equity by engaging lower-achieving students and closing the
achievement gap (Boaler, 2002; Penuel & Means, 2000). Hixson, Ravitz, and Whisman (2012)
indicated that PBL can work in diverse settings that serve diverse learners. PBL, in general, can
serve as a proven model for whole-school reform to engender equity (Newman & Wehlage,
1995; Ravitz, 2010).
Student attitudes and motivation toward learning are improved in PBL classrooms
(Thomas, 2000; Walker & Leary, 2009). Students in PBL have better attendance, exhibit more
engagement, and are more self-reliant. Part of the student motivation stems from having a voice
in projects, processes, and solutions (Larmer et al., 2015).
STEM PBL
The New England Board of Higher Education (NEBHE; 2015) asserted that one of the
reasons for the decline in enrollment in STEM programs is that students become disinterested in
the way science and engineering programs are taught in a traditional classroom or laboratory
style model that provides few opportunities to engage in creative real-world problem solving.
Since PBL is an instructional approach that emphasizes collaborative real-world problem
solving, it becomes an appropriate method to develop and enhance interest in STEM.
Capraro et al. (2013) supported the notion that connecting STEM with PBL indicates that
the integration of STEM in the classroom is divergent from the traditional and historical
approach to teaching these subject areas in isolation. According to Capraro et al. (2013), learning
that is fragmented and isolated often leads to failure to understand how various subject areas
relate to each other. Ivanitskaya, Clark, Montgomery, and Primeau (2002) stated that, while
discipline-specific learning is important, interdisciplinary learning lends itself to critical thinking
skills that assist students to acquire meaningful connections between subject areas. According to
INFLUENCE OF GLOBALIZATION 40
Cobb and Bowers (1999), the integration of disciplines results in strong conceptual knowledge
when learners are involved in socially interactive learning. “STEM PBL is perfectly suited for
developing students’ conceptual knowledge, because well-designed PBLs are inherently interdis-
ciplinary and collaborative in nature” (Capraro et al., 2013, p. 51).
STEM PBL is defined as an “ill-defined task within a well-defined outcome situated with
a contextually rich task requiring students to solve several problems which when considered in
their entirety showcase student mastery of several concepts of various STEM subjects” (Capraro
et al., 2013, p. 2). Capraro et al. suggested three steps to approaching ill-structured problems: (a)
define the problem, (b) identify the reasons of the problem, and (c) list the outcomes if the
problem is solved. They described a nine-step process for solving an ill-structured problem: (a)
determine the real problem, (b) state the real problem, (c) identify alternate perspectives, (d)
determine constraints, (e) gather information, (f) identify possible solutions, (g) choose the best
solution, (h) plan steps for implementing the solution, and (i) adopt the solution. Student science
fairs projects are an example of STEM PBL in that science fair projects utilize these nine steps of
the scientific method.
According to Slough and Milam (2013), “STEM naturally supports the project based
design ethos or design-based learning” (p. 1). Slough and Milam (2013) posited that STEM PBL
initiatives could benefit by incorporating four concrete recommendations into the design of
learning environments: (a) making content accessible, (b) making thinking visible, (c) helping
students to learn from others, and (d) promoting autonomy and lifelong learning.
Slough and Milam (2013) indicated that accessibility is accomplished by providing
students an opportunity to “engage in problems, examples, and contexts that connect new ideas
to personally relevant prior knowledge” (p. 16). Students are encouraged to ask their own
INFLUENCE OF GLOBALIZATION 41
questions, refine questions in the context of personally relevant investigations, evaluate data
based on personal understanding, verbalize personal theories and interpretations, and participate
in active science learning.
Learning can be made visible by “modeling scientific thinking, scaffolding students to
make their thinking visible, and providing multiple representations” (p. 16). Making thinking
visible allow students to build metacognitive skills and provides teachers a way to give feedback
on tangible representations of learning (Slough and Milam, 2013).
Helping students to learn from others is a 21st-century skill related to collaborative and
cooperative learning. Slough and Milam (2013) cited the four dimensions related to this design:
encouraging listening to others, design discussions, highlighting cultural norms, and employing
multiple social structures. The design allows students to discuss and establish their own explana-
tions of their scientific work, evaluate their own progress, analyze others’ progress, make con-
nections with others’ ideas, and evaluate others’ claims and connections.
Promoting autonomy and lifelong learning includes “encouraging monitoring, providing
complex projects, revisiting and generalizing the inquiry processes, and scaffolding critique”
(Slough & Milam, 2013, p. 17). These pedagogical principles must be balanced with teacher
feedback and self-evaluation of students’ own ideas. Students are given the opportunity to
develop their own goals, seek feedback, review comments, and ultimately modify behaviors to
meet intended goals (Slough & Milam, 2013).
Aside from the four design principles, Slough and Milam (2013) emphasized foundations
in the learning sciences that influence the design of PBL. In developing PBL learning experi-
ences, practitioners must take into account students’ existing knowledge; provide opportunities
for feedback, revision, and reflection; allow teaching for understanding for both factual and
INFLUENCE OF GLOBALIZATION 42
conceptual knowledge; and devise situations that allow for self-reflection of students’ thinking
and taking control of their own learning (Slough & Milam, 2013). Many of the design principles
and foundations for STEM PBL lend themselves to science fairs and exhibitions.
Science Fairs
One way to join PBL and STEM is through science fairs. Science fairs have a long
history and play an important role in inquiry or PBL experiences. According to Cook (2003),
science fairs started at an industrial fair in 1828 when the American Institute of Science in New
York held an exhibition to encourage and promote domestic industry. Medals were awarded to
honor distinguished work (Bellipanni & Lilly, 1999). In 1928, the American Museum of Natural
History Science changed the course of science fairs by focusing on students’ efforts when the
group co-sponsored the first student science fair, which became the foundation for science fairs
of today (Silverman, 1985).
In 1921, the Science Service, a nonprofit organization founded by E. W. Scripps in
Washington, DC, collaborated with the American Institute of the City of New York to form
science clubs in the United States and other countries. In 1942, the Westinghouse Corporation
and the Science Service worked together to establish the Westinghouse Science Talent Search to
increase student interest in science and engineering careers (Society for Science & the Public
[SSP], 2016). In 1950, the first National Science Fair was held in Philadelphia. In 1958, the fair
became international as countries such as Japan, Canada, and Germany participated (SSP, 2016).
Today, the fair has become better known as the Intel International Science and Engineering Fair
(Intel ISEF).
Intel ISEF is the largest international scientific competition, involving approximately
1,700 high school students from more than 75 countries and territories (SSP, 2016). Initially,
INFLUENCE OF GLOBALIZATION 43
more than seven million students around the world compete in local and regional science fairs.
The winners of the local and regional fairs go on to participate in SSP-affiliated regional and
state fairs, from which top projects progress to the Intel ISEF, where doctoral-level scientists,
engineers, and STEM field professionals judge the projects. Students around the globe compete
for more than $5 million in awards (SSP, 2016).
Bellipanni and Lilly (1999) indicated that the purpose of science fairs is to provide
students with hands-on experience in inquiry and research. Bochinski (2005) stated that these
projects are conducted in students’ independent fields of study of particular STEM topics. The
experiences are extended into authentic learning environments that emulate real practice by
scientists (Atkin & Black, 2003). “Engaging with science fairs provides opportunities for
students to take control of their own learning and build skill sets necessary for the 21st century”
(SciFest, 2013, para. 1). According to Wilson, Cordry, and Uline (2004), students take control of
their own learning by engaging in a 10-step process for their projects:
Define the problem by stating the purpose of the experiment.
Choose a variable to be tested.
Determine a hypothesis.
Explain how the variable will be modified.
Determine how the results will be appraised.
Keep a daily logbook to include measurements, emerging ideas, and photos.
Evaluate collected data.
Design a chart or graph to represent your data.
Determine conclusion.
Decide on options for further study. (p. 114)
INFLUENCE OF GLOBALIZATION 44
According to SciFest (2013), participation in science fairs benefits students by promoting
self-directed learning that is relevant to students’ lives, skills development (research methodolo-
gies, design of experiments, data collection, evaluation and analysis, critical thinking, problem
solving, communications, innovation and entrepreneurship), collaboration, cross-curricular and
integrated approach, and engaging with global challenges. Mullin, Schneider, and Loveland
(2012) found that project-based science fair activities increased student learning in science in a
wide range of 21st-century skills such as critical thinking, communication, and collaboration.
Research indicates that participation in science-related extracurricular activities results in
increased student performance, belief in abilities to handle science tasks, and enjoyment of
science (OECD, 2012).
When examining attitudes toward science, research demonstrates that science competi-
tions have a positive effect. Balas and ERIC Clearinghouse for Science, Mathematics, and Envi-
ronmental Education (1998) asserted that science fair projects foster positive attitudes toward
science and an appreciation of nature and science through an increased sense of personal capa-
bilities and qualities. Bruce and Bruce (2000) stated that personal experiences and participation
in science fairs are the most common reasons students become interested in science. Abernathy
and Vineyard (2001) found that students who participated in science fairs reported that competi-
tions were fun and promoted their interest in science. Hume (2009) found that science fairs
increased motivation for students to learn science, engendered attitudes and dispositions
associated with autonomous and self-motivated learners, promoted collaborative work skills, and
improved students’ ability to think critically and learn effectively.
Research demonstrates that science fairs may have an impact on college and career
choice in STEM. Sahin (2013) found that participation in science fairs for multiple years was
INFLUENCE OF GLOBALIZATION 45
positively related to choosing postsecondary STEM majors the likelihood of following a STEM-
related career path. Hossain and Robinson (2012) suggested that participation in science fairs can
motivate students to pursue STEM careers. Science fairs have also been found to be viable alter-
native learning environments that increase students’ motivation for STEM-related subjects,
college pathways, and careers (Grabinger & Dunlap, 1995; Ricks, 2006; Sawyer, 2006). Olson
(1985) reported that adults with careers in science stated that science fair experiences had influ-
enced their choice of a profession in the field of science.
InGenious (2014), the European coordinating body in STEM education, whose purpose is
to reinforce European students’ interest in science education and careers, indicated that science
fairs have a long history in creating a positive impact on student achievement by involving
students in high levels of creativity to find solutions to technical issues and make significant
conclusions. InGenious (2014) recognized the importance of science fairs in mainstream learning
activities in schools and recommended the following:
1. Reach out to wider groups of partners at national and regional level to increase impact
and visibility.
2. Consider involving media partners as well as the usual associations and government
partners. Government partners need to continue to be pushed to further integrate fairs
with schooling.
3. Youth panels offer a valuable “reality check” to ensure approaches really suit their
needs. Engage where possible with groups who do not usually participate: their support in
advisory roles may help to widen participation.
4. Ensure continued sharing of impact assessment methods, data and strategies for evalu-
ation. (para. 8-11)
INFLUENCE OF GLOBALIZATION 46
Ireland
Origins of Ireland
Ireland is an island in the North Atlantic west of Great Britain; it spans 27,133 square
miles (NationalGeographic.com, n.d.) with four provinces and 32 counties
(DiscoverIreland.com, n.d.). According to the Central Statistics Office (CSO; 2015), the popula-
tion in 2015 was approximately 4.6 million, steadily increasing by one million since 1989.
The first record of humans in Ireland was around 7,000 BC. Fishing and gathering food
such as plants and shellfish were the main sources of food (Lambert, 2015). In 4,000 BC,
farming was introduced to Ireland. Farmers raised sheep, pigs, and cattle, and crops. The inhab-
itants used stone, bone, and pottery (Lambert, 2015). In 2,000 BC, bronze was introduced to
Ireland to develop tools and weapons (Lambert, 2015). Around 500 BC, the Celts, a warlike
people, arrived in Ireland and built stone forts and divided the country into many small kingdoms
(Lambert, 2015). In the 4th century, Christianity was introduced and spread throughout Ireland
(Lambert, 2015). The “golden age” for the Irish church occurred between 500 and 800 AD, when
monasteries were founded across Ireland to spread the influence of the church (Lambert, 2015).
However, Vikings attacked Ireland in 795 and looted monasteries and took women and children
as slaves. The Vikings settled and intermarried with the Irish and accepted Christianity (Lambert,
2015).
During the 12th century, the British arrived in Ireland and gained control of the lands
directly under the Crown through grants (Lambert, 2015). Between the 13th and 17th centuries,
the English attempted and somewhat succeeded to dominate Ireland by carrying out policies to
confiscate lands from native inhabitants (Lambert, 2015). Ireland became a kingdom of England
and was occupied by English and Scottish settlers who recognized the supremacy of the King
INFLUENCE OF GLOBALIZATION 47
(Lambert, 2015). This sparked rebellions for Ireland’s independence from England through the
early part of the 20th century (Lambert, 2015).
Due to mounting issues with the Irish, the United Kingdom passed the Third Home Rule
Act in 1914 to establish self-government for Ireland (Lambert, 2015). However, the newly
formed Irish government wanted to break away completely from the United Kingdom and
enacted Home Rule, which divided the country into Northern and Southern Ireland. Eventually,
the War of Independence ended and the country became the Irish Free State, a self-governing
dominion of the British Empire (Lambert, 2015). England and Ireland signed the Anglo-Irish
Treaty, which left Northern Ireland with the British Empire. Subsequently, a new Constitution
was drafted in 1937 and, eventually, Ireland became a republic and left the British Common-
wealth in 1949 (Lambert, 2015). After the break from Britain, Northern Ireland was embroiled in
constant conflict between the pro-British or Protestants and the Nationalists or Catholics. The
conflicts lasted for more than 50 years until 2007, when power sharing was established in North-
ern Ireland (Lambert, 2015).
Economic History
For hundreds of years, Ireland ranked as one of the poorest regions of Europe. Its econ-
omy was predominantly agricultural and the island was largely left behind during the Industrial
Revolution and was considered a peasant economy (Duff, 2003). Approximately 46% of the
working population was involved in agriculture. Because of this, it could be said that Ireland’s
chief export was its people, as millions emigrated in pursuit of a decent living (Duff, 2003).
The establishment of the Irish Free State and the break from Britain in the 1920s gave
rise to the establishment of a system of good governance, which is an important factor of eco-
nomic prosperity (Sweeney, Cairncross, & McDowell, 2008). However, during the 1930s,
INFLUENCE OF GLOBALIZATION 48
Ireland adopted a protectionist policy, sought self-sufficiency, and banned a majority of foreign
control of manufacturing (Sweeney et al., 2008). Protectionist policies lasted through the 1950s
and imposed restrictions on foreign ownership of Irish firms and heavy tariffs. The policies led to
lower economic performance compared with other European countries. Because of this, Ireland
determined that its policies should allow for diversification and growth (Sweeney et al., 2008).
In the 1950s and 1960s, Ireland started to lift tariffs and restrictions on foreign business
ownership to allow for economic growth. In 1965, a Free Trade Agreement was negotiated with
the United Kingdom and Ireland. Ireland became an economic interest to countries such as the
United States, who wanted to enter the European market because of its English-speaking work-
force (Sweeney et al., 2008). By 1970, 350 foreign companies had established in Ireland, mostly
American, and quickly became successful in the export sector. IDA Ireland was established to
focus on high technology and FDI , resulting in GDP that grew an average of 4.4% per year
between 1960 and 1973, surpassing Britain and other European countries (Sweeney et al., 2008).
Prosperity lasted for a short period. In the 1980s, Ireland faced one of its bleakest eco-
nomic times. The downturn in the economy was caused by abolishing taxes, borrowing to fund
spending, and inflation. The situation was exacerbated by the worldwide economic crisis and
resulted in high unemployment, falling incomes, mass emigration, and the loss of foreign
investment (Sweeney et al., 2008).
In the 1990s, the Republic’s economy began the Celtic Tiger phase. High FDI , a low
corporate tax rate, better economic management, and a new “social partnership” approach to
industrial relations transformed the Irish economy. The European Union contributed more than
€10 billion into the infrastructure. By 2000, the Republic had become one of the world’s
wealthiest nations, unemployment was at 4%, and the income tax rate was almost half that of the
INFLUENCE OF GLOBALIZATION 49
1980s. During this time, the Irish economy grew by 5% to 6% annually, dramatically raising
Irish monetary income to equal and eventually surpass that of many states in the rest of Western
Europe (Sweeney et al., 2008).
Ireland continues to see great movement in its economy and has been described as a
showcase of globalization in the economic arena, despite the global post-dot com economic
slowdown in 2001, especially in the technology sector (Fischer, 2009). Ireland experienced a
period of very high economic growth until 2007, posting the highest growth rates in Europe
(Figure 2). The globalization index published annually by Foreign Domestic Policy magazine
since 2001 identified Ireland as the most globalized country in the world in three of its first five
editions (Jacobson et al., 2006). However, GDP fell around 2008 but started the upward trend
again (Figure 2). Most recently, the KOF Index (KOF, 2015), which measures the economic,
social, and political dimensions of globalization, ranked Ireland as topping the list of 207 coun-
tries in 2014 and 2015. The IDA (2016b) also boasts that Ireland is first in the Euro zone of best
countries for business, first in the world for jobs created per capita, and first in Europe for the
most competitive location for research and development investment.
MNCs and FDI
Ireland’s economy is heavily dependent on FDI. According to Lane and Ruane (2006),
the sum of foreign assets and liabilities ranks near the top of the international rankings at more
than 1500% of GDP and Ireland’s FDI assets amounted on average to 37.5% of GDP, with FDI
liabilities at 27.8%. IDA Ireland (2016a, n.d.) indicated that in 2014 FDI companies paid €2.8
billion in corporate taxes, exported €24 billion of goods, infused €22.4 billion in direct expendi-
tures in the Irish economy, provided €11.3 billion in services, furnished €2.6 billion in Irish
materials and distributed €8.5 billion in payroll. IDA Ireland (2016a) also reported that
INFLUENCE OF GLOBALIZATION 50

Figure 2. Graph of Ireland’s gross domestic product from the 1960s to the 2010s.

more than 174,000 people were directly employed in foreign-owned companies (100,000 in U.S.
companies alone), accounting for 1 in 10 workers, and another 122,000 people were employed
indirectly. IDA Ireland (2016b) has established goals for 2015 to 2019 that include plans to
create another 80,000 new jobs by attracting 900 new and expansion investments (i.e.,
technology, biotechnology, pharmaceutical, banking and investments) and increasing Irish
economy expenditures by €4.4 billion.
MNCs continue to affect the Irish economy, with four of the top five companies repre-
senting career fields in science and technology (“Top 1000,” n.d.). Companies such as Microsoft,
Google, Dell, Oracle, Pfizer, Apple, Boston Scientific, Facebook, and Sandisk provide thousands
of jobs and infuse billions of Euros into the economy (“Top 1000,” n.d.). The continued increase
in MNC influence on the Irish economy will require an educational system that will be
responsive to the needs of their workforce. In particular, the educational systems must build
interest in STEM-related subjects and career fields to attract foreign direct investors.
INFLUENCE OF GLOBALIZATION 51
Education in Ireland
The Education System
Education in Ireland is compulsory for children from ages 6 to 16 or until they have com-
pleted 3 years of second-level education (Citizens Information, n.d.; Ireland Department of Edu-
cation and Skills [Ireland DES], 2016). The education system is made up of primary or first
level, post-primary or second level, and higher education or third level, with more than one
million students enrolled full time in 2012 (CSO, n.d). State-funded education is available at all
levels, unless families choose to send their children to a private institution. While there are vari-
ous public and private schooling options, home schooling is an option but it is rarely utilized
(Murray, Smith, & Birthistle, 2003).
Although the compulsory school age is 6 years, pre-primary or early childhood education
program options are available (Ireland DES, 2016). Preschooling has been a national interest in
Ireland and in 2001 the department of Early Childhood Development of Education was formed to
establish a national framework for preschool education and to develop targeted interventions for
disadvantaged students, as well as students with special needs (Ireland DES, 2016). The Early
Start Programme, established in 1994, was designed to serve disadvantaged children in urban
areas who are at risk of not succeeding in the educational system. The program provides 1-year
interventions for children ages 3 and 4, with the intent of enhancing the child’s development and
offsetting the effects of social disadvantages. The Rutland Street Project was developed as a 2-
year pre-primary program for children ages 3 to 5 living in the inner city of Dublin. The program
uses many of the approaches of the Early Start Programme. Early childhood education programs
also abound outside of the regular education system, operated by private, community, and vol-
INFLUENCE OF GLOBALIZATION 52
unteer organizations and overseen by the Department of Children and Youth Affairs (Ireland
DES, 2016).
The primary level includes state-funded and private primary schools and specials schools
(Ireland DES, n.d.). There were 520,444 students in the primary level, a 17% increase between
2003 and 2012 (CSO, n.d.). State-funded schools include religious, nondenominational, multide-
nominational, and Irish-medium schools, also known as Gaelscoileanna. The majority of primary
schools are denominational Catholic schools offering co-education. Although it is not manda-
tory, 40% of all 4-year-olds and nearly all 5-year-olds attend primary schools and stay through
an 8-year cycle until they reach the age of 12. According to the Ireland DES (2016), the goals of
the primary level are (a) to enable the child to live a full life as a child and to realize his or her
potential as a unique individual, (b) to enable the child to develop as a social being through
living and cooperating with others and so contribute to the good of society, and (c) to prepare the
child for a continuum of learning. Upon completion of the primary level, students move on to
second-level schools.
The post-primary level includes secondary, vocational, community, and comprehensive
schools that are managed and funded by various entities (Ireland DES, 2016). There were
360,567 students in 2012, a 6.5% increase since 2003 (CSO, 2015). According to Murray et al.
(2003), nearly 60% of secondary schools were described as religious, with the remaining 40%
operating under a secular management system. Private organizations own and manage secondary
schools, the Education and Training Boards administer vocational schools, and the Boards of
Management operate community and comprehensive schools.
The post-primary level consists of a 3-year Junior Cycle and a 2- or 3-year Senior Cycle.
The Junior Cycle usually starts at age 12 and finishes at age 15 with a Junior Certificate exami-
INFLUENCE OF GLOBALIZATION 53
nation that demonstrates understanding of the curriculum and knowledge required to advance to
the Senior Cycle. Students may, at this point, opt to include a Transition Year to gain work expe-
rience without formal examinations. In the last 2 years of the Senior Cycle, students can take one
of three certificate programs. The first, the traditional Leaving Certificate, requires students to
take at least five subjects, including Irish. The second, the Leaving Certificate Vocational Pro-
gramme, has an emphasis on technical subjects and additional vocational modules. The third, the
Leaving Certificate Applied, is earned through a self-contained 2-year course and is intended for
students who are not geared toward a subject-based structure but rather a cross-curricular
approach (Ireland DES, 2016).
Higher education or the third level education in Ireland consists of seven universities, 14
institutes of technology, and seven colleges of education (Ireland DES, 2016). According to the
Central Statistics Office (CSO; n.d.), there were 166,088 full-time students and 34,087 part-time
students in higher education in 2012. The numbers represent an increase in full-time enrollment
by 24.1% and part-time enrollment by 0.3% between 2003 to 2012 (CSO, n.d.). Universities in
Ireland are autonomous, self-governing institutions that offer bachelor, master, and doctoral
degrees in the humanities, sciences, and medicine. Institutes of technology are overseen by the
DES and provide training and education in the areas of business, science, engineering, linguis-
tics, and music (Ireland DES, 2016). The colleges of education provide Bachelor of Education
degrees and Post Graduate Diplomas to students preparing to become first-level teachers. The
application process for higher education is managed by the Central Applications Office to
increase efficiency, but higher education institutions still make decisions about admission. The
Higher Education Authority is the funding authority responsible for planning, development, and
research of higher education. The latest turn in higher education in Ireland is the National
INFLUENCE OF GLOBALIZATION 54
Strategy for Higher Education to 2030, which calls for a transformation of higher education in
the next two decades. The goals include creating a flexible system that accounts for different
modes of learning for a diverse student population; improvements in student experience with a
focus on quality and relevance of learning outcomes; and effective connection with social,
economic, and enterprise needs that translate into high-value jobs and benefits for society
(Ireland DES, 2016).
STEM and Inquiry-Based Learning
According to Frazer, Early, Cunningham, and Murphy (2010), there is a demand in local
economies for STEM-qualified individuals but there has been a steady decline in students taking
STEM-related courses in the secondary level in Ireland. Frazer et al. (2010) predicted that, by
2020, there will be 65% shortfall in workers trained in physical science-based careers. A report
by the Task Force on the Physical Sciences (Task Force; 2002), set up by the Irish government,
identified factors contributing to the decline and developed a strategy to reverse the falling
numbers. The report indicated that resources should be provided especially to increase the
number and quality of laboratories in secondary schools. The report also recommended
curriculum reform in science (Task Force, 2002). Frazer et al. (2010) explained that the decline
in interest in STEM comes early in the educational process and that the educational system
should address the inadequacy of information and STEM career pathways.
In order to address the pending shortfall and issues with STEM education, several initia-
tives in Ireland have been implemented. The Engineers Ireland’s Science, Technology, and
Engineering Programme (STEPS) was established in 2000 in partnership with the DES, Science
Foundation Ireland, and engineering corporations. The program’s goal was to encourage primary
and post-primary students to explore science, engineering, and mathematics (Deloitte, 2014). In
INFLUENCE OF GLOBALIZATION 55
2003, the DES introduced science in the curricula of all primary schools to develop scientific
knowledge and skills (Deloitte, 2014). In the same year, the Irish government introduced Dis-
cover Science and Engineering (DSE) as a science awareness program at the primary and sec-
ondary levels with the intention that the effects would carry into the third level and doctoral
level. The program promotes the importance of science and engineering in the economy and
develops ways to engage students and community in STEM (Deloitte, 2014). The government
also revised the Junior Certificate in science by including professional development for teachers
and an investment of €16 million in resources and laboratory facilities (Deloitte, 2014). In a 2012
partnership with Science Foundation Ireland, DSE committed to providing teachers professional
development for STEM initiatives and resources for their classrooms.
Multiple annual events have also been initiated to develop awareness, interest, and
opportunities to engage in educational activities in mathematics and science. The Smart Futures
Conference, ICT Champions Programme, Engineering Week, Science Week, Maths Week, and
most notably, the BT Young Scientist and Technology Exhibition (BTYSTE) have become
avenues to draw students into STEM (Deloitte, 2014). In 2015, more than 60,000 people, mostly
students, attended the event and 4,449 students from 396 schools entered more than 2,000
projects in the Exhibition (BTYSTE, 2015).
Science Fairs
The BTYSTE, Sentinus Young Innovators Exhibition (SYIE), and SciFest are the main
science fairs in Ireland (SciFest, 2013). BTYSTE (2014) proclaims that the mission of the exhi-
bition is to “foster innovation and creativity in Ireland’s young people through education” (para.
3). Participating students in BTYTSE range from 12 to 19 years of age and engage in four disci-
pline categories: (c) chemical, physical, and mathematical sciences; (b) technology; (c)
INFLUENCE OF GLOBALIZATION 56
biological and ecological sciences; and (d) social and behavioral sciences (SciFest, 2013).
Winners of the exhibition proceed to the EU Young Scientist and then to Intel ISEF.
The SYIE is the smallest of the three science fairs but is considered the largest in North-
ern Ireland. In 2015, 150 projects and exhibits were registered for the competition (SYIE, 2015).
SYIE’s aim is to “deliver programs which promote engagement in Science, Technology, Engi-
neering and Mathematics and support the development of young people by enhancing their
essential life skills” (SYIE, n.d., para. 1). Participants’ ages range from 11 to 19 years. The
discipline categories for the projects are (a) life sciences; (b) physical, chemical, mathematical
sciences; (c) information and communication technologies, social and behavioral sciences; and
(d) engineering/technology. Winners of the exhibition proceed to the Intel ISEF and category
winners proceed to the Big Bang UK Young Scientists & Engineers Fair and the International
Sustainable World (Energy, Engineering, and Environment) Project.
SciFest (n.d.c) is the largest of the three science fairs in Ireland; it boasted a record
number of participants with more than 7,200 students from 258 schools submitting 3,600
projects at 15 regional venues in 2015. According to SciFest (n.d.c), the program is fulfilling its
mission to
provide an inclusive and accessible platform for students in Irish schools to explore the
STEM disciplines in an investigative way and to present their findings to a wider audi-
ence, thus supporting the development of key skills, including critical thinking, problem-
solving, communication and collaboration. (para. 2)
Overall, SciFest aims to achieve three major goals: (a) to encourage a love of STEM
through active, collaborative, inquiry-based learning; (b) to be highly accessible to its target
audience by being locally and regionally based and by being free to enter; and (c) to create a
INFLUENCE OF GLOBALIZATION 57
structure, including a diversified funding stream, capable of sustaining ongoing expansion and
development of the project (SciFest, n.d.d). Participating students range from 11 to 19 years of
age and engage in three discipline categories: (a) physical sciences, (b) technology, and (c) life
sciences, including biological, ecological, and social and behavioral sciences. Local winners at
second-level schools move to regional and national competitions and eventually to the Intel ISEF
(SciFest, 2013).
SciFest was founded by SciFest Chief Executive Officer Sheila Porter to encourage a
love of STEM education through active, collaborative, inquiry-based learning (SciFest, n.d.a).
SciFest is sponsored and funded by various companies and organizations; the three primary
project partners are Science Foundation Ireland, Intel, and Boston Scientific (SciFest, n.d.b).
SciFest is a major success story in the realm of Irish science fairs and exhibitions, as evidenced
by its growth in both student participation rates and local school participation rates (SciFest,
n.d.a).
According to the OECD Programme for International Student Assessment (PISA; OECD,
2012) results, the various initiatives and changes to curricula have affected students’ per-
formance in science. Ireland moved up five places to ninth of 34 OECD countries. In August
2015, the Central Applications Office announced that that more students are now meeting STEM
entry-level requirements (“STEM Focus in Schools,” 2015). The interest in STEM and PBL has
been due in part to the various government initiatives but seems to have also been influenced by
the various science fairs in Ireland. Despite the increase in interest and development of skills in
STEM, there is still a great demand for workers with science and technology backgrounds, even
as one third of Ireland’s workforce is working in STEM-related roles (Kennedy, 2016). Never-
theless, it would be important to continue to examine STEM PBL and the avenues, such as
INFLUENCE OF GLOBALIZATION 58
science fairs, where the instructional practices or methods can flourish and create interest in
STEM fields.
Chapter Summary
The chapter began with a review of the literature and an examination of globalization. An
analysis of the factors of globalization such as technological advances was discussed, followed
by globalization’s influence on the economy and education. Specific attention and discussion
were given to the need for 21st-century skills, STEM, and PBL in the education system to meet
the demands of a globalized world. Finally, an overview of Ireland’s history and education
system was presented in the context of meeting the needs of a globalized economy.
Globalization has resulted in a change in Ireland’s economy. Part of this change required
economic policy changes, which resulted in an increase in MNCs and FDI. Overall, MNCs and
FDI have greatly contributed to Ireland’s economy. The country was dubbed the Celtic Tiger for
its economic success in the 1990s and continues to reap economic gains despite some declines in
the past decade (O’Hagan & Newman, 2014). Since its unprecedented economic success, Ireland
is now experiencing unanticipated challenges resulting from this economic infusion. One of the
main challenges is the development of knowledge-based workers who possess 21st-century and
STEM skills that can transfer to highly competitive jobs in MNCs. Ireland has started to develop
educational policies that increase interest in STEM through the use of PBL or inquiry-based
learning models. Ireland has also used science fairs and exhibitions to build motivation to enter
STEM fields. The focus of this study was the influence of globalization and MNCs on the
educational system. Specific attention will be given to schools that participate in science fairs
and exhibitions to determine their influence on teaching strategies such as PBL and increasing
student interest in college and career paths in STEM.
INFLUENCE OF GLOBALIZATION 59
CHAPTER 3: RESEARCH METHOD
The purpose of this study was to examine the influence of globalization and MNCs on
educational policy and the curriculum and instructional practices in schools in Ireland. The study
utilized both qualitative and quantitative research methods (Maxwell, 2013; Merriam, 2009). A
majority of the study focused on gathering data from students and schools in Ireland. However,
the study extended to observations and interviews at various MNCs, government offices, and
science and technology competitions, such as SciFest. The data provided some indication of
whether science fairs and MNCs influence instructional practices such as PBL to increase 21st-
century skills and interest in STEM-related courses and careers.
According to Merriam (2009), the way in which research questions are asked is critical to
extracting the type of information desired. Maxwell (2013) stated that research questions will
“explain specifically what your study is intended to learn or understand” (p. 75). The research
questions help to focus the study and provide guidance on how to conduct it (Maxwell, 2013). In
this study, the research questions were the starting point and determined the design of the study
(Maxwell, 2013). As Merriam (2009) suggested, research questions were carefully developed to
gather good information on the influence of globalization, MNCs, and science fairs on STEM,
instructional practices, and college and career pursuits. The data were gathered from govern-
mental, educational, business, and student respondents, using the researcher as the primary
instrument for data collection.
Three research questions provided focus and guidance to the study.
1. How have globalization and MNCs influenced educational policy in the area of STEM
education and the development of 21st-century skills?
INFLUENCE OF GLOBALIZATION 60
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?
This chapter describes the methods of the study, including the research design, partici-
pants, instrumentation, plans for data collection and analysis, and ethical considerations. First,
the research design section provides a rationale for the use of qualitative and quantitative
approaches and presents a description of the research team that was assembled to conduct the
study. The second section identifies the sample and explains the selection process. The third
section outlines the instrumentation and protocols that were used to conduct the interviews,
observations, and surveys. The fourth section describes the process used for data collection and
analysis. The fifth section identifies ethical considerations, the University of Southern California
(USC) Institutional Review Board (IRB) process, and adherence to those guidelines by the
research team.
Research Design
The research design is often, if not always, determined by the research questions. The
questions outlined in the study ask “how” questions that point to process-oriented or qualitative
research methods (Creswell, 2014; Maxwell, 2013; Merriam, 2009). Qualitative methods can
answer questions regarding experience, meaning, and perspective, usually from the participants’
viewpoint (Hammarberg, Kirkman, & de Lacey, 2016).
Merriam (2009) adopted the definition of qualitative research as an “array of interpretive
techniques that seek to describe, decode, translate, and otherwise come to terms with the
INFLUENCE OF GLOBALIZATION 61
meaning, not the frequency, of certain more or less naturally occurring phenomena in the social
world” (p. 13). McEwan and McEwan (2003) indicated that the phenomena is observed first-
hand in the natural setting or “where the action is” (p. 78). Creswell (2014) indicated that the
researcher becomes the primary instrument to collect descriptive data in the field where partici-
pants experience the issue, problem, or phenomenon.
The researcher in a qualitative study can be compared to a detective who develops
meaning or an explanation inductively by “constructing a picture that takes shape as you collect
and examine the parts” (McEwan & McEwan, 2003, p. 79). The parts represent multiple forms
of data such as interviews, documents, and observations that can be organized and analyzed to
make meaning (Creswell, 2014). Aside from making meaning, the analysis of qualitative data
through the development of categories and themes can lead to answers to research questions
(Creswell, 2014; Hammarberg et al., 2016).
Several qualitative approaches were used, including ethnography, grounded theory, nar-
rative research, and case study. These approaches are known as strategies of interpretive inquiry
that provide structure to the type of research design (Creswell, 2014; Maxwell, 2013; McEwan &
McEwan, 2003; Merriam, 2009). The ethnographic approach becomes inherent in the study
because many of the participants were interviewed and observed in their natural setting and
focused on human society and culture (Creswell, 2014; Maxwell, 2013). The approach allowed
for rich descriptive data to “produce a cultural interpretation of the phenomenon” (Merriam,
2009, p. 201). The grounded theory was utilized by deriving a general theory of a process,
action, or interaction based on the data gathered from participants (Creswell, 2014; Merriam,
2009). In the study, an inductive stance was used to derive meaning from the data through
development of categories and themes (Merriam, 2009).
INFLUENCE OF GLOBALIZATION 62
Narrative research was also utilized by hearing and seeing participants’ first-hand stories
and experiences with a sense of a beginning, middle, and end (Merriam, 2009). Interviews with
participants lead to storytelling during interviews, which provides rich descriptions of personal
accounts and opinions. A case study approach was utilized because the study was focused on a
particular “program, event, activity, process, or one or more individuals” in another country and
“bounded by time and activity” (Creswell, 2014, p. 13). Although four types of qualitative
methods were used, the study was open to other methods that might have been appropriate.
A qualitative research method can effectively answer “how” questions; however, in an
attempt to provide a comprehensive perspective, quantitative measures were also utilized.
Understanding that both qualitative and quantitative methods have limitations and strengths, a
mixed method was utilized to provide various types of information to ensure a “stronger under-
standing of the problem or question” (Creswell, 2014, p. 205). The research team addressed
research questions using a mixture of qualitative and some quantitative approaches through
administration of surveys. The surveys provided a numeric description of trends, attitudes, and
opinions in a structured format to address the research questions (Creswell, 2014).
Quantitative survey and qualitative data were analyzed to provide a picture of 21st-
century skill development, science fairs and competitions, and the pursuit of STEM curricula and
careers beyond high school. Critical participant groups such as political and business leaders,
policymakers, school leaders, teachers, and students were selected for surveys and interviews.
Interview data were coded using the following categories: the process and meaning of SciFest;
the influence of MNCs and globalization, and STEM curriculum and career choices. The intent
of using a mixed method was to have a strong understanding of the answers to the research
INFLUENCE OF GLOBALIZATION 63
questions, and ultimately, an understanding of the influences of globalization, MNCs, and
science fairs and competitions on STEM, instructional practices, and college and career interests.
Since the study utilized multiple qualitative and quantitative data points from interviews,
observations, surveys, and documents, triangulation was used to validate the collected data
through a process of cross-verification (Creswell, 2014; Merriam, 2009).
A conceptual framework supported the researchers in identifying similarities among
assumptions, beliefs, and theories that support and inform the research (Maxwell, 2013). The
research team approached the study using the following frameworks: (a) Wagner’s (2008)
description of 21st-century skills for learning; (b) Slough and Milam’s (2013) theoretical frame-
work for the design of STEM and inquiry-based instructional strategies, such as PBL, in the
classroom; (c) Friedman’s (2007) explanation of the “flatteners” that have led to globalization;
and (d) Spring’s (2015) theoretical perspectives on globalization and its effect on education.
An inductive investigation was conducted to gather a rich description of the influence of
globalization, MNCs, and science fairs and competitions on STEM, instructional practices, and
college and career interests in Ireland. In order to keep the integrity and internal validity of the
inductive approach, biases were minimized or acknowledged to show how results may have been
shaped by personal experiences and interpretations. Ensuring internal validity of the study was of
utmost importance because the findings may be utilized to inform educational leaders in Ireland
and improve educational policies in the United States.
Research Team
The research team for the study included 16 doctoral students from the USC Rossier
School of Education. The group was an executive cohort of superintendents and assistant super-
intendents under the direction of Dr. Michael Escalante. The cohort met at least monthly to
INFLUENCE OF GLOBALIZATION 64
receive guidance and instruction to develop research questions, present research literature, and
determine conceptual frameworks that contributed to the study and provided support and under-
standing of how globalization and inquiry-based instructional strategies in STEM education and
science and technology fairs, such as SciFest, have influenced education in Ireland. From this
thematic group approach, there were similarities among the dissertations; however, the majority
of each study was individualized and distinct, especially in findings and results.
Population and Sample
The sample population included Irish educators, students, political leaders, policymakers,
and business and industry leaders of MNCs. Purposeful and convenience sampling methods were
used to select participants for the qualitative case study. The sampling method was purposeful in
that participants were chosen based on specific criteria (McEwan & McEwan, 2003; Merriam,
2009). In this case, schools were selected for their participation in science competitions such as
SciFest and their incorporation of project- or inquiry-based learning strategies in classrooms.
Participants were chosen for their interest in Ireland’s education workforce. The sampling
method was also based on convenience, since schools and human participants were volunteers
who expressed an interest in providing input for the study (McEwan & McEwan, 2003; Merriam,
2009).
In fall and spring of the 2015-2016 school year, the research team initiated monthly
communication with Sheila Porter, founder and Chief Executive Officer of the SciFest Project,
and George Porter, Chief Financial Officer of SciFest. Sheila and George, as the team fondly
came to know them, purposefully selected contacts who could facilitate access to schools,
students, MNCs, government officials, and other participants in the study. The team worked with
INFLUENCE OF GLOBALIZATION 65
selected contacts to establish an interview participant list to ensure participation from education,
business and industry, and government.
This researcher’s assigned site was ABC College (a pseudonym). ABC College is a
second-level school located approximately 5.6 miles from Dublin’s city center. Established as a
boys school in 1835, ABC strives to “develop the whole person in a Christian atmosphere; which
encourages involvement in a balance of religious, intellectual, cultural and sporting activities;
and which promotes the growth of self-worth and respect for others in the spirit of St. Vincent de
Paul” (ABC College, 2012, para. 2). According to ABC College (n.d.), the college has a high
success rate of students attending third-level education and was in the top 10 schools feeding into
Irish universities in 2012 and 2013. The College provides STEM-related courses in its core cur-
riculum but also provides co-curricular opportunities that emphasize real-world STEM PBL
experiences such as the Comenius Maths Project and the BTYSTE.
Instrumentation
This predominately qualitative research study required that the researchers serve as the
primary instruments for data collection. Being the primary instrument for data collection allowed
for inductive investigation to produce rich data regarding the impact of globalization and science
fairs and competitions, such as SciFest, on schools in Ireland (Creswell, 2014). The instrumenta-
tion used by the team includes five interview protocols, two observation protocols, and four
survey protocols.
The main instrument for data collection was the interview protocol, which supported the
researchers in gathering information from educators, students, business and industry leaders, and
policy and political leaders. All members of the research team worked collaboratively to draft the
research instrument protocols. In the fall and spring of the 2015-2016 school year, the
INFLUENCE OF GLOBALIZATION 66
researchers met to develop a draft of an interview protocol, including interview questions to be
finalized prior to April 2016. A draft of a survey protocol, including survey questions, was also
developed by the research team during the same time period. The data gathered via interviews
and surveys were triangulated through implementation of an observation protocol developed in
spring 2016.
The observation, interview, and survey protocols contain meaningful questions that
helped the research team to conduct the interviews, focus the observations, and validate the
aligned survey questions. These instruments assisted the team to understand the influence of
globalization and MNCs on educational policy in the area of STEM and the development of
21st-century skills. The protocols were reviewed by officials from SciFest prior to the team
traveling to Ireland to ensure that the items were written in a manner that would be clear to citi-
zens of Ireland. It was recommended that the term PBL be changed to inquiry-based learning
and that the term 21st-century skills be defined for study participants. The protocols addressed
how science fairs and competitions, such as SciFest, have influenced development of 21st-
century skills through use of inquiry-based experiences and STEM. In addition, the questions
were designed to determine how students’ participation in science fairs and competitions, such as
SciFest, had influenced their interest in continuing study of STEM in Senior Cycle and/or
college and/or pursuit of a STEM-related career field. All interview protocol questions were
aligned to the study’s research questions and theoretical frameworks.
The interviews, observations, and surveys ensured that the collected data were triangu-
lated “to shore up the internal validity of the study” (Merriam, 2009, p. 215). These methods
allowed the researcher to understand how globalization and science and technology fairs, such as
SciFest, have influenced curriculum and instruction through integration of inquiry-based
INFLUENCE OF GLOBALIZATION 67
instructional strategies in STEM. All participants were contacted via recruitment/consent cor-
respondence (Appendix A). All research instruments were submitted to the USC IRB for
approval in spring 2016; the IRB permitted the team to perform an exempt study on human par-
ticipants in a country other than the United States (UP-IRB#:16-00179).
Interview Protocols
The interview protocols (Appendices B through F) were developed using a
semistructured approach to elicit responses that cannot be readily observed, such as feelings,
thoughts, and intentions (Merriam, 2009; Patton, 2002). Full disclosure of the study and ques-
tions, as well as the use of a recording device, was explained to the participants in order to obtain
full consent (Creswell, 2014; Merriam, 2009; Patton, 2002). The questions were created to guide
the interview with the ultimate goal of obtaining rich thick data to address each of the research
questions (Merriam, 2009; Patton, 2002). The interview protocols were designed specifically to
address each sample group: political leaders, educational policymakers, business and industry
leaders, school leaders, teachers, and students.
The research team aligned the interview questions to policy and educational policymak-
ers, business and industry leaders, school leaders, teachers, and students with the three research
questions and the conceptual frameworks. The questions were aligned in the following format: In
Section I, Questions 1 through 7 aligned to Research Question 1, which addressed the influence
of globalization on educational policy, STEM, and development of 21st-century skills. In this
section, the first question aligned with Wagner’s (2008) framework for 21st-century skills and
Slough and Milam’s (2013) framework on STEM and inquiry-based instructional strategies. The
second question in Section I aligned with Friedman’s (2007) framework of globalization and
INFLUENCE OF GLOBALIZATION 68
Spring’s work on a global uniformity of schooling that provides entrance into the global econ-
omy. Questions 3 through 7 in Section I aligned with all four frameworks.
Section II of the interview protocols included seven questions that addressed Research
Question 2. All seven questions in this section focused on the influence of science competitions,
such as SciFest, on development of 21st-century skills and use of inquiry-based instructional
strategies in STEM. Both Wagner’s (2008) and Slough and Milam’s (2013) conceptual frame-
works were useful in analyzing the data produced from these interview questions. Question 6 in
Section II included Friedman’s (2007) framework; it was the only item in Section II that
included all four theoretical frameworks.
Section III of the interview protocol focused on the influence of science and technology
competitions, such as SciFest, on students pursuing STEM majors in college and/or a STEM-
related career. Three questions in this section aligned with Research Question 3. Each response
was analyzed using the theoretical frameworks of 21st-century skills for learning (Wagner, 2008)
and inquiry-based instructional strategies in STEM curriculum and instruction (Slough & Milam,
2013). Questions 2 and 3 specifically addressed the effects of science competitions on students’
future interests in STEM in college and a STEM-related career. They also included the concept
of globalization, and Friedman’s (2007) and Spring’s (2015) frameworks were used to analyze
these responses. The alignment of the interview questions to the research questions is shown in
Table 1.
Observation Protocols
The researcher utilized the participants’ natural setting where the phenomenon can take
place in its natural form (Creswell, 2014; Merriam, 2009). The researcher was considered to be
an “observer as participant,” where the researcher’s role and activities were known to
INFLUENCE OF GLOBALIZATION 69
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 * * * *

those being studied (Merriam, 2009, p. 124). In this way, the researcher accessed many partici-
pants and a wide range of information (Merriam, 2009).
Merriam (2009) indicated that field notes are comparable to interview transcripts that
account for the observations, and in both accounts, the more complete they are, the easier it will
be to analyze (Merriam, 2009). Therefore, field notes should be highly descriptive and organized
in a structured format to make the most of the time spent on the observations (Bogdan & Biklen,
2007; Merriam, 2009). The observation protocols, in template form, were designed for this study
INFLUENCE OF GLOBALIZATION 70
to be flexible and accessible for quick notes. Understanding the importance of observational
data, the research team developed an observation protocol that was used in classrooms in Ireland
(Appendix G) to examine instructional strategies in STEM classes and an observation protocol
that was used at the SciFest science and technology fair at Cork Institute of Technology (Appen-
dix H). Merriam (2009) noted that researchers cannot capture all data with observations and must
use a list that supports the various elements of observation: the physical setting, the participants,
activities and interactions, conversation, subtle factors, and the behavior of the researcher.
The observation protocols developed by the research team focused on the various com-
ponents that allowed them to capture as much data as possible. The cited frameworks were used
to align the protocols to the various areas to be observed. The first section of the observation
protocols led the researcher to gather basic information about the setting and location, recreate a
representation of the location, record an overview of lessons, and identify materials that were
used. The second section charted the conceptual frameworks of Wagner (2008) and Slough and
Milam (2013) to guide the researcher to focus on the seven skills for 21st-century learning and
inquiry-based learning within STEM, respectively. To capture thorough observations, the
researchers noted actions and conversations, recording comments based on the conceptual
frameworks. The third section presented eight reflective questions in the classroom observation
protocol and seven questions in the SciFest protocol that corresponded to the three research
questions. Each set of questions served as a guide for the researcher to ensure that observations
captured what the study was designed to understand.
Survey Protocols
Surveys are often self-administered questionnaires that provide a “quantitative or numeric
description of trends, attitudes, or opinions of a population by studying a sample of the
INFLUENCE OF GLOBALIZATION 71
population” (Creswell, 2014, p. 155). The quantitative surveys developed by the research team
were distributed to school leaders/teachers (Appendix I), political/business leaders (Appendix J),
educational policymakers (Appendix K), and students (Appendix L). The questions were
transposed to the Qualtrics™ Survey Tool, a computer-based questionnaire tool provided by
USC, to expedite distribution, data collection, and analysis. The survey items were aligned with
the study’s research questions and formatted using a 6-point Likert-type response scale (Fink,
2013): Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree, and Don’t Know. Each
survey item targeted each participant group to enable the researcher to acquire the best possible
responses to address the research questions: Seven items for Research Question 1, 10 items for
Research Question 2, and 4 items for Research Question 3. In developing the survey questions,
the following characteristics were taken into consideration to develop clear and valid items:
Jargon was avoided, standard grammar and syntax were used, and items were kept concrete and
close to the participants’ experience (Fink, 2013).
Survey items were slightly modified to be relevant to each participant group, with the
exception of two initial questions at the beginning of the students’ survey informing the
researcher whether the student had participated in a school and/or college science fair. The
survey items were aligned in the following manner. Items 1–7 aligned with Research Question 1,
pertaining to the influence of globalization and MNCs on educational policy in the area of STEM
and the development of 21st-century skills. These aligned to the four frameworks identified in
the following assignments: Friedman (2007; Items 3–7) and Spring (2015; Items 3–7) concerning
globalization, Wagner (2008; Items 1–7) for 21st-century skills, and Slough and Milam (2013;
Items 1–7) for STEM PBL. Survey items 8–17 aligned to Research Question 2, pertaining to
how science competitions, such as SciFest, have influenced development of 21st-century skills
INFLUENCE OF GLOBALIZATION 72
thorough use of inquiry-based instructional strategies and STEM. Each survey item aligned to
the four frameworks in the following manner: Friedman (2007; Items 12–13 and 16–17) and
Spring (2015; Items 12–13 and 16–17), Wagner (2008; Items 8–17) and Slough and Milam
(2013; Items 8–17). Survey items 18–21 aligned with Research Question 3 and related to how
students’ participation in science competitions, such as SciFest, had influenced their interest in
continuing their study of STEM in college and/or a STEM-related career field. Each of these
items aligned to each of the four frameworks. Alignment of the survey items to the research
questions and the four frameworks is summarized in Table 2.
Data Collection
The research team traveled to Ireland in April 2016 to complete face-to-face interviews,
conduct observations, and administer surveys at various sites. Participants were required to read
and complete a consent form that describes the purpose of the study and measures taken to
ensure confidentiality. Interviews took place in quiet office spaces and averaged from 35 to 45
minutes each. In the interview protocol, participants were informed that they can pause or
terminate the recording at any time. All recordings were transcribed for coding purposes. The
researcher took notes during the interviews to capture important points and comments made by
the participants.
The observation and survey protocols were utilized during SciFest in Cork and at
assigned school sites. Surveys were administered via email and in classrooms and at other loca-
tions. The surveys were administered either online or by traditional paper-pencil method and
collected immediately upon completion to increase the response rate. Observations were con-
ducted for a maximum of 45 to 60 minutes in order to minimize disruption of the regular course
of activities (Bogdan & Biklen, 2007; Merriam, 2009). A total of three classroom observations
INFLUENCE OF GLOBALIZATION 73
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 * * * *

and seven interviews of teachers, administrators, or leaders from the STEM industry or local
entities were conducted. In addition to the data collection processes, 50 survey instruments were
distributed, with a goal of an 80% response rate.
A systematic way to collect data is critical to responding to the overall purpose of the
study and addressing the research questions. Creswell (2014) suggested that qualitative research-
ers plan the approach to data collection before entering the field to facilitate data analysis later.
Merriam (2009) suggested that collecting, managing, and analyzing data should occur
INFLUENCE OF GLOBALIZATION 74
simultaneously to help with organization of information and further analysis. Part of organizing
the information requires assigning some form of shorthand or identifying notation (e.g.,
summary, thoughts, speculations, insights) so the researcher can readily access the information
without going through an ocean of unidentified data (Merriam, 2009). To help with data
collection, a data folder in Google Drive was developed for the research team. Individual
research team members ensured that all data and files were organized periodically for quality
assurance. This process ensured that the researchers had access to information related to the
focus and purpose of the study.
Data Analysis
Collected data were used to examine the influence of globalization and MNCs on educa-
tional policy and curriculum and instructional practices in schools. The study also examined how
science and technology competitions, such as SciFest, influence the use of inquiry-based instruc-
tional strategies by teachers in the classroom to prepare students for a 21st-century workforce in
the fields of STEM. Each research team member utilized individual data gathered from the
assigned school, as well as pooled data collected from political leaders, policymakers, and busi-
ness and industry leaders of MNCs who had an interest in the future of Ireland’s education and
workforce.
Soon after returning to the United States, the researcher utilized Creswell’s (2014) six-
step process to start coding the data: (a) organize and prepare the data for analysis by transcrib-
ing interviews, scanning material, and sorting and arranging data; (b) read or look at all the data
by reflecting on the overall meaning and looking for general ideas, tone, and impression of depth
and credibility; (c) start coding the data by chunking and using words to represent categories; (d)
use the coding process to generate a description of the setting or people as well as categories or
INFLUENCE OF GLOBALIZATION 75
themes for analysis; (e) advance how the description and themes are represented in the qual-
itative narrative; and (f) make an interpretation in qualitative research of the findings or results.
Merriam (2009) suggested triangulating information during the coding process by com-
paring multiple sources of data from interviews, observations, and surveys. In this case, data
were triangulated from the multiple methods, multiple sources of data, and multiple investigators
in every part of the coding process (Merriam, 2009). According to Creswell (2014), triangulation
and checking for validity should occur during “organizing and preparing data for analysis” and
“interpreting the meaning themes and descriptions” (p. 197).
Validity, Credibility, and Trustworthiness
Maxwell (2013) defined validity as the “correctness or credibility of a description conclu-
sion, explanation, interpretation or other sort of account” (p. 122). Merriam (2009) simply indi-
cated that validity “deals with the question of how research findings match reality” (p. 213) and
whether researchers are measuring what they believe they are measuring. Creswell (2014)
defined validity as “trustworthiness, authenticity, and credibility” (p. 201).
Creswell (2014) and Maxwell (2013) provided multiple validity strategies for collecting,
analyzing, and interpreting data, such as using triangulation, asking research team members for
their views, obtaining rich descriptions, rechecking responses with participants, clarifying
researcher bias, and presenting negative or discrepant information (Creswell, 2014; Maxwell,
2013). The research team used many of the strategies to confirm the accuracy of the data,
including refraining from utilizing language that might be construed as biased. Validity was
enhanced based on the team approach that allowed individual members to debrief and discuss
data collected during the course of the study.
INFLUENCE OF GLOBALIZATION 76
Reliability
Creswell (2014) indicated that reliability is a process of examining stability and con-
sistency across researchers and projects. Merriam (2009) defined reliability as “the extent to
which research findings can be replicated” (p. 220) but indicated that it is more about whether
the qualitative “results are consistent with the data collected” (p. 221). Creswell (2014) sug-
gested a series of procedures to ensure the reliability of a research study. Based on these sugges-
tions, the researcher followed the prescribed process: (a) transcripts were analyzed to ensure that
they had been transcribed accurately, (b) identified codes were analyzed to ensure uniformity and
consistent definitions, (c) communication with other coders on the research team occurred to
document and share analyses, and (d) codes developed by other researchers were cross-checked
to ensure accuracy.
Both validity and reliability are important and help to form the foundation of any qualita-
tive research study. Merriam (2009) stated that both validity and reliability are required to
conduct investigations in an ethical manner.
Ethical Considerations
Merriam (2009) emphasized that ethical issues are of particular concern, especially with
regard to protecting participants in qualitative studies. The researcher must protect the privacy
and rights of participants (Merriam, 2009). Specifically, Merriam (2009) identified four areas of
concern: requiring informed consent, ensuring confidentiality and security of information,
determining what is public and what is private, and determining how to develop debriefing pro-
cedures so that participants can make comments or ask questions.
In order to ensure ethical considerations, this study was governed by the IRB. As a
requirement for completing research at USC, all 16 members of the research team led by Dr.
INFLUENCE OF GLOBALIZATION 77
Michael Escalante completed the IRB process (UP-IRB#:16-00179). The approval process
included completion of the Collaboration IRB Training Initiative (CITI), an online program that
provides instructional models to ensure that the researcher understands ethical considerations
involved in conducting research. This training was necessary to warrant that the study would be
completed with fidelity. The IRB process ensured that the study’s participants were protected
and that all ethical considerations were taken into account prior to conducting the research. All
16 members of the group, as well as Dr. Escalante, completed the IRB CITI. Following the IRB
process, the research team was granted approval to complete an exempt study on human subjects
in Ireland. In addition to the IRB approval and training process, every participant was presented
an informed consent statement that stated the purpose of the study and participants’ rights. The
team protected the anonymity of participants and kept data in a safe location. This protection
included separating names from individual responses. Documents were kept under lock and key
and then destroyed following conclusion of the dissertation research. In addition to protection of
participants’ identities and responses, the researcher did not interfere with educational practices
during observations by interrupting the everyday sequence of activities. Ethical considerations
are recorded in 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
Chapter 3 outlined a methodology that was jointly developed by the dissertation cohort.
The Chapter contained and explained the research design, research team, population and sample,
and instruments utilized. Furthermore, the method for data analysis, validity, credibility and
trustworthiness, reliability, and ethical considerations were discussed.
INFLUENCE OF GLOBALIZATION 78
CHAPTER 4: FINDINGS AND RESULTS
This chapter presents the results of the case study conducted in Ireland to examine the
influence of globalization and educational policy on the curriculum and instructional practices in
schools in Ireland. The study also examined how science fairs and competitions influence the use
of inquiry-based instructional strategies, such as PBL, by teachers in the classroom to prepare
students for a 21st-century workforce in the fields of STEM.
The data consisted of information gathered via surveys, interviews, observations, and
document reviews. Information was collected from students, teachers, administrators, policy
makers, and business leaders. The sample population was chosen to attempt to gather data from
those deemed to know most about the scope of the research questions.
Three research questions guided the study:
1. How have globalization and MNCs influenced educational policy in the area of STEM
education and the development of 21st-century skills?
2. How have science and technology competitions, such as SciFest, influenced develop-
ment of 21st-century skills through the use of inquiry-based instructional strategies in STEM?
3. How has participation in science and technology competitions, such as SciFest, influ-
enced students’ interest and selection of STEM-related courses in Senior Cycle, as well as their
pursuit of college- and/or career-related STEM fields?
A conceptual framework supported the researcher in identifying similarities among
assumptions, beliefs, and theories that informed the research (Maxwell, 2013). The research team
approached the study using the following frameworks: (a) Wagner’s (2008) description of 21st-
century skills for learning; (b) Slough and Milam’s (2013) theoretical framework for the design
of STEM and inquiry-based instructional strategies, such as PBL, in the classroom; (c)
INFLUENCE OF GLOBALIZATION 79
Friedman’s (2007) explanation of the “flatteners” that have led to globalization; and (d) Spring’s
(2015) theoretical perspectives on globalization and its effect on education.
This study examined ABC College (pseudonym), a second-level school located approxi-
mately 5.6 miles from Dublin’s city center. Established as a boys school in 1835, ABC College
strives to “develop the whole person in a Christian atmosphere; which encourages involvement
in a balance of religious, intellectual, cultural and sporting activities; and which promotes the
growth of self-worth and respect for others in the spirit of St. Vincent de Paul” (ABC College,
2012, para. 2). According to ABC (ABC College, n.d.), the college has a high success rate of
students attending third-level education and was in the top 10 schools feeding into Irish universi-
ties in 2012 and 2013. The College provides STEM-related courses in its core curriculum but
also provides co-curricular opportunities that emphasize real-world STEM PBL experiences such
as the Comenius Maths Project and the BTYSTE.
This chapter begins with an overview of the study’s research design and participants.
Thereafter, a discussion of the findings related to each of the three research questions is pre-
sented with emerging themes and supporting data gathered via surveys, interviews, observations,
and document reviews.
Research Design
The research team for the study included 16 doctoral students from the USC Rossier
School of Education. The group was an executive cohort of superintendents and assistant super-
intendents under the direction of Dr. Michael Escalante. The cohort met at least monthly to
receive guidance and instruction to develop research questions, present research literature, and
determine conceptual frameworks that contribute to the study and provide support and under-
standing of how globalization and inquiry-based instructional strategies in STEM education and
INFLUENCE OF GLOBALIZATION 80
science and technology fairs, such as SciFest, have influenced education in Ireland. From this
thematic group approach, there were some similarities among the dissertations; however, the
majority of each study was individualized and distinct due to the different schools and perspec-
tives of each researcher.
In the fall and spring of the 2015-2016 school year, the research team initiated monthly
communication with Sheila Porter, founder and Chief Executive Officer of the SciFest Project,
and George Porter, Chief Financial Officer of SciFest. Sheila and George, as the team fondly
came to know them, purposefully selected contacts who could facilitate access to schools,
students, MNCs, government officials, and other participants in the study. The team worked with
selected contacts to establish an interview participant list to ensure participation from education,
business and industry, and government.
Population and Sample
The sample population included Irish educators, students, political leaders, policymakers,
and business and industry leaders. Purposeful and convenience sampling methods was used to
select participants for the qualitative case study. The sampling method was purposeful in that
participants were chosen based on specific criteria (McEwan & McEwan, 2003; Merriam, 2009).
In this case, schools were selected for their participation in science competitions such as SciFest
and have incorporated project- or inquiry-based learning strategies in classrooms. Participants
were chosen for their interest in Ireland’s education workforce. The sampling method was also
based on convenience, since schools and human participants were volunteers who expressed an
interest in providing input for the study (McEwan & McEwan, 2003; Merriam, 2009).
Student, teacher, administrator, business and industry leader, political leader, and educa-
tional policymaker data were shared among research team members. The shared data included
INFLUENCE OF GLOBALIZATION 81
information from interviews and surveys. Observational notes were not shared but became dis-
cussion pieces with the members of the team.
Table 3 illustrates an estimate of the number of participants who engaged in interviews
and surveys. Individuals may have participated in both the survey and interview or just one of
the data collection methods. The design of the study did not account for distinguishing partici-
pants who may have participated in one or both collection methods. Table 3 does not account for
participants who were generally observed in classrooms or other settings. For instance, the
researcher observed three classrooms with an estimated total number of 80 students. These
numbers were not captured but were used when making general observational statements that
supported emerging themes.
Students
A total of 44 ABC students responded to the survey and 12 students volunteered to be
interviewed. Survey responses ranged from 34 to 44 participants for individual items. About 80
students were observed in three classrooms at ABC. Survey data from students from all of the
school sites in the study were also utilized to determine similarities and differences in responses.
The researcher interviewed students at the SciFest science and technology fair at Cork Institute
of Technology in April 2016. The data were shared with the entire team to support their
emerging themes.
In keeping with the approved parameters of the IRB (UP-IRB#:16-00179), the names of
the participants at school sites are not revealed. Instead, general titles are utilized in this section
of the dissertation.
INFLUENCE OF GLOBALIZATION 82
Table 3

Estimated Number of Participants, Organization/Position, and Data Type

Participant(s) Organization/position(s) Data type(s)

Students
12 students ABC Students Interview
44 students ABC Students Survey
1,125 students Various schools in Ireland Survey/interview

Teachers and administrators
4 teachers/administrators ABC teachers/administrators Interviews
4 teachers/administrators ABC teachers/administrators Survey
162 teachers/administrators Various schools in Ireland Survey/interview

Business and industry leaders
26 business leaders Various organizations and MNCs Survey/interview

Political leaders/educational
policymakers
14 political policymakers Various organizations Survey/interview

Teachers and Administrators
Four ABC teachers and educational leaders were chosen to be part of this case study.
Since the core of this case study revolved around assigned school sites, the majority of the inter-
views were with teachers and administrators from this institution. However, researchers collabo-
rated to gather information from other schools. As with the student sample, survey and interview
data from teachers and educational leaders from all of the school sites were utilized to determine
similarities and differences in responses. The selected faculty members were mostly science
teachers, whereas the administrators were principals, assistant principals, or headmasters. The
data were shared with the entire team to support their emerging themes.
INFLUENCE OF GLOBALIZATION 83
As with the student participants, the names of teachers and administrators were not
revealed. Instead, general position titles were utilized in this section of the dissertation.
Business and Industry Leaders
A total of 26 participants from 16 MNCs or businesses participated in the study (Table 4).
The majority of the MNCs that participated in the study did so as a result of relationships devel-
oped by Sheila and George Porter, the founders and executive officers of SciFest. However,
some contacts were a result of discussions with primary contacts who provided additional leads
for interviews and surveys. In order to gather the data efficiently, the research team worked in
teams of two to four people and met with business and industry leaders to interview and survey
them. The data were shared with the entire team to support their emerging themes.
Political Leaders and Educational Policymakers
Political leaders and policymakers were selected for their potential influence on the eco-
nomic or educational landscape of Ireland and are listed in Table 5. Fourteen participants from
11 organizations and offices were purposefully and conveniently selected based on recommen-
dations from the co-founders of SciFest, Sheila and George Porter. As with the business and
industry leaders, the research team worked in teams of two to four people and met with political
leaders and educational policymakers to interview and survey them. However, the interviews
with Lord Mayors of Cork and Dublin were conducted in the presence of the entire research team
and lead researcher, Dr. Michael Escalante. The data were shared with the entire team to support
their emerging themes.
Data and Analysis
After collecting the survey, interview, and observation data, the researcher utilized
Creswell’s (2014) six-step process to start coding the data: (a) organize and prepare the data for
INFLUENCE OF GLOBALIZATION 84

Table 4

Participating Businesses and Industry Leaders

Business Participant Position

Abbot Labs Sianead Hickey Corporate Social Responsibility Manager
Accenture Paula Neary Client Director, Accenture Health & Public Service
Practice
American Chamber
of Commerce, Ireland
Stephen Hopkins
Jonathan Small
Communications & Programmes Coordinator
Policy Officer
Apple Liam Donohoe
John Fitzgerald
Bernard Corin
Head of Apple Sales
Senior Advisor
Human Resources Director
Boston Scientific Michael Walsh
Lorraine McT
Trish Kelly
Michael Dunning
Research and Design Engineer
Talent Acquisition Specialist
Design Manager
Research and Design Engineer
Dell Louis Wilkinson
Dave Griffin
Roisin Chathasaigh
Human Resources Lead
Business Development Director Senior Program
Manager, S&P Operations
Digital Hub–
Future Creators
Michael Hallissy Co-Founder / Owner
Intel Leonard Hobbs Public Affairs Director
Janssen Kyran Johnson General Manager
Medtronic Cathal McLaughlin Director of Operations and Engineering
Microsoft Kevin Marshall Education Lead
Pfizer Tony Daly Head of Human Resources
Science Foundation
Ireland
Margie McCarthy

Deidre Cogan
Head of Engineering and Public Engagement, Strategy
& Communications Directorate
Research Fellow SFI Discover
Strategy & Communications Directorate
SciFest George Porter
Sheila Porter
Chief Financial Officer
Chief Executive Officer, Co-Founder
Smart Futures Diedre Kennedy
Stephanie O’Neill
Information Technology and Services
Project Manager STEM Education & ESERO Ireland
Manager

INFLUENCE OF GLOBALIZATION 85
Table 5

Participating Political Leaders and Educational Policymakers

Business Participant Position

City of Cork Chris O’Leary Lord Mayor or Cork
City of Dublin Criona Ni Dhalaigh Lord Mayor of Dublin
Cork Institute of Technology Nail Smith
Barry O’Connor

Hugh McGlynn
Head of Research
Registrar & Vice President for Academic
Affairs
Head of Schools of Science and Infor-
matics
Department of Education Damien English Minister of Education
Department of Education and
Skills
Noreen McMorrow Breda
Naughton
Principal Officer
Post Primary School Inspector of Science
and Biology
Drumcondra Education Centre Padraig Kirk
John Hennessy
Professional Development Manager
Professional Development Manager
Dublin City University Brian McCraith President
H2 Learning John Hurley Co-Founder / Owner
IDA Ireland—Skills, Energy
and Water Strategic Policy
Department
Raymond Bowe Manager
National Council for Curricu-
lum and Assessment
Rachel Linney Educational Officer

analysis by transcribing interviews, scanning material, and sorting and arranging data; (b) read or
look at all the data by reflecting on the overall meaning and looking for general ideas, tone, and
impression of depth and credibility; (c) start coding the data by chunking and using words to
represent categories; (d) use the coding process to generate a description of the setting or people
as well as categories or themes for analysis; (e) advance how the description and themes are
represented in the qualitative narrative; and (f) make an interpretation in qualitative research of
the findings or results.
INFLUENCE OF GLOBALIZATION 86
The interview data came from recorded and transcribed interviews utilizing Rev, a web-
based application and transcription service for audio and video recordings. The survey data were
analyzed by Qualtrics, a web-based software solution that gathers and analyzes survey data.
Merriam (2009) suggested triangulating information during the coding process by com-
paring multiple sources of data from interviews, observations, and surveys. In this case, data
were triangulated from the multiple collection methods, multiple sources of data, and multiple
investigators in every part of the coding process. According to Creswell (2014), triangulation and
checking for validity should occur during “organizing and preparing data for analysis” and
“interpreting the meaning of themes and descriptions” (p. 197). The remainder of the chapter
reports the findings and emerging themes for each research question.
Findings and Results for Research Question 1
Research Question 1 asked, How have globalization and MNCs influenced educational
policy in the area of STEM education and the development of 21st-century skills? The purpose of
Research Question 1 was to determine the influence of globalization and MNCs on the economy
and the educational policies that promote and support STEM and 21st-century skills develop-
ment. By its very nature, globalization changes economics through production, consumption, and
investments, which in turn affects larger segments of the world’s population (Spring, 2008).
Globalization in general has been seen as a positive influence on economies, especially in coun-
tries that are in need of economic stimulus (Bhagwati, 2007). The influence of globalization on
the economy, in turn, influences the education system. Hamdi (2013) posited that education has
increased due to the skills required for a globalized economy and that education’s basic objective
is to improve countries through economic growth. The education system must now develop
INFLUENCE OF GLOBALIZATION 87
knowledge-based workers who can flourish in technical jobs and careers (Drucker, 2001;
Stewart, 2012).
Data collection for Research Question 1 included surveys, interviews, and classroom
observations with various stakeholders, including students, staff, business leaders, policymakers,
and politicians. The raw data generated a couple of themes regarding Ireland’s businesses and
educational system as they related to STEM and 21st-century skills development. Two main
themes were prevalent among all stakeholders.
Theme 1
Theme 1 was that STEM education and 21st-century skills are important and important
to the economic future of Ireland. Students agreed that STEM and 21st-century skills are
important. Table 6 shows that 84% of the students strongly agreed or agreed that STEM educa-
tion is important and 100% strongly agreed or agreed that 21st-century skills development is
important. During an interview with 1st-year students, one student indicated that STEM and
21st-century skills
can help us when we go to college, and after college, and it can help us get better jobs.
. . . It can provide more jobs for people and encourages people to take up different
courses in college and secondary school so they can work for Facebook, Yahoo, or
Google. (1st-year student, personal communication, April 21, 2016)
The sentiment supported the notion that not only are STEM and 21st-century skills
important, but both are important to the economic future of Ireland. Surveys indicated that 83%
strongly agreed or agreed that STEM education and 21st-century skills development are
important to the economic future of Ireland. A student commented, “If you want that job, you
will need to learn about programming, engineering, and maths” (1st-year student, personal
INFLUENCE OF GLOBALIZATION 88
Table 6

Participant Responses Indicating the Importance of Science, Technology, Engineering, and
Mathematics (STEM) Education and 21st-Century Skills Development: ABC Students and All
Students

ABC students All students
Survey item and response category n % n %

STEM education is important.
Strongly Agree 11 37 464 45
Agree 14 47 413 40
Neutral 2 7 100 10
Disagree 1 3 10 1
Strongly Disagree 0 0 5 0
Don’t Know 2 7 40 4

Development of 21st-century skills is important.
Strongly Agree 15 48 565 55
Agree 16 52 389 38
Neutral 0 0 50 5
Disagree 0 0 4 0
Strongly Disagree 0 0 4 0
Don’t Know 0 0 20 2

STEM education and 21st-century skill development
are important to the economic future of Ireland.
Strongly Agree 7 23 447 44
Agree 18 60 413 40
Neutral 2 7 9 10
Disagree 0 0 10 1
Strongly Disagree 1 3 10 1
Don’t Know 2 7 47 5

communication, April 21, 2016). Another student supported the notion and said, “Maths and
science are used everywhere. Measurements is important for engineering and architect. Biology,
if you want to be a doctor. If you are going to be a scientist you need chemistry and physics as
well” (1st-year student, personal communication, April 21, 2016). Key skills were also men-
tioned by a student who indicated that collaboration is important so “people can help each other a
INFLUENCE OF GLOBALIZATION 89
bit more to develop more jobs” (4th-year student, personal communication, April 21, 2016). The
students related the importance of STEM and 21st-century skills to jobs and careers, which are
important to the economy (Capraro et al., 2013).
The sentiments regarding the importance of STEM and 21st-century skills and their
importance for the economic future of Ireland were echoed by the general population of all
schools visited by the research team (Table 6). Students understood that STEM and 21st-century
skills were critical to careers and eventual prosperity of Ireland’s economy.
Teachers and administrators also agreed regarding the importance of STEM and 21st-
century skills. Table 7 shows that 100% of ABC teachers and administrators strongly agreed or
agreed that STEM and 21st-century skills are important. A teacher who was interviewed
indicated the following:
We’ve realized that key skills are worthwhile, like life skills even. It’s enormous how
much they’re required in everyday life. You go from secondary school to college and all
of a sudden these key skills are required. . . . I think they’re part of the work force.
Sometimes the kids can be spoon fed a little bit in school, and then they get out in the real
world, and realize not everything is going to be done for me, and they don’t have these
skills to fall back on. Certainly, widely important. (ABC Teacher 1, personal com-
munication, April 21, 2016)
The ABC Principal added that STEM and 21st-century skills help students to think
critically on their own and to solve problems.
I think they’re enormously important. I like the idea that in schools, I think that in
schools, our job is to make students learn to think . . . the joy in learning mathematics is
to use the cheese inside the pumpkin or the brain inside your head. Just to use it and work
INFLUENCE OF GLOBALIZATION 90
Table 7

Participant Responses Indicating the Importance of Science, Technology, Engineering, and
Mathematics (STEM) Education and 21st-Century Skills Development: ABC Teachers and
Administrators and All Teachers/Administrators

ABC All
Survey item and response category n % n %

STEM education is important.
Strongly Agree 4 100 118 80
Agree 0 0 28 19
Neutral 0 0 2 1
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
Don’t Know 0 0 0 0

Development of 21st-century skills is important.
Strongly Agree 4 100 115 78
Agree 0 0 31 21
Neutral 0 0 2 1
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
Don’t Know 0 0 0 0

STEM education and 21st-century skill development
are important to the economic future of Ireland.
Strongly Agree 4 100 96 65
Agree 0 0 47 32
Neutral 0 0 3 2
Disagree 0 0 1 1
Strongly Disagree 0 0 1 1
Don’t Know 0 0 0 0

things out for yourself. I feel that’s our job, and STEM. (ABC Principal, personal com-
munication, April 21, 2016)
Given the general importance of STEM and 21st-century skills, ABC teachers and
administrators agreed that both are important to the economic future of Ireland. Surveys indi-
cated that 100% of ABC teachers and administrators strongly agreed or agreed that STEM and
INFLUENCE OF GLOBALIZATION 91
21st-century skills are important to the economic future of Ireland. In an interview, ABC staff
expressed understanding that STEM and 21st-century skills were related to jobs and the eventual
impact on the economic future of Ireland.
Definitely, as well as the more highly skilled work force we have, the better wages they
have, you know. The better benefits I think in the likes of multinational companies defi-
nitely in some jobs. I think the more highly skilled work force we have then it’s kind of
like a rotation, isn’t it? They encouraged us to get more highly skilled. The more highly
skilled, then the more jobs we’ll get. (ABC Teacher 2, personal communication, April 21,
2016)
The ABC Principal supported that STEM and 21st-century skills are important to the
economic future of Ireland but also emphasized that STEM and 21st-century skills were
important to the indigenous people of Ireland:
If you’re looking for the big jobs in Google or Intel—only a third of their jobs are going
to Irish people. They’re getting people from Poland and Hungary who can speak three
languages and have excellent mathematics and are able to sort things out for themselves.
We’re realizing we have to up our game here. I think it’s only a third of their jobs go to
indigenous Irish. We’re members of the EU, so there’s free movement. We are Europeans
here, and we will remain so no matter what Britain does, so there’s free movement across
Europe. If you go into there, you’ll find a lot of their jobs are going to people from not
just Europe; from your own country, too. We have to do something about that. (ABC
Principal, personal communication, April 21, 2016)
Results from ABC teachers and administrators reflected the results from all teachers and
administrators in the study and supported the findings from the students. Based on the results,
INFLUENCE OF GLOBALIZATION 92
there is general agreement in Dublin schools that STEM and 21st-century skills are important
and affect the Ireland economy.
In addition to participants from ABC, business leaders, educational policymakers, and
political leaders were surveyed and interviewed. The results echoed and reaffirmed the findings
from the ABC educational community. Table 8 shows that 100% of business leaders and educa-
tional policymakers and political leaders strongly agreed or agreed that STEM and 21st-century
skills are important and 100% strongly agreed or agreed that the development of these factors is
important to the economic future of Ireland.
A representative of an influential business enterprise in downtown Dublin that helps bur-
geoning technology enterprises and contributes to digital policies in Ireland indicated that STEM
and 21st-century skills “are very important. I think STEM is key to living and working in the
21st century” (Digital Hub representative, personal communication, April 21, 2016). This senti-
ment was repeated many times by business leaders and educational policymakers. A representa-
tive of an agency that works closely with the Education Department and has become a
government-industry initiative that provides information about STEM to the educational com-
munity indicated the importance of STEM and 21st-century skills in the economy by working
through government policies:
We think they’re integral into everything. We, in Ireland, are trying to build a knowledge
economy so it would very much part of government policy to have people coming out
with STEM education and 21st-century skills in order to meet the requirements of that
policy. We really need to be moving from content to those key skills or 21st-century
skills. (Smart Futures representative, personal communication, April 19, 2016)
INFLUENCE OF GLOBALIZATION 93
Table 8

Participant Responses Indicating the Importance of Science, Technology, Engineering, and
Mathematics (STEM) Education and 21st-Century Skills Development: Business Leaders and
Policymakers/Political Leaders

Business leaders Policymakers
Survey item and response category n % n %

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

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

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

Business individuals in general were very supportive of the notion that STEM and 21st-
century skills are very important to the economy. Sheila Porter, one of the founders of SciFest,
summed the importance of STEM and 21st-century skills in relation to a trained workforce and
averting a recession in Ireland’s economy:
INFLUENCE OF GLOBALIZATION 94
Very, very, very important because 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
a fully trained workforce if we’re to come out of the recession. That’s what the jobs are.
That’s where the future is. The world has changed and the students have changed. The
students nowadays, they’re using mobile phones and so from the time they’re very
young, and computers and so on. We have to change then and these companies they’re
looking for a skilled workforce. We have to change our methods so we can provide the
skilled workforce. (S. Porter, personal communication, April 18, 2016)
Based on the results from all stakeholders, there was strong agreement that STEM and
21st-century skills are important and have a significant impact on the economic future of Ireland.
This finding in this study supports the notion that 21st-century skills are important for competing
in a global economy (P21, 2007).
Although this agreement was evident, there seemed to be room for creating and develop-
ing a better link between MNCs and educational policies for STEM and 21st-century skills based
on survey and interview results (Akin & Vlad, 2011). The next theme illustrates this notion.
Theme 2
Theme 2 was that opportunities exist to bridge MNCS and educational policies and
practices for STEM and 21st-century skills development. Although students agreed that STEM
and 21st-century skills are important and affect the economy, there was less agreement regarding
how globalization and MNCs influence STEM and 21st-century skills. Table 9 shows that only
47% of the students strongly agreed or agreed that MNCs had influenced STEM and 21st-
INFLUENCE OF GLOBALIZATION 95
Table 9

Participant Responses Indicating the Influence of Globalization and Multinational Corporations
(MNCs) on Science, Technology, Engineering, and Mathematics (STEM) Education and 21st-
Century Skills Development: ABC Students and All Students

ABC students All students
Survey item and response category n % n %

Globalization has influenced the demand for STEM
education and the development of 21st-century skills.
Strongly Agree 4 14 264 26
Agree 15 52 473 46
Neutral 6 21 160 16
Disagree 0 0 15 1
Strongly Disagree 1 3 3 0
I Don’t Know 3 10 109 11

MNCs have influenced the demand for STEM education
and the development of 21st-century skills.
Strongly Agree 5 17 223 22
Agree 9 30 430 42
Neutral 7 23 197 19
Disagree 1 3 23 2
Strongly Disagree 0 0 12 1
I Don’t Know 8 27 133 13

Changes to current educational policy in Ireland should
occur to ensure that students develop 21st-century skills
and receive STEM education.
Strongly Agree 9 30 281 28
Agree 8 27 413 41
Neutral 7 23 193 19
Disagree 3 10 38 4
Strongly Disagree 0 0 9 1
I Don’t Know 3 10 85 8

century skills, while 66% strongly agreed or agreed that globalization had influenced the
demand for STEM education and 21st-century skills. While 47% strongly agreed or agreed that
MNCs influenced STEM and 21st-century skills, the percentage was relatively low compared to
other indices for these group of items in the survey for Research Question 1. Furthermore,
INFLUENCE OF GLOBALIZATION 96
despite students’ relative uncertainty about the influence of MNCs on STEM education and 21st-
century skills, 70% strongly agreed or agreed that MNCs should play a role in supporting and
promoting STEM education and 21st-century skills, possibly suggesting that MNCs should play
a greater role or that there is uncertainty regarding how MNCs are influencing STEM and 21st-
century skills at ABC (Akin & Vlad, 2011).
The uncertainty of whether MNCs had been involved at ABC was noted by a 1st-year
student who shared that MNCs can take on a greater role by “setting up a science fair competi-
tion like the Facebook science competition . . . that would help encourage us to program and
work in technology” (1st-year student, personal communication, April 21, 2016). Another
student shared, “I’m not certain whether they’ve been involved in our school” (1st-year student,
personal communication, April 21, 2016). A 6th-year student added that “typically, students, if
they are involved with businesses, it’s often because of their parents who are in the field” (per-
sonal communication, April 21, 2016).
The survey results shown on Table 9 and interviews with students suggested a possible
lack of a systematic and effective way to involve MNCs. However, this was different from the
results for all students, where there was a difference of 17% regarding whether MNCs have
influenced the demand for STEM education and 21st-century skills. The results at ABC may
warrant further study to determine why those students gave a different response.
In contrast to student responses, teachers and administrators agreed that both globaliza-
tion and MNCs influenced STEM and 21st-century education. Table 10 shows that 100% of the
teachers and administrators agreed that both globalization and MNCs have influence on STEM
and 21st-century education and 100% strongly agreed or agreed that MNCs should support
schools in the promotion and development of STEM and 21st-century skills. Despite the
INFLUENCE OF GLOBALIZATION 97
Table 10

Participant Responses Indicating the Influence of Globalization and Multinational Corporations
(MNCs) on Science, Technology, Engineering, and Mathematics (STEM) Education and 21st-
Century Skills Development: ABC Teachers/Administrators and All Teachers/Administrators

ABC teachers/ All teachers/
administrators administrators
Survey item and response category n % n %

Globalization has influenced the demand for STEM
education and the development of 21st-century skills.
Strongly Agree 2 50 76 52
Agree 2 50 64 44
Neutral 0 0 6 4
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 1 1

MNCs have influenced the demand for STEM education
and the development of 21st-century skills.
Strongly Agree 2 50 223 22
Agree 2 50 430 42
Neutral 0 0 197 19
Disagree 0 0 23 2
Strongly Disagree 0 0 12 1
I Don’t Know 0 0 133 13

Changes to current educational policy in Ireland
should occur to ensure that students develop 21st-century
skills and receive STEM education.
Strongly Agree 2 50 66 45
Agree 2 50 69 47
Neutral 0 0 10 7
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 1 1

high agreement rate for teachers and administrators, the difference in student responses suggests
a disconnect or lack of understanding regarding MNCs and their role in policies on STEM and
21st-century skills development and related practices in the classroom.
INFLUENCE OF GLOBALIZATION 98
An ABC teacher expressed the disconnect due to a lack of emphasis and focus:
I don’t think we’re focusing enough on them [STEM and 21st-century skills]. I think it
depends on the teachers, but we can easily go back to spoon feeding the kids. I think we
don’t focus on them enough. For sure, yeah. (ABC Teacher 1, personal communication,
April 21, 2106).
Another teacher expressed that the disconnect could be related to the Junior Cycle and indicated
that changes needed to occur.
There isn’t a huge amount that have changed. We’re looking into changing like the
structure of different, like the Junior Cycle. We’re looking into changing the structure of
that and bringing in more project work and not having the curriculum . . . bringing in
continuous assessment a lot more, which we don’t really do too much of. For that reason,
again, it’s kind of going back to the key skills, it’s getting the kids more aware, getting
them thinking on their own, get them working themselves. Not just go into the book, and
learn it all. Definitely, I think we realize it needs to change. I think it’s required in the
work force and we need people who are intuitive and can work on their own initiative. At
the moment in school, I don’t think kids are asked to work on their own initiative too
much. Bringing in more project work, continuous assessment is definitely vital towards
that I think, so yeah, definitely some changes. (ABC Teacher 2, personal communication,
April 21, 2016)
An ABC administrator shared that change is needed and that there are efforts to make
positive changes but there are barriers associated with the political landscape and unions.
The national government is trying to bring about changes. There’s certain resistance from
the trade unions. They’re still at loggerheads, the two sides, and they haven’t fully kicked
INFLUENCE OF GLOBALIZATION 99
in…things in the education business, at least in this country, happen slowly. There has
been a lot of resistance to the previous minister. He developed this new what we call the
Junior Cert, which is the cycle from 12-year-olds to 15-year-olds; we call it the Junior
Cert. He wanted the key skills to be upped and measured and dealt with. He wanted liter-
acy and numeracy to be key things because we felt, and I agree with him, he felt that
some students are leaving school without basic literacy and basic numeracy. We’re only
beginning to be more conscious of what we would call the key skills. (ABC Administra-
tor, personal communication, April 21, 2016)
In talking about what MNCs can do to improve the support and promotion of STEM and
21st-century skills development, an ABC teacher expressed that MNCs should become more
involved and support more competitions, such as SciFest.
I think definitely it would be great seeing those companies have a bit of input into educa-
tion in Ireland. Whether they do at the moment, not a huge amount. I think the kind of
hire people, and then newly train them up in what they’re meant to be doing. It would be
great to see, yeah, definitely kind of see them have more of an influence. Because hope-
fully they’re here to stay anyway. Yeah, so it would be nice if they supported competi-
tions. I know there is some competitions from some of the multinational companies, but it
would be nice if there was maybe different competitions, or I used to like the SciFest, if
they research these things in schools kind of. Maybe even like little transitional, or an
opportunity to visit the multinational companies, and see what’s required, or something
maybe. Something like that would be really beneficial. Get children thinking in school,
okay, that’s what I can do when I grow up, and this is what I need to work at to do that.
Yeah, it’d be nice if it’s promote even research topics, and things that kids could look
INFLUENCE OF GLOBALIZATION 100
into. If there was contest, like SciFest, down there. (ABC Teacher 1, personal communi-
cation, April 21, 2016)
These sentiments may have led to 100% of teachers and administrators who strongly
agreed or agreed that educational policy should change to ensure that STEM education and 21st-
century skills are received and developed. One of the ABC teachers expressed the following
regarding whether educational policy should change.
I think it is changing slightly as I was just saying there, you know, I think it is starting to
change a little bit. Like that they’re trying to change about the junior third, a little bit.
You know, to take away from the role of learning that we’re so focused on, you know,
learning. I teach chemistry . . . for 2 years at school, and the exam at the end . . . for 2
years is all about how much you can actually learn. I think you learn better if you under-
stand it. . . . They are trying to change it about. It’s going to take a long, long time I think.
(ABC Teacher 1, personal communication, April 21, 2016)
The majority of business leaders and policymakers/political leaders agreed that globali-
zation and MNCs influenced STEM and 21st-century skills. Table 11 shows that 88% of busi-
ness leaders and educational policymakers/political leaders strongly agreed or agreed that
globalization and MNCs influenced the demand for STEM and 21st-century skills, 88% strongly
agreed or agreed that MNCs should support and promote STEM and 21st-century skills in
schools, and 75% strongly agreed or agreed that educational policy should change to develop
21st-century skills and STEM education. Although business leaders, educational policymakers,
and political leaders agreed that globalization and MNCs influenced the demand for STEM and
21st-century skills, they also agreed that there needs to be a change in educational policies.
INFLUENCE OF GLOBALIZATION 101
Table 11

Participant Responses Indicating the Influence of Globalization and Multinational Corporations
(MNCs) on Science, Technology, Engineering, and Mathematics (STEM) Education and 21st-
Century Skills Development: Business Leaders and Educational Policymakers/Political Leaders

Business leaders Policymakers
Survey item and response category n % n %

Globalization has influenced the demand for STEM
education and the development of 21st-century skills.
Strongly Agree 2 50 76 52
Agree 2 50 64 44
Neutral 0 0 6 4
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 1 1

MNCs have influenced the demand for STEM education
and the development of 21st-century skills.
Strongly Agree 2 50 223 22
Agree 2 50 430 42
Neutral 0 0 197 19
Disagree 0 0 23 2
Strongly Disagree 0 0 12 1
I Don’t Know 0 0 133 13

Changes to current educational policy in Ireland should
occur to ensure that students develop 21st-century skills
and receive STEM education.
Strongly Agree 2 50 66 45
Agree 2 50 69 47
Neutral 0 0 10 7
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 1 1

A representative of an influential technology company in Dublin indicated that educa-
tional policies should change in the area of professional development.
Most of our teachers who were training before 1999 got no STEM education in their own
teaching preparation. And many teachers that came into the profession, didn’t have any
INFLUENCE OF GLOBALIZATION 102
science in their second-level education, or very little science in their own second-level
education. Because it wasn’t, or still isn’t, compulsory element of your second level edu-
cation to become a teacher. So, that has led to a lack of confidence because they don’t
know the subject. They’re not confident enough to teach the subject. . . . The biggest
challenge we had there is that the policy, up to now, had been siloed. So, technology or
ed-tech was siloed as ed-tech. This policy, for the first time, is looking at technology and
what role it can play in teaching, learning, and assessment right across the system. And
any new curricula that are developed will have technology embedded within it. Also,
there is reference in that policy to things like key skills, 21st-century skills. . . . Responsi-
bility for teacher education shouldn’t be on them. We’ve got relationship with many of
the companies. And they get frustrated, because when they go to our Department of Edu-
cation, it’s almost like, okay, what are you giving us? How much money can you give,
rather than it being about how we can help you. (Digital Hub representative, personal
communication, April 21, 2016)
A representative of another influential organization working closely with the Department
of Education indicated a need for change, especially during the Junior Cycle, but noted that poli-
cies have met resistance from unions.
The changes that the government and the Minister of Education tried to bring in have met
with significant industrial relations from the teacher unions and that has not been passed
yet. Nevertheless, the specifications at Junior Cycle have been introduced and English
was the first one last year, English. For this September science, there’s a revised specifi-
cation for science. The changes that they try to bring in were around a whole area of
assessment. That Junior Cycle at the end of third year in secondary school, they were
INFLUENCE OF GLOBALIZATION 103
trying to traditionally and up to now, 3rd-year students do a 3-hour assessment which is
set by the state exams commission. The minister was trying to bring in an element of
continuous assessment and to reduce the high stakes level of that exam at Junior Cycle
and obviously to bring in all the methodologies of required base learning and continuous
assessment and assessment for learning. The school is more involved in awarding the
certificate. It hasn’t been approved by the unions yet, there’s still one teacher union that
is opposed to that. There has been CPD on offer for the last year but the teachers from
that union have not been allowed to attend. Only the CPD for that revised specification
which is due in September. We have had government trying to introduce changes but
they’re not over the line yet. (SmartFutures representative, personal communication,
April 19, 2016)
A representative of another government agency responsible for building business ven-
tures in Ireland indicated that changes should occur cautiously and identified areas where change
is needed, including professional development, bureaucracy, and the age of students at which
strategies should begin.
It does need to change. It needs to change. It needs to change carefully. If it doesn’t, you
have a danger of jumping at the next fad or jumping too much. It needs to evolve. It
needs to empower people in the system to make decisions. There’s obviously a cost. If
you want better STEM teaching, you have to . . . you can’t just make that happen over-
night. You have to get the teachers upgraded or bring in new teachers. Change the curric-
ulum as well, for the kids but also with the teachers. All education systems are big,
they’re bureaucratic because of their size, of what they’re doing but they need to evolve.
They need to evolve at the moment, probably quicker than in the past. That’s a challenge
INFLUENCE OF GLOBALIZATION 104
for any education system in any country. (IDA representative, personal communication,
April 19, 2016)
Sheila Porter, founder of SciFest, succinctly expressed a need for change to bridge the
needs of MNCs by developing a workforce that has the ability to be innovative and to solve
problems.
I think in order to provide this workforce, we’ve have to change the direction we’re going
in that we want to, make students more capable of problem solving and also to add more
able to use computers and IT, that sort of skill, rather than just talk and chalk as we used
to be at least a little bit here in Ireland, where it be a lot of talk and chalk and national
exams and learning, whereas now we really need the students to be able to even have
ideas and be innovators. That’s what big multinational companies like Intel, that’s what
they need. They need designers and people that can think for themselves. (S. Porter, per-
sonal communication, April 18, 2016)
Summary Discussion for Research Question 1
The results for Research Question 1 revealed two main themes. The first theme that
emerged was that STEM education and 21st-century skills are important and important to the
economic future of Ireland. Survey and interview results from stakeholders clearly supported the
notion that the economic future of Ireland rests with the success of STEM education and 21st-
century skills development. Many of the stakeholders agreed on the importance of the sciences
and key skills in ensuring the development of knowledge-based workers in today’s jobs. The
data coincide with research that indicates that MNCs are requiring knowledge-based workers
who possess these skills and tertiary-level degrees in science, engineering, and finance (NCC,
2015).
INFLUENCE OF GLOBALIZATION 105
The second theme indicates that opportunities exist to bridge MNCs and educational
policies and practices for STEM and 21st-century skills development. In order to bridge the gaps
between MNCs, educational policies, and practices in schools, the education system must change
fundamentally to meet the realities of the new and rapidly changing economic environment
(Stewart, 2012). These changes have resulted in a need for higher education levels with more
sophisticated problem-solving and communication skills.
The data showed that the efforts to bring STEM and 21st-century skills may be hindered
by the lack of a systematic process for MNCs to interact with schools (Akin & Vlad, 2011).
Another identified gap related to implementation of the new policies regarding the Junior Certi-
fication process, which was bogged down by politics with the teachers union. The Junior
Certification process would have allowed for more formative assessments tied into 21st-century
skills versus summative assessments. Last, there seemed to be a need for adequate and up-to-date
professional development that focus on STEM and 21st-century skills. According to these stake-
holders, substantive professional development had not occurred since the early 2000s.
Because of these gaps, there were discrepancies in the perceptions of stakeholders that
suggest an opportunity to bridge MNCs, educational policies, and practices to infuse STEM and
21st-century skills in schools. It was clear that student responses were generally not as agreeable
to the idea that MNCs had great influence on STEM and 21st-century skills development. For
that matter, student data showed lower rates of agreement on all indices related to Research
Question 1 than data for other stakeholders. The perception gap could simply be due to the lack
of a systematic process to include MNCs in schools, politics with teachers unions, and a lack of
professional development. These issues seemed to prevent the content and strategies for STEM
and 21st-century skills from reaching students and, therefore, account for the gap in perceptions.
INFLUENCE OF GLOBALIZATION 106
Findings and Results for Research Question 2
Research Question 2 asked, How have science and technology competitions, such as
SciFest, influenced development of 21st-century skills through the use of inquiry-based instruc-
tional strategies in STEM? The purpose of Research Question 2 was to determine the influence
of science and technology competitions, such as SciFest, in the development of 21st-century
skills through the use of inquiry-based instructional strategies in STEM. According to SciFest
(2013), participation in science fairs benefits students by promoting self-directed learning that is
relevant to students’ lives, skills development (research methodologies, design of experiments,
data collection, evaluation and analysis, critical thinking, problem solving, communications,
innovation and entrepreneurship), collaboration, a cross-curricular and integrated approach, and
engaging with global challenges. Mullin et al. (2012) found that project-based science fair activ-
ities increased student learning in science in a wide range of 21st-century skills such as critical
thinking, communication, and collaboration. Research indicates that participation in science-
related extracurricular activities results in increased student performance, enhanced belief in the
ability to handle science tasks, and enjoyment of science (OECD, 2012).
As with the first research question, data collection included surveys, interviews, and
classroom observations with various stakeholders, including students, staff, business leaders,
policymakers, and politicians. In addition, the research team attended SciFest in Cork, where a
limited number of interviews with participants and organizers were conducted. The data revealed
two emerging themes regarding the influence of science and technology competitions on the
development of 21st-century skills through inquiry-based strategies in STEM.
INFLUENCE OF GLOBALIZATION 107
Theme 1
The first theme was that science competitions benefit students and influence participation
in STEM education and 21st-century skills development. The majority of students agreed with
statements regarding the influence and benefits of science fairs (Abernathy & Vineyard, 2001;
Bruce & Bruce, 2000; Hume, 2009). Table 12 shows that 77% of ABC students strongly agreed
or agreed that science fairs influenced participation in STEM education and 21st-century skills
development and 74% strongly agreed or agreed that students benefit from participating in
science fairs. ABC students had higher rates of agreement than all students combined that
science competitions influenced participation in STEM (77% of ABC students, 62% of all
students).
Table 12

Participant Responses Indicating the Influence and Benefits of Science Fair Competitions on
Science, Technology, Engineering, and Mathematics (STEM) and 21st-Century Skills: ABC
Students and All Students

ABC students All students
Survey item and response category n % n %

Science competitions influence my participation in STEM
education and my development of 21st-century skills.
Strongly Agree 5 17 241 23
Agree 18 60 398 39
Neutral 3 10 213 21
Disagree 1 3 89 9
Strongly Disagree 2 7 28 3
I Don’t Know 1 3 59 6

Students benefit from participating in science fairs.
Strongly Agree 5 17 330 32
Agree 17 57 469 46
Neutral 6 20 138 13
Disagree 1 3 28 3
Strongly Disagree 1 3 11 1
I Don’t Know 0 0 48 5

INFLUENCE OF GLOBALIZATION 108
The enthusiasm that students expressed regarding science fairs and participation in
STEM projects and 21st-century skills was reflected in their responses.
I have always wanted to do experiments and projects on ideas that you can come up with.
I made a robot arm. Unfortunately, for some mysterious reason, it broke, but I still won a
prize. IT was just really fun on the day. (Male 1st-year student, personal communication,
April 21, 2016)
Another student explained how SciFest had built her confidence by experiencing the
positive feedback that she received.
I did a project on how electricity rotates a motor. I made a simple motor with a battery
two clips and a coil, it started spinning. I think SciFest is good because judges came
around at first I was nervous, then after a few judges came around, I became more confi-
dent. I explained to them as more parents came they liked my project. It made me become
more confident with their teachers or judges and friends. (1st-year student, personal
communication, April 21, 2016)
A 1st-year student related the positive learning experiences gained through discovery of
new knowledge and explaining his project.
I based my project around fire fluid. How you’re able to make it with laser jet toner from
a printer with its 50% fine iron. My experience with SciFest was really good. I learned a
lot about fire fluid. I hadn’t even heard about the liquid before SciFest but looking at the
internet I found it and learned an awful lot about it. It helped a lot as well and it was good
to have an experience of being able to put up your project and to explain to people what
your project is and how it works. It’s a good experience. (1st-year student, personal
communication, April 21, 2016)
INFLUENCE OF GLOBALIZATION 109
A 6th-year student expressed his enthusiasm for SciFest and projects by using technology
and finding relevance through real-world issues.
We’re doing the experiment using a Spectron, we want to see how clean water can be,
and just experimenting on different types of water. Especially now that Ireland has such a
big issue with water, we’re just trying to see how clean the water is. (Personal communi-
cation, April 21, 2016)
Student observations at SciFest in Cork also showed that many of the students had
engaged in STEM-related projects and used inquiry-based strategies. Some students took on real-
life issues such as ensuring clean potable water, developing clean energy, or ridding the ocean of
oil pollution. These projects directly reflected STEM-type projects. Other projects focused on the
social sciences, such as determining whether girls are more easily frightened than boys or deter-
mining the attitudes and awareness of students regarding breastfeeding. Nevertheless, the science
competition influenced the direct utilization of the scientific method and inquiry-based processes
to study their area of interest.
Teachers clearly supported the notion that science competitions influence STEM and
21st-century skills. Table 13 shows that 100% of ABC teachers and administrators strongly
agreed or agreed that science and technology fairs positively influence participation in STEM
and development of 21st-century skills and that students benefit from participating in science
fairs. The high rate of agreement was reflected by all teachers and administrators in Dublin
schools.
Strong agreement that science fairs, especially SciFest, influence and benefit students
was enthusiastically expressed by an ABC school administrator.
INFLUENCE OF GLOBALIZATION 110
Table 13

Participant Responses Indicating the Influence and Benefit of Science Fair Competitions on
Science, Technology, Engineering, and Mathematics (STEM) and 21st-century skills: ABC
Teachers/Administrators and All Teachers/Administrators

ABC teachers/ All teachers/
administrators administrators
Survey item and response category n % n %

Science and technology fairs positively influence
participation in STEM education and development
of 21st-century skills.
Strongly Agree 2 50 59 40
Agree 2 50 65 45
Neutral 0 0 14 10
Disagree 0 0 8 5
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

Students benefit from participating in science fairs.
Strongly Agree 4 100 85 58
Agree 0 0 53 36
Neutral 0 0 7 5
Disagree 0 0 0 0
Strongly Disagree 0 0 1 1
I Don’t Know 0 0 0 0

It influences them to love science. SciFest in particular will help them to love science.
Once they love science, you’ve done your job, really, once they love it, because then
they’ll be interested. Just the fact that SciFest is what I would call student-based learning,
in other words, they have to pick something that they are going to investigate. They have
to work on it. They have to do an experiment. They have to get results. They have to
write it up, and then they have to express themselves. They have to decide on something
that they’re going to inquire into and do their research. SciFest now, when we have them
all in the hall with their various things. We had visitors all day asking them, “What’s
INFLUENCE OF GLOBALIZATION 111
this? What’s that?” There’s nothing better. There’s just nothing better. I love competition.
It introduces them to the fun of doing something. It has all the right things. It has all those
learning skills, those key skills that you want. To work with others, most of them work in
twos and threes, so they have to cooperate. They have to work out things. They have to
express it, so they have to learn to be articulate and be able to explain what their problem
is about. They have to put it up in the hall and organize themselves. (ABC Principal, per-
sonal communication, April 21, 2016)
A teacher echoed the positive influence on students’ motivation, enjoyment, and interest
in the sciences.
Definitely in this school it was great last year, and this year we’re having the whole
SciFest competition amongst all first years it really took off. I only started last January,
so I was only here a couple weeks before we had the big one, the SciFest, and it was bril-
liant. Like the kids really, really got into it, really enjoyed it. Some of the projects were
amazing. Like you can see the interest in science coming out in a lot of the kids. They
really put their heart and soul into some of the projects, and it’s great to see. You have to
do that, SciFest . . . and if they really enjoy it, they can push on, and maybe look into
doing something like the Young Scientist the following year. (Female teacher, personal
communication, April 21, 2016)
Teachers and administrators at SciFest in Cork agreed that science competitions influence
students to participate in STEM and 21st-century skills and ultimately benefit students. A teacher
at SciFest indicated, “It’s wonderful to see students engaging in the sciences because of science
fairs. SciFest provides more opportunities for students who may otherwise not become interested
in STEM” (personal communication, April 22, 2016). Another teacher at SciFest indicated that
INFLUENCE OF GLOBALIZATION 112
science competitions allow students “to collaborate with each other on a problem and use inquiry
and the scientific method to study the issue and possible solutions” (personal communication,
April 22, 2016).
Business leaders and policymakers/political leaders agreed with other stakeholders that
science competitions influence and benefit students. Table 14 shows that 100% of those respon-
dents strongly agreed or agreed that science fairs positively influence participation in STEM
education and development of 21st-century skills and that students benefit from participating in
science fairs.

Table 14

Participant Responses Indicating the Influence and Benefit of Science Fair Competitions on
Science, Technology, Engineering, and Mathematics (STEM) and 21st-century skills: Business
Leaders and Educational Policymakers/Political Leaders

Business leaders Policymakers
Survey item and response category n % n %

Science and technology fairs positively influence
participation in STEM education and development
of 21st-century skills.
Strongly Agree 5 42 4 50
Agree 7 58 4 50
Neutral 0 0 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

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

INFLUENCE OF GLOBALIZATION 113
A representative of an investment promotion agency for Ireland supported the notion that
science fairs influence STEM and 21st-century skills development and benefit students.
I think it can be very positive. I think you can get kids engaged. You can get kids
working on a team. They can get kids focused on real problems, help kids to see the
applicability of what they’re learning. We have even talked to our clients about things
like maybe competitions around app development, would be an easy thing for kids to get
involved in . . . not just the actual app itself but helping granny to remember to take her
pills or whatever. That kind of stuff . . . real social things that matter to people. I think it
has this huge potential. Probably should be more focus on it. We learn a lot from it in
terms of doing the project, managing the project, understanding how to get from A to B,
what the outcome is, comparing results to the other people, communicating with each
other, resolving problems, resolving conflicts, whatever it might be. The whole doing of
it will teach them so many skills and capabilities that come to have great bearing in the
future. Kids who’ve done something like that in a significant way will end up probably
better people in terms of their career going forward. First of all, they’re creating a
problem. They’re based on a project which is meant to investigate something or solve
some problem or whatever the case may be. (IDA representative, personal communica-
tion, April 19, 2016)
An employee of one of the most influential technology firms in Ireland shared his views
about how science fairs positively influenced and benefitted students through increasing the
interest and excitement about the sciences.
I’m a huge fan. I just think it’s great fun to see kids doing science and having fun with it
and getting a kick out of it and doing great things, doing wonderful things. The first few
INFLUENCE OF GLOBALIZATION 114
years I was involved and quite a few people were getting quite excited by all of these kids
making great things and hoping to make millions and I was like, “No, no, that’s the
wrong reason . . . that’s for another day. Let them do their science and let’s not make
them all entrepreneurs and millionaires.” We have to be careful though so we don’t make
these science contests into “oh here’s a great invention that’s going to sell for.” It’s about
getting kids into science, getting them interested in it and that’s a transformative thing.
That’s what it’s really about. (Intel representative, personal communication, April 18,
2016)
Many participants specifically cited SciFest for its influence and ability to reach a larger
student population because of its inclusive nature. An influential policymaker who works closely
with the Department of Education commented,
As the liaison person and as the representative from the sponsor organization, I’ve seen it
grow very quickly. I just think SciFest is a wonderful project. I think the fact that it’s
inclusive, it doesn’t turn anybody away . . . the fact that it’s regional . . . it’s in 14 insti-
tutes of technology, which means it’s in counties that we in our education and public
engagement program would find difficult to reach. . . . They’ve got a big science fair and
other rural areas as well. There’s the strong points. The regionality of it. The inclusivity
of it, and the fact that it’s growing year on year. The fact that it’s girls as well as boys. I
think there’s more girls now than boys. . . . I love the stepping stone nature of it. Because
the numbers were at peak in the colleges they’re now developing the schools so schools,
rather than sending 30 projects are doing their own SciFest at school. They’re doing their
own competition and then there’s qualifiers to go through. It means it’s smaller numbers
with more schools coming into the SciFest at college. There’s an overall winner there that
INFLUENCE OF GLOBALIZATION 115
goes on to the national final. You’ve got the national element and then you’ve got the
overall winners going to various different international fairs. I think it’s a wonderful
competition. (SmartFutures representative, personal communication, April 19, 2016)
Based on the results from all the stakeholders, there was strong agreement that science
competitions influence participation in STEM and 21st-century skills and that science competi-
tions benefit students (Abernathy & Vineyard, 2001; Bruce & Bruce, 2000; Hume, 2009; Mullin
et al., 2012). Despite strong agreement regarding the influence and benefits of science competi-
tions, the next theme illustrates that there are challenges in connecting science competition,
science curricula, and instructional strategies.
Theme 2
The second theme was that opportunities exist to connect science competitions with cur-
riculum and inquiry-based strategies in the classroom. Although there was general agreement
regarding the influence and benefits of science competitions, there was a marked contrast
regarding whether science competitions directly affected curriculum and strategies in the
classroom. The relatively low percentages of agreement on these indices seem to indicate that
science fairs have not greatly influenced teaching strategies in the classroom with regard to
inquiry-based strategies or STEM, as shown in Table 15. Only 38% of ABC students agreed that
teachers use inquiry-based learning as a teaching method. Only 28% strongly agreed or agreed
that, as a result of science competitions, teachers have a better knowledge of STEM education. It
is interesting that 63% strongly agreed or agreed that their school has prepared them well for the
science competition, which seemed to contradict the low percentages on the two prior indices.
Responses from student interviews echoed the results of the surveys. A 1st-year student
stated, “I didn’t really have anything to do, nothing in class taught me anything about my project.
INFLUENCE OF GLOBALIZATION 116

Table 15

Participant Responses Indicating the Influence of Science Fairs on Schools, Teachers, Curricu-
lum, and Strategies: ABC Students and All Students

ABC students All students
Survey item and response category n % n %

I have teachers who use inquiry-based learning as
a teaching method.
Strongly Agree 0 0 165 16
Agree 11 38 450 44
Neutral 5 17 173 17
Disagree 2 7 72 7
Strongly Disagree 10 34 26 3
I Don’t Know 3 10 135 13

As a result of science competitions, my teachers have
a better knowledge of STEM education.
Strongly Agree 2 7 152 15
Agree 6 21 439 43
Neutral 12 41 235 23
Disagree 2 7 82 8
Strongly Disagree 1 3 38 4
I Don’t Know 6 21 75 7

My school prepared me well for the science competition.
Strongly Agree 4 13 180 18
Agree 15 50 436 43
Neutral 5 17 236 23
Disagree 6 20 23 2
Strongly Disagree 0 0 12 1
I Don’t Know 0 0 133 13

My science courses have prepared me well for the
science competition.
Strongly Agree 3 10 129 13
Agree 17 57 354 35
Neutral 4 13 252 25
Disagree 3 10 72 7
Strongly Disagree 3 10 22 2
I Don’t Know 0 0 0 0

INFLUENCE OF GLOBALIZATION 117
It was a completely different project” (1st-year student, personal communication, April 21,
2016). Another student indicated that “it’s [science fairs] sort of seen as an outside of class
activity. The class we do is just kind of distinctive curriculum, and the others are just kind of
outside of the curriculum” (6th-year student, personal communication, April 21, 2016).
When ABC students were asked whether teachers present inquiry-based lessons, one
student replied, “No, we don’t get into that, no. Teachers just do the curriculum” (Male 6th-year
student, personal communication, April 21, 2016). During the course of several interviews, it
became apparent that inquiry-based lessons were a bit of a mystery to students, who could not
explain what the lessons entailed. When students had questions about possible inquiry-based
lessons, they expressed that the teacher would “explain to us how the project worked and if we
had any questions he shows us how to do it properly and stuff” but would not guide the lesson
through inquiry (1st-year student, personal communication, April 21, 2016).
The classroom observations at ABC were unfortunately limited in number and showed
only a snapshot of one class session. The science class showed very little inquiry-based learning
strategies. The teacher spent the majority of his time in the front of the class going through a
planned curriculum. There was some questioning during the course of the science lesson but it
was limited to a specific activity related to measurement and not an overall real-life problem that
prompted deeper discussion. Classroom observations at other schools further revealed that class-
room instruction was based on traditional methods of teaching and provided limited inquiry-
based strategies. However, the observations may not have represented the practice at all school
sites in Dublin, as indicated by higher percentages of agreement by all students on the survey.
The low percentages showed on the same items with ABC teachers and administrators
(Table 16). Only 25% of the respondents agreed that science and technology fairs positively
INFLUENCE OF GLOBALIZATION 118

Table 16

Participant Responses Indicating the Influence of Science Fairs on Schools, Teachers, Curricu-
lum, and Strategies: ABC Teachers/Administrators and All Teachers/Administrators

ABC teachers/ All teachers/
administrators administrators
Survey item and response category n % n %

Science and technology fairs have positively increased the
use of inquiry-based learning as an instructional strategy.
Strongly Agree 0 0 39 27
Agree 1 25 58 39
Neutral 2 25 42 29
Disagree 1 25 6 4
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 2 1

As a result of science and technology fairs, there has been
an increase in teachers’ knowledge of STEM education.
Strongly Agree 0 0 27 18
Agree 1 25 72 49
Neutral 2 50 31 21
Disagree 1 25 11 7
Strongly Disagree 0 0 1 1
I Don’t Know 0 0 5 3

Schools prepare students well for science and technology fairs.
Strongly Agree 0 0 27 18
Agree 2 50 68 46
Neutral 2 50 28 19
Disagree 0 0 19 3
Strongly Disagree 0 0 4 1
I Don’t Know 0 0 2 1

Science curriculum prepares students for participation
in science and technology fairs.
Strongly Agree 0 0 8 5
Agree 0 0 48 32
Neutral 4 100 53 36
Disagree 0 0 26 18
Strongly Disagree 0 0 9 6
I Don’t Know 0 0 4 3

INFLUENCE OF GLOBALIZATION 119
increased the use of inquiry-based learning strategies as a teaching method. The same percentage
of respondents agreed when asked whether, as a result of science and technology fairs, there had
been an increase in teachers’ knowledge of STEM education. Furthermore, only 50% of teachers
and administrators agreed that schools prepared students for science and technology fairs. No
respondents agreed that the curriculum prepared students for science and technology fairs.
The ABC Principal provided insight on this notion and expressed uncertainty regarding
whether science fairs influenced teachers’ strategies on STEM and inquiry-based strategies.
Has it influenced the teaching of science? Is that what you’re asking? I don’t really know,
except that those that go for it get an enormous benefit, and they would get teaching
that’s above and beyond the classroom. I know I have very high quality science teachers
here. I do, all of them, but whether they have changed because of SciFest, I couldn’t say.
(ABC Principal, personal communication, April 21, 2016)
In contrast, one teacher who was personally involved in and motivated about science fairs
indicated that science fairs have a positive impact.
It definitely has. I try to do a bit of group work, but the kids are in their groups, and
they’re working together really to devise, and we’re only trying to guide them really.
We’re trying to let them think of it themselves, and devise the whole experiment them-
selves, you know, we’re only there as a guide. . . . Certainly not every day but more when
you’re focusing on the project, your style of teaching will change, and then you’re kind
of guiding the kids. Not suggesting ideas, because you’re trying to let them come up with
it themselves. If they are going down the wrong path to doing something, you can say
maybe this will work better, or whatever. Yeah, so we’re definitely trying to get sit down,
and think about it. Again, trying not spoon feed them, get them thinking about it, and
INFLUENCE OF GLOBALIZATION 120
devising it, and everything. In one way it changes a little bit, but another way then I
always try to do that in class to a certain extent anyway, if that makes sense. (Female
teacher, personal communication, April 21, 2016)
The positive responses to the interview questions could suggest that the influence of
science fairs on STEM and inquiry-based strategies could be a result of individual teacher inter-
est and motivation rather than the actual competitions. Another teacher provided a perspective
that science fairs do, in fact, influence the use of STEM and inquiry-based strategies but the
influence is pronounced only when preparing for science fairs.
In my classroom. A little bit. Now, I didn’t have a chance this year, so I didn’t get to do
too much of the SciFest, unfortunately. I think bring in SciFest I would always aim for
them to pick something that they’re very interested in, because otherwise they’re going to
be bored, and they’re not going to want to do too much for a project. If you could kind of
get them to pick something they’re interested in. In that regard, I think maybe you go off
the beat curriculum a few times, you know, to try hit areas that are very, very interesting
that they mightn’t know about, and try and peak their interest in that regard. Yeah, it’s
kind of more of if I knew SciFest is coming up, I’m trying to get them more interested, so
they can find an area that they really want to research, and look into. Because otherwise
they’re not going to have a huge amount of interest in doing the actual project. (Male
teacher, personal communication, April 21, 2016)
The relatively low rate of agreement in the survey and interview responses indicated that
ABC teachers and administrators were not certain whether science fairs directly affected inquiry-
based learning or teachers’ knowledge of STEM. Furthermore, teachers and administrators were
INFLUENCE OF GLOBALIZATION 121
ambivalent regarding whether schools or the curriculum prepare students for science and tech-
nology fairs.
In contrast to students, teachers, and administrators, the majority of business leaders and
policymakers/political leaders agreed with the notion that science and technology fairs have
increased teachers’ knowledge of STEM and positively influenced the use of inquiry-based
learning strategies (Table 17). However, business leaders, in particular, stated that schools and
the curriculum may not be preparing students well for science and technology fairs. Only 50% of
business leaders strongly agreed or agreed that schools prepare students for science and technol-
ogy fairs and only 33% of the same leaders strongly agreed or agreed that the curriculum pre-
pares students for science and technology fairs.
A business leader of a large computer-based company stated, “I’m not sure who influ-
ences the curriculum. I would imagine it would be the teacher but then also perhaps a mystery as
well” (Dell representative, personal communication, April 18, 2016). Another technology firm
representative simply indicated that, in order to better prepare students, schools should be “more
project oriented” (Boston Scientific representative, personal communication, April 19, 2016).
The very nature of science fairs, according to many MNCs, spurs inquiry-based strategies but
they stopped short of indicating that schools and the curriculum were responsible for preparing
students.
Policymakers and political leaders agreed that schools and the curriculum prepared
students for science fairs at a relatively higher percentage than did students, teachers, adminis-
trators, or business leaders (Table 17). The results suggest that policies are not being realized
where the work is being done, in the classroom and, ultimately, in the workplace. This
INFLUENCE OF GLOBALIZATION 122

Table 17

Participant Responses Indicating the Influence of Science Fairs on Schools, Teachers, Curricu-
lum, and Strategies: Business Leaders and Educational Policymakers/Political Leaders

Business leaders Policymakers
Survey item and response category n % n %

Science and technology fairs have positively increased the
use of inquiry-based learning as an instructional strategy.
Strongly Agree 3 25 4 50
Agree 7 58 3 38
Neutral 0 0 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 1 13
I Don’t Know 2 0 17 0

As a result of science and technology fairs, there has been
an increase in teachers’ knowledge of STEM education.
Strongly Agree 2 17 0 0
Agree 6 50 5 63
Neutral 3 25 3 38
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 1 0 8 0

Schools prepare students well for science and technology fairs.
Strongly Agree 1 8 27 18
Agree 5 42 68 46
Neutral 4 33 28 19
Disagree 1 8 19 3
Strongly Disagree 0 0 4 1
I Don’t Know 1 8 2 1

Science curriculum prepares students for participation in
science and technology fairs.
Strongly Agree 1 8 4 50
Agree 3 25 2 25
Neutral 7 58 2 25
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

INFLUENCE OF GLOBALIZATION 123
further illustrates an apparent need to connect policies, science fairs, and the classroom. As
stated earlier, bureaucracies, including the teachers union, may be getting obstructive.
MNCs seem to support the notion that successful preparation for the science fair was
more a function of individual teacher efforts rather than the curriculum or the school. A few
MNCs have indicated that it is often the work of one or two teachers at a school, not a concerted
effort. One MNC representative indicated that a few teachers “put in all the effort for the science
projects” and hoped that those efforts would motivate other teachers (Boston Scientific repre-
sentative, personal communication, April 19, 2016). Another MNC tried to explain the influence
of science fairs on teacher practices but could not pinpoint whether science fairs influenced
practices or particular teachers were simply more interested in implementing inquiry-based
learning and STEM.
One would hope that they’re affecting them positively but again I don’t have any evi-
dence that they are. You would hope that the positive effect of taking part would be
helped by the teacher in the classroom. There are some teachers that are very involved
and there are some teachers that are hands off. It’s very difficult to answer that question.
(SmartFutures representative, personal communication, April 19, 2016)
Ambivalence regarding whether teachers are implementing inquiry-based strategies and
STEM and whether schools and the curriculum prepare students for science fairs could be linked
to adequate and updated professional development. One of the founders of SciFest explained that
more professional development and support are needed.
I think more professional development maybe for teachers, I think they need that. I think
maybe if we could have more help for them to run little science fairs. It’s very hard with
the packed curriculum to organize. Sometimes I can’t believe that the teachers are
INFLUENCE OF GLOBALIZATION 124
actually taking this on a voluntary basis. They need more support. (S. Porter, personal
communication, April 18, 2016)
Summary Discussion for Research Question 2
Two themes emerged from the data for Research Question 2. The first theme indicated
that science competitions influence participation in STEM education and 21st-century skills
development and benefit students. Respondents strongly supported the notion in the surveys and
interviews. The findings coincided with the notion that participation in science fairs benefits
students by promoting self-directed learning that is relevant to students’ lives, skills develop-
ment, collaboration, a cross-curricular and integrated approach, and engaging with global chal-
lenges (SciFest, 2013).
Although there was a general agreement regarding the influence and benefits of science
competitions, there was a marked contrast regarding whether science competitions directly affect
curriculum and strategies in the classroom. There was also ambivalence regarding whether
schools or the curriculum prepared students for the science fair. Based on the data analysis, the
second theme indicated that opportunities exist to connect science competitions with curriculum
and inquiry-based strategies in the classroom.
Student, teacher, and administrator responses indicated that teachers’ knowledge of
STEM and inquiry-based strategies may be lacking. Although business leaders, policymakers,
and politicians were more likely to agree that science competitions increased the knowledge of
teachers in STEM and inquiry-based learning, many of them pointed to individual efforts of
those teachers who were already motivated to engage in STEM and inquiry-based learning pro-
fessional development and strategies (Vaughan & McLaughlin, 2011).
INFLUENCE OF GLOBALIZATION 125
As with the results for Research Question 1, there was a marked difference between
students’ perceptions and those of other stakeholders. The difference indicates a disconnect
between vision and policy regarding STEM and 21st-century skills development and what is
actually happening in the classroom where students directly experience whether inquiry-based
strategies are implemented.
The disconnect was supported by classroom observations at ABC school and other school
sites that revealed that inquiry-based strategies were sparse. For the most part, teachers adhered
to the assigned curriculum from the textbook. At the time of the visits, traditional methods
seemed to be the norm, with the teacher at the front of the classroom using lecture-type strategies
versus inquiry-based strategies.
Findings and Results for Research Question 3
Research Question 3 asked, How has participation in science and technology competi-
tions, such as SciFest, influenced students’ interest and selection of STEM-related courses in
Senior Cycle, as well as their pursuit of college- and/or career-related STEM fields? The
purpose of Research Question 3 was to determine how participation in science and technology
competitions influences students’ interest and selection of STEM-related courses in Senior
Cycle, as well as their pursuit of college- and/or career-related STEM fields. According to
Stewart (2012), education systems must fundamentally change to meet realities of the new and
rapidly changing economic environment. Science fairs are intended to change the education
system by encouraging student interest in STEM. Bruce and Bruce (2000) stated that personal
experiences and participation in science fairs are the most common reasons students become
interested in science. Abernathy and Vineyard (2001) found that students who participated in
science fairs reported that competitions were fun and promoted their interest in science.
INFLUENCE OF GLOBALIZATION 126
The objective of the question was to examine whether science and technology fairs influ-
ence decisions and interests of students that could potentially enter the workforce for technology-
based MNCs. As with the two previous research questions, data collection included surveys,
interviews, and classroom observations with various stakeholders including students, staff, busi-
ness leaders, policymakers, and politicians. In addition, the research team attended SciFest in
Cork, where a limited number of interviews with participants and organizers were conducted.
The data revealed two emerging themes regarding whether participation in science and tech-
nology competitions influences student choices regarding Senior Cycle courses and college and
career direction in STEM.
Theme 1
The first theme was that interest in STEM and 21st-century skills has increased as a
result of science and technology fairs. ABC students showed that they strongly agreed or agreed
that science and technology fairs influence interest in STEM and 21st-century skills (Table 18).
However, the percentages were relatively low compared to survey items that showed positive
responses for previous research questions. The results for ABC students coincided with the
results for all students from Dublin schools in the study.
Despite the lower level of agreement, more students agreed that science fairs influence
interest in STEM and 21st-century skills through the experience. A student expressed that “some
people when they start developing their project didn’t really want to do it, but when they get it,
stepped up projects then you think you’re doing science (6th-year student, personal communica-
tion, April 21, 2016). Another student supported that the science fair experience influence inter-
est in science subjects: “Yeah, I think, because you get interested in certain subjects, through a
festival. You keep going through it to kind of build up your knowledge of it,
INFLUENCE OF GLOBALIZATION 127
Table 18

Participant Responses Indicating Increased Interest in Science, Technology, Engineering, and
Mathematics (STEM) and 21st-Century Skills: ABC Students and All Students

ABC students All students
Survey item and response category n % n %

My interest in STEM and development of 21st-century
skills has increased as a result of the science competition.
Strongly Agree 4 14 154 15
Agree 10 34 375 37
Neutral 7 24 212 21
Disagree 3 10 121 12
Strongly Disagree 3 10 44 4
I Don’t Know 2 7 119 12

After participating in the science competition, I have
increased interest in studying STEM-related subjects
in Senior Cycle.
Strongly Agree 4 13 203 20
Agree 9 30 333 32
Neutral 9 30 208 20
Disagree 3 10 123 12
Strongly Disagree 2 7 47 5
I Don’t Know 3 10 111 11

After participating in the science competition, I have increased
interest in studying STEM-related subjects in college.
Strongly Agree 4 13 180 17
Agree 5 17 302 29
Neutral 9 30 218 21
Disagree 4 13 135 13
Strongly Disagree 3 10 56 5
I Don’t Know 5 17 138 13

keep your curiosity going, through a higher level education (6th-year student, personal com-
munication, April 21, 2016). A 1st-year student simply stated, “It made me more interested in
physics” (personal communication, April 21, 2016).
INFLUENCE OF GLOBALIZATION 128
When asked whether the science fair experience had influenced their decision to continue
STEM in Senior Cycle or college, a 4th-year student indicated, “It can also give you an idea and
spark a curiosity for a certain type of science. Say if you’re doing a project in chemistry, and you
find that you really like it, and you find it interesting, that you can keep continuing it” (personal
communication, April 21, 2016). A 6th-year student supported this notion and said that science
fairs
could influence because it could give you curiosity and it could give you confidence to do
it. You do a good project and you’re like, okay. This is quite good. I enjoyed this. It could
continue to say a medical career where you’re enjoying it and you find it interesting.
(personal communication, April 21, 2016).
Another student shared the influence of science fairs in studying the sciences: “I knew
someone who was really good at art, and he likes art subjects, but then he joined the SciFest
project, and now he’s decided to go through a science route instead of an art route” (4th-year
student, personal communication, April 21, 2016).
An interview with students at SciFest provided additional data to support the theme. Sev-
eral students expressed excitement about the competition and noted that it increased collabora-
tion and inquiry-based activities among peers, as well as overall interest and curiosity in the
sciences (personal communication, April 20, 2016). The science fair, in essence, provided PBL
experiences in which students exercised autonomy and inquiry, which eventually spurred interest
in the sciences and a desire to engage in more educational challenges (Slough & Milam, 2013).
Similar to the survey results for students, ABC teachers and administrators were likely to
agree that science and technology fairs influenced interest in STEM and 21st-century skills
(Table 19). However, the results for ABC teachers and administrators were not as positive as
INFLUENCE OF GLOBALIZATION 129
those for the teachers and administrators in surrounding schools, who showed a 20% higher rate
of agreement on the same items.

Table 19

Participant Responses Indicating Increased Interest in Science, Technology, Engineering, and
Mathematics (STEM) and 21st-Century Skills: ABC Teachers/Administrators and All Teach-
ers/Administrators

ABC teachers/ All teachers/
administrators administrators
Survey item and response category n % n %

Interest in STEM and development of 21st-century skills
has increased as a result of the science competition.
Strongly Agree 0 0 28 19
Agree 2 50 77 52
Neutral 2 50 31 21
Disagree 0 0 5 3
Strongly Disagree 0 0 3 2
I Don’t Know 0 0 3 2

Students who participated in the science competition show
increased interest in studying STEM-related subjects in
Senior Cycle.
Strongly Agree 1 25 42 29
Agree 1 25 58 39
Neutral 2 50 28 19
Disagree 0 0 3 2
Strongly Disagree 0 0 1 1
I Don’t Know 0 0 15 10

Students who participated in the science competition
show increased interest in studying STEM-related
subjects in college.
Strongly Agree 0 0 36 24
Agree 2 50 65 44
Neutral 2 50 29 20
Disagree 0 0 1 1
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 16 11

INFLUENCE OF GLOBALIZATION 130
The tepid responses from ABC staff may have been due to the uncertainty of prolonged
influence and ongoing opportunities to influence STEM and 21st-century skills. One teacher
expressed this notion:
Definitely, I think a little bit. Again, it kind of comes back, because they’re motivated
when they’re doing this, but will they be motivated this time next year. You have to bring
back the interest a little bit . They can get re-motivated, and get them going again. Cer-
tainly, I think this year SciFest we only had it for the 1st-year student, the youngest
group, because just limited space wise, and everything, so it wasn’t opened to the other
years. The second years who did it last year a lot of them asked, “When’s SciFest on?
What can we do this year, and everything?” They were very keen to actually do it all
again, which is just great. Like, so definitely it raised the interest a lot. A lot of them I
think had ideas in their head what they could even research, which is brilliant, you know.
I told them all hold on to it for 4th year we’ll do Young Scientist. Definitely raised inter-
est without a doubt I think. Now, not every student for sure, but a lot of them. I think it
raised the interest rate, like I think a couple of them realize, they don’t know too much
about science coming into second school, or the beginning of second school, then they’re
like, “This is actually kind of fun.” (Male teacher, personal communication, April 21,
2016)
Another teacher’s uncertainty was tied to not having enough time or data to determine
whether science and technology fairs had an influence on STEM and 21st-century skills; how-
ever, the teacher commented that positive experiences with science fairs can influence interest in
science subjects.
INFLUENCE OF GLOBALIZATION 131
I haven’t seen too much of it yet. Then, I’ve only been here a year and a half, but I think
it would to a certain degree. I think, again its does help get the students interested when
they say, “I don’t like science,” and that’s it. They might realize, “you know what,
researching this on electricity,” they might realize they really like physics. They might
think about physics down the road then. Science breaks up into things, chemistry and
biology. They might look at something in the body, and realize, okay, I should keep this
one in mind. I haven’t seen it yet, but I do think it probably will. Not every student. Some
students love their science, and they were always going to go ahead and do it, and some
of it can’t run away from it fast enough. There’s a few, but definitely there’s a few in the
middle. Yeah, definitely. if you have a positive experience in the fair and the subject it’s
amazing how you can change your overall thought process, and the whole subject, you
know. (Female teacher, personal communication, April 21, 2016)
The ABC principal supported the notion that interest would more than likely increase
because of the experiments in which students engage in at science fairs.
I’m only going on a hunch, but if they get to love a subject and see that it’s interesting
and do experiments and stuff, I think you’re going to have interest. The same with
SciFest. The fact that they love doing it, my hunch is that more of them will become
more interested in sciences. I think they have a huge influence. We do have fun, and you
do have inquiry. I think that enormously influences them, because they realize that maths
and science can be fun and are interesting. (Principal, personal communication, April 21,
2016)
Business leaders, policymakers, and political leaders were more confident than ABC
school participants that science and technology fairs influence interest in STEM and 21st-century
INFLUENCE OF GLOBALIZATION 132
skills (Table 20). Agreement or strong agreement with statements regarding increased interest in
STEM and 21st-century skills due to science and technology fairs ranged from 68% to 88%.

Table 20

Participant Responses Indicating Increased Interest in Science, Technology, Engineering, and
Mathematics (STEM) and 21st-Century Skills: Business Leaders and Policymakers/Political
Leaders

Business leaders Policymakers
Survey item and response category n % n %

Interest in STEM and development of 21st-century skills
has increased as a result of the science competition.
Strongly Agree 1 8 2 25
Agree 8 67 4 50
Neutral 2 50 2 25
Disagree 3 25 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 0 0 0 0

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

Students who participated in the science competition
show increased interest in studying STEM-related subjects
in college.
Strongly Agree 2 17 4 50
Agree 7 58 3 38
Neutral 1 8 1 13
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 2 17 0 0

INFLUENCE OF GLOBALIZATION 133
The agreement expressed by business leaders was largely affected by feedback that they
had received from past participants who had said that their interest in STEM had increased as a
result of science and technology fairs.
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. Definitely. We get a lot of feedback from students, and
some of them now. We’re only really in existence, I suppose we’re in about our ninth
year, but some of them are coming back now and offering to judge and so on, and they’re
saying how much it influenced them, how much they enjoyed it. With SciFest as well, all
of the regionals take place in universities and institutes of technology, so therefore when
they go in, during the day when it’s on, the lectures and the other students walk through
and they talk to them. (S. Porter, personal communication, April 18, 2016)
Business leaders also shared that interest or positive attitudes toward science increased as
a result of experiences of accomplishment through lab-type projects in science fairs.
When they’re in the junior start and so on, it’s perceived as being hard, particularly
something like physics, I think they think it’s very hard. Suddenly, when they try to do
something for themselves they discover maybe it’s not so hard after all. I think it changes
their attitudes. When they go into the third-level college and they see the labs and what
they could do with the careers, I think it definitely changes their attitudes. (S. Porter, per-
sonal communication, April 18, 2016)
Similar to some of the business leaders, a policymaker indicated that interest increased
because of the experience of “legitimization” of completed projects.
INFLUENCE OF GLOBALIZATION 134
I think that is one of the big values in that they get an opportunity to go and do projects,
showcase it. It legitimizes putting in the effort. Particularly the kids who feel frustrated
by the way it’s been taught in school. That opportunity to get outside, giving them these
competitions gives them a chance to actually work on things that’s legitimate. “What are
you doing?” “Oh, I’m doing a SciFest project.” “Oh, that’s okay.” Do you know what I
mean? Whereas, they don’t get the same opportunity to experience the same type of
project within the class or the course that they’re in. (Digital Hub representative, personal
communication, April 21, 2016)
Supporting the notion of positive experiences, a policymaker from a Dublin university
shared that science fairs are similar to the hands-on science opportunities that increase interest,
development, and confidence.
There’s some fantastic stories that have come through here. The EU digital girl of the
year has come through, she’s a 13-year-old kid, come to our Coder Dojo class here,
Coolest Projects. Now she’s developed two commercializable ovens. You can just see the
development in the individual. We’ve also got a student who started with Coder Dojo,
came through Coolest Projects, is now a 1st-year student who’s just finishing 1st year in
computer science. When she talks, you just see this incredible impact of an individual and
just the confidence. In fact, she created a module 3 years ago which is now used in the
curriculum of computer science in UK schools. She created that when she was 16. (DCU
representative, personal communication, April 20, 2016)
Business leaders and policymakers also shared that science and technology fairs increase
interest as much as the teachers and mentors who motivate the students (Wagner, 2012).
INFLUENCE OF GLOBALIZATION 135
Participants emphasized the importance of specific individuals who had motivated and inspired
students.
So, we can promote SciFest and we can promote competitions, and to me, there’s a fun-
damental piece here and the fundamental piece is going after the key influences, and the
key influence is the science teacher, and it’s the parent. If you use mechanisms such as
competitions to kind of instill that, that’s great, but for me I think it’s more fundamental.
(Pfizer representative, personal communication, April 22, 2016)
Another technology business leader indicated that science fairs increase interest in the
sciences but also emphasized the importance of school teachers and principals in promoting
science fairs, thereby increasing interest in the sciences.
It’s back down again to the two key people involved in the whole thing, and that’s the
principal of the school and the teacher. If the principal isn’t involved or engaged, the
school has no motivation. One key, I suppose, person in the whole school is your princi-
pals and how much they promote it. If they’re very much geared towards you as a lawyer
and your government jobs, that’s the focus. They’ll never go towards the science ones.
(Boston Scientific representative, personal communication, April 19, 2016)
The notion that dedicated teachers make a difference in increasing interest was echoed by
another Dublin business leader and policymaker.
It’s no coincidence, but there’s a school down the street here where some of these kids
that are coming into the workshop now attend. It’s called Sing Street. It’s an old Catholic
Christian Brothers second-level school. It’s now attracting a very large number of Asian
kids into the school. There’s a retired maths teacher in that school who has had more
Young Scientist winners than any other teacher in the country. He is an absolute legend
INFLUENCE OF GLOBALIZATION 136
because he gives up time after school, on Saturdays, works with these kids. That’s a kind
of legitimization. All three of those kids go on to become successful individuals. (Digital
Hub representative, personal communication, April 21, 2016)
Theme 2
The second theme related to Research Question 3 was that opportunities exist for science
and technology fairs to increase student interest in studying STEM-related subjects. The first
theme indicated that science fairs generally increased interest in STEM and 21st-century skills
development (Abernathy & Vineyard, 2001; Bruce & Bruce, 2000; Hume, 2009; Mullin et al.,
2012). Although more students agreed than disagreed that science competitions increase interest
in STEM-related subjects, many were neutral or did not know (Table 19). The lower level of
agreement was somewhat indicative of the tepid responses from student interviews. When a 1st-
year student was asked whether science and technology fairs had influenced his interest in STEM
and 21st-century skills, he simply replied, “Not really, because I was always interested in them”
(personal communication, April 21, 2016). Another student responded, “I’d say slightly influ-
enced, but not really” (6th-year student, personal communication, April 21, 2016). Some
students were not sure whether science fairs had actually influenced them.
It hasn’t really influenced me that much but I’m not sure yet. My project wasn’t really
about technology, I just wrote about something and explained to people how it worked in
our own idea like how we made the fire fluid. But it hasn’t really changed anything what-
soever with me. (1st-year student, personal communication, April 21, 2016)
Some students stated that those who participate in science and technology fairs already
enjoy science and they were not sure whether science fairs actually influenced students who do
not like science. A 6th-year student said, “Usually, the people who do it technically enjoy
INFLUENCE OF GLOBALIZATION 137
science. People who don’t like science aren’t going to do a project” (personal communication,
April 21, 2016). This was supported by a student who responded, “Not really, because I was
always interested in them” when asked whether science fairs had influenced interest in STEM
and 21st-century skills.
Students at SciFest at Cork commented that some students were not particularly influ-
enced by science competitions but rather were already interested in the sciences. A former
winner of SciFest indicated that she had been influenced by her father, who was an engineer, and
that she had been interested in the sciences at a very young age. However, she indicated that the
SciFest experience had encouraged her to continue with the sciences instead of going into music
(personal communication, April 22, 2016). Other SciFest participants reported prior interest in
the sciences but noted that SciFest had helped to solidify their continued studies in STEM-related
fields (personal communication, April 22, 2016).
Student data indicate that science and technology competitions reinforce interest in
students who are already interested in STEM. The data also indicate that there are opportunities
to increase interest in students, especially those who may not initially like the sciences.
Survey results for teachers and administrators supported that there are opportunities to
increase interest for STEM and 21st-century skills through science fairs. The results showed that
50% of the respondents agreed to the statements about increased interest due to science fairs
(Table 20). The remaining respondents were neutral on the statements and showed uncertainty
regarding whether science fairs actually increased interest. Although the rate of agreement was
higher for all teachers and administrators, 20% to 30% responded that they were neutral or did
not know.
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The relatively low level of agreement could have been a result of ambivalence regarding
how to determine whether science fairs have had an influence on interest of STEM and 21st-
century skills. An ABC administrator indicated that increased interest is “very hard to measure”
(Principal, personal communication, April 21, 2016). An ABC teacher shared, “I haven’t seen
too much of it yet” (Female teacher, personal communication, April 21, 2016). Another admin-
istrator was not certain that there was a link between science fairs and interest in STEM courses
for senior year and college.
I don’t know about the college courses. Guidance would be able to help you there. We
have more students this year than any other doing sciences. Hard to determine if it’s
linked to SciFest. Years are different. They have a profile, often, and you can have a year
that is very artsy or musical or science. Maybe it’s just that this year is particular, you
know, has a particular influence. We don’t know, it will be interesting to see. (Assistant
Principal, personal communication, April 21, 2016)
The data for teachers and administrators indicate that there may be opportunities to
increase interest through science fairs. However, a key step in determining whether the efforts to
increase interest in STEM and 21st-century skills are making an impact would be to develop
methods to measure the data more accurately.
The survey results for business leaders, policymakers, and political leaders showed
higher levels of agreement than that shown by ABC students and staff (Table 20). Nearly 70%
agreed with the statements regarding the influence of science fairs on interest in STEM and 21st-
century skills. The data indicated that science fairs influence interest. However, when triangu-
lating the data with interview responses, the same themes emerged regarding opportunities to
improve the link between science fairs and interest in STEM and 21st-century skills. When asked
INFLUENCE OF GLOBALIZATION 139
about the influence of science fairs on interest in STEM, a business leader and policymaker
working with the Department of Education echoed the sentiments expressed by teachers and
administrators.
I really don’t know, it’s difficult to answer. Yeah I think it’s seen as a very important
aspect of that to be able to quantify it so you know that what you’re doing is making an
impact. Being able to direct that in the right way. Practically, it’s very difficult to do.
Let’s take all their email addresses and we’ll follow up next year and see if they’re in
transition year now which is the year between Junior Cycle and Leaving First Cycle.
Let’s follow up with them and see did any of them change their mind and take science
subjects that they would have considered before. We weren’t allowed to take their email
because they’re all under 18. Practically, it’s very difficult to do with the best intention in
the world. We haven’t been tracking those. We’re going to be of very little use to you in
this area because we don’t know if those numbers have been tracked, if students have, in
fact, chosen STEM subjects at senior cycle or third level. We’d like to think, again, that
the love of science from participating in such projects but I don’t know if those numbers
have been tracked. (SmartFutures representative, personal communication, April 19,
2016)
Representatives of several pharmaceutical companies noted a lack of evidence of the link
and influence. One company representative succinctly said, “I couldn’t say that I have visibility
of that” (Pfizer representative, personal communication, April 22, 2016). A medical technology
firm representative affirmed this notion: “I don’t have personal experience with that. I would
imagine you can only think that would create more interest from the science projects, but I don’t
INFLUENCE OF GLOBALIZATION 140
have personal experience with that” (Medtronic representative, personal communication, April
18, 2016).
Business leaders and policymakers provided a different perspective on how science fairs
actually influence decisions about continuing with STEM courses and 21st-century skills. An
employee of a computer technology company explained that a student’s decision to pursue
STEM was a function of aptitude or success in a science fair.
I would like to think it helps them decide. I don’t think it convinces them. I think it helps
them to make a decision. You can’t make people do something. We’d love to think we
have more kids doing STEM but you can’t make people. If they don’t have the aptitude
for it, they don’t have the love of it, I don’t want them to do science anyways if they
don’t have the aptitude. Competitions help you figure that out. (Intel representative, per-
sonal communication, April 18, 2016)
A representative of a global health care and research firm supported this idea and shared
that interest was dependent on success in the science fair but expressed a sense of ambiguity in
determining the factors involved in increasing interest in STEM.
Sometimes it depends how successful you are, doesn’t it? If you’re a winner, if you win
the competition or you win your category or something like that, it might encourage you
to push forward. I guess it depends on the, I don’t know, does it depend on the level of
success? Maybe it does. On how successful one would be at competition to go further on
and study it. I think it’s hard to claim that some of those students wouldn’t have done it
anyway. It’s always hard to strike that balance about. (Abbott representative, personal
communication, April 18, 2016)
INFLUENCE OF GLOBALIZATION 141
The difficulty in determining whether science fairs influence interest was an ongoing
theme with business leaders and policymakers. Business leaders acknowledged that evidence to
identify the impact of science fairs is scarce and that efforts to obtain valid and reliable data are
of utmost importance.
This is an area that we do struggle to be able to clearly identify that, you know, any com-
petitions or any engaging pieces that we do will directly result in that child going on to
make the right subject choices or study engineering or science in college. But certainly
we would have plenty of examples of where students have said to us it was as a direct
result of, and it may be just a school visit, but that opened their eyes up to an area that
they had never seen before. I think it’s very, very hard to measure and to even get a base-
line, and obviously a competition will only be one element of what will influence a child.
But it’s an important influencer, and we are commissioning an evaluation at the moment,
in terms of impacts. But how we will measure that is through actually having focus
groups with students, with parents possibly, and with teachers. (Engineering Ireland rep-
resentative, personal communication, April 19, 2016)
Summary Discussion for Research Question 3
Two themes emerged from the data analysis for Research Question 3. The first theme
was that interest in STEM and 21st-century skills has increased as a result of science and tech-
nology fairs. Although there was a good sense that science fairs increased interest, it is equally
important to note the second theme, that opportunities exist for science and technology fairs to
increase student interest in studying STEM-related subjects.
Data analysis for the first theme showed several factors and components of the science
fair that increased interest in STEM and 21st-century skills. Respondents pointed to the
INFLUENCE OF GLOBALIZATION 142
experience of the processes involved in developing a project and ultimately presenting it in a
forum (Bender, 2012; Capraro et al., 2013). These experiences invoked a sense of curiosity to
look into issues and problems. The mere exposure and novelty of projects and the science also
motivated students to look further into the sciences. Respondents also indicated that the science
fair experience provided students a sense of accomplishment and confidence in their ability to
continue with STEM (Bruce & Bruce, 2000; Mullin et al., 2012). The data showed that contin-
ued interest in STEM and 21st-century skills was largely dependent on teachers and mentors who
guided, mentored, and motivated students through the science fair process (Wagner, 2012).
Data analysis for the second theme showed that opportunities exist for science and tech-
nology fairs to increase student interest in studying STEM-related subjects, despite the general
positive results from the first theme. Many of the respondents expressed that students who con-
tinue with STEM are already interested in the sciences. Furthermore, there was a prevailing
notion that those who had increased interest already possessed the aptitude or were successful in
the sciences. The data support that efforts are needed to entice other students to become inter-
ested in STEM, especially those who may not initially have an affinity for the sciences (Capraro
et al., 2013; Drew, 2011; P21, 2007). Strong data also revealed that there is a current lack of
adequate data to determine whether science fairs actually play a role in increasing interest in
STEM. Respondents suggested that accurate data should be collected to determine the compo-
nents of science fairs that increase interest.
Chapter Summary
This chapter presented the results of the case study conducted in Ireland to examine the
influence of globalization and educational policy on the curriculum and instructional practices in
schools in Ireland. The study also examined how science fairs and competitions influence the use
INFLUENCE OF GLOBALIZATION 143
of inquiry-based instructional strategies, such as PBL, by teachers in the classroom to prepare
students for a 21st-century workforce in the fields of STEM. The data resulted from surveys,
interviews, observations, and document reviews. Information was collected from students, teach-
ers, administrators, policy makers, and businesses.
Three research questions guided the study:
1. How have globalization and MNCs influenced educational policy in the area of STEM
education and the development of 21st-century skills?
2. How have science and technology competitions, such as SciFest, influenced develop-
ment of 21st-century skills through the use of inquiry-based instructional strategies in STEM?
3. How has participation in science and technology competitions, such as SciFest, influ-
enced students’ interest and selection of STEM-related courses in Senior Cycle, as well as their
pursuit of college- and/or career-related STEM fields?
After collecting the survey, interview, and observation data, the researcher utilized
Creswell’s (2014) six-step process to code the data. Interview data came from recorded and
transcribed interviews utilizing a web-based application and transcription, and survey data came
from a web-based software solution that gathers and analyzes data. Data were triangulated, as
suggested by Merriam (2009), by comparing multiple sources of data from interviews, observa-
tions, and surveys.
During the process, a conceptual framework supported the researcher in identifying sim-
ilarities among assumptions, beliefs, and theories that support and inform the research (Maxwell,
2013). The following frameworks were utilized as a lens to review incoming data and helped to
form emerging themes: (a) Wagner’s (2008) description of 21st-century skills for learning; (b)
Slough and Milam’s (2013) theoretical framework for the design of STEM and inquiry-based
INFLUENCE OF GLOBALIZATION 144
instructional strategies, such as PBL, in the classroom; (c) Friedman’s (2007) explanation of the
“flatteners” that have led to globalization; and (d) Spring’s (2015) theoretical perspectives on
globalization and its effect on education.
The results for Research Question 1 revealed two main themes. The first theme was that
STEM education and 21st-century skills are important and important to the economic future of
Ireland. Survey and interview results from stakeholders strongly supported the notion that the
economic future of Ireland rests with the success of STEM education and 21st-century skills
development. Many of the stakeholders noted the importance of the sciences and key skills in
ensuring development of knowledge-based workers in today’s jobs. The data coincided with
research that indicates that MNCs are requiring knowledge-based workers who possess these
skills and tertiary-level degrees in science, engineering, and finance (NCC, 2015).
The second theme was that opportunities exist to bridge MNCs and educational policies
and practices for STEM and 21st-century skills development. The data showed multiple gaps that
have hindered efforts to bring STEM and 21st-century skills into the classroom. One such gap
was the lack of a systematic process for MNCs to interact with schools. Another identified gap
was implementation of new policies regarding the Junior Certification process, which is
hampered by politics with the teachers’ union. Lastly, noted was a lack of adequate and up-to-
date professional development that focuses on STEM and 21st-century skills.
Because of these gaps, perceptions of stakeholders varied on the surveys, which could
suggest an opportunity to bridge MNCs, educational policies, and practices to infuse STEM and
21st-century skills in schools. Student responses, especially, were generally not as positive to the
idea that MNCs had great influence on STEM and 21st-century skills development. The percep-
tion gap could simply be due to a lack of a systematic process to include MNCs in schools,
INFLUENCE OF GLOBALIZATION 145
policy making, and professional development. These issues seemed to prevent the curriculum
content and strategies for STEM and 21st-century skills from reaching students and, therefore,
could account for the gap in perceptions.
The results for Research Question 2 revealed two main themes. The first theme was that
science competitions influence participation in STEM education and 21st-century skills devel-
opment and benefit students. Respondents strongly supported this notion in the surveys and
interviews. The findings coincided with the notion that participation in science fairs benefits
students by promoting self-directed learning that is relevant to students’ lives, skills develop-
ment, collaboration, a cross-curricular and integrated approach, and engaging with global chal-
lenges (SciFest, 2013).
The second theme was that opportunities exist to connect science competitions with cur-
riculum and inquiry-based strategies in the classroom. Although there was general agreement
regarding the influence and benefits of science competitions, there was a marked contrast
regarding whether science competitions directly affected curriculum and strategies in the class-
room. There was also ambivalence as to whether schools or the curriculum prepared students for
the science fair. Student, teacher, and administrator responses indicated that teachers’ knowledge
of STEM and inquiry-based strategies may be limited. Although business leaders, policymakers,
and politicians were more likely to agree that science competitions increased the knowledge of
teachers in STEM and inquiry-based learning, many of them pointed to individual efforts of
teachers who were already motivated to engage in STEM and inquiry-based learning strategies
(Vaughan & McLaughlin, 2011).
A marked difference existed between students’ perceptions and those held by other
stakeholders. The difference supports the disconnect between vision and policy regarding STEM
INFLUENCE OF GLOBALIZATION 146
and 21st-century skills development and the activities occurring in the classroom where students
directly experience whether inquiry-based strategies are implemented. The disconnect was sup-
ported by classroom observations at ABC school and other school sites that revealed that
inquiry-based strategies were sparse. For the most part, teachers adhered to the assigned
curriculum from the textbook. Traditional methods of teaching seemed to be the norm, with the
teacher at the front of the classroom, using lecture-type strategies versus inquiry-based strategies.
The results for Research Question 3 revealed two themes. The first theme was that inter-
est in STEM and 21st-century skills has increased as a result of science and technology fairs.
Data analysis for the first theme showed that several factors and components of the science fair
increased interest in STEM and 21st-century skills. Respondents pointed to the experience of the
processes involved in developing a project and ultimately presenting it in a forum. These experi-
ences invoked a sense of curiosity to look into issues and problems. The mere exposure and nov-
elty of projects and the science also motivated students to look further into the sciences.
Respondents also indicated that the science fair experience provided students a sense of accom-
plishment and confidence in their abilities to continue with STEM. The data showed that contin-
ued interest in STEM and 21st-century skills was largely dependent on teachers and mentors who
guided, mentored, and motivated students through science fair process (Wagner, 2012).
The second theme was that opportunities exist to increase interest in STEM through
science fairs. Despite the positive results from the first theme, many of the respondents expressed
that students who continue with STEM are already interested in the sciences. Furthermore, there
was a prevailing notion that those who had increased interest already possessed the aptitude or
were successful in the sciences. The data support that efforts are needed to entice other students
to become interested in STEM, especially those who may not initially have an affinity for the
INFLUENCE OF GLOBALIZATION 147
sciences (Capraro et al., 2013; Drew, 2011; P21, 2007). Data also clearly revealed a current lack
of adequate data to determine whether science fairs actually play a role in increasing interest in
STEM. Respondents suggested that accurate data should be collected to identify the components
of science fairs that increase interest.
INFLUENCE OF GLOBALIZATION 148
CHAPTER 5: DISCUSSION, IMPLICATIONS, AND RECOMMENDATIONS
This case study examined the influence of globalization and educational policy on the
curriculum and instructional practices in schools in Ireland. The study also examined how
science fairs and competitions influence the use of inquiry-based instructional strategies, such as
PBL, by teachers in the classroom to prepare students for a 21st-century workforce in the fields
of STEM.
In the past few decades, Ireland has seen a shift in the makeup of the economy with the
infusion of MNCs that can be attributed to globalization and trade policy changes. Many of the
MNCs in Ireland are heavily based in the sciences and technology and are now looking for
knowledge-based workers who are trained in STEM. Ireland’s ability to produce knowledge-
based workers in the educational system will have an impact on its economic future. To attract
and retain foreign companies and produce competitive domestic firms, the educational commu-
nity of Ireland must expand opportunities for all students to develop 21st-century skills in STEM
through inquiry-based instructional strategies (O’Hagan & Newman, 2014).
In order to meet the needs of MNCs and maintain a positive economic future, Ireland has
embarked on educational policies that encourage and build interest in STEM-related courses and
careers. Multiple initiatives such as national science fairs and exhibitions have been put in place
to emphasize STEM through inquiry-based or PBL strategies. Ireland’s emphasis on these poli-
cies, initiatives, and strategies is intended to build interest in STEM and develop knowledge-
based workers who are equipped with 21st-century skills and who can compete in a global econ-
omy.
The dissertation is divided into five chapters. Chapter 1 provided an overview of the
research study, including the statement of the problem and purpose, research questions,
INFLUENCE OF GLOBALIZATION 149
significance, limitations and delimitations, assumptions, and definition of terms. An integral
component of Chapter 1 was the development of the statement of the problem and purpose of the
study, both of which gave rise to three research questions to determine the influence of globali-
zation and MNCs on STEM and 21st-century educational policies, the influence of science and
technology on 21st-century skills and inquiry-based strategies in STEM, and the influence of
science and technology competitions on students’ interest in STEM-related courses in Senior
Cycle, college, and career-related STEM fields.
Chapter 2 was a comprehensive literature review of the topics of the study, which
included globalization, 21st-century skills, STEM, project- or inquiry-based learning, and
science fairs. To provide context of the study in Ireland, an historical perspective of Ireland’s
origin and economy was presented. The historical and current state of Ireland’s educational
system was discussed. The chapter identified four conceptual frameworks that guided and
assisted in analyzing data: (a) Friedman’s (2007) framework of globalization, (b) Spring’s (2015)
world educational culture, (c) Wagner’s (2008) survival skills for the 21st century, and (d)
Slough and Milam’s (2013) design principles for PBL and STEM. Each of these frameworks was
significantly useful in understanding the role of science fairs and competitions in Ireland.
Chapter 3 outlined the methodology of the study, which included the research design,
research team, population and sample, instrumentation, data collection, data analysis, and a dis-
cussion of validity, reliability, and ethical considerations. The methodology called for the
researcher to be the primary instrument for data collection and analysis. The study utilized both
qualitative and quantitative techniques and tools, employing interviews, surveys, and observa-
tions of participants and events. The various points of data were triangulated to identify the
emerging themes.
INFLUENCE OF GLOBALIZATION 150
Chapter 4 reported the data and emerging themes for each of the research questions. The
data analysis consisted of reviewing the frequency and percentages of survey responses, inter-
view transcriptions, and observational notes. Emerging themes were discussed with supporting
evidence from the various points of data. Conclusions were drawn for each of the research
questions.
Chapter 5 provides a summary of Chapters 1 through 4 and presents implications for
current practice and recommendations for future research. The chapter provides a compilation of
all research data and analysis. It is the intent of the researcher to inform those who are interested
in the subject matter, add to current research, and guide others in studying MNCs, globalization,
science fairs, and interest-based learning.
Summary of Findings
Six themes emerged from the data analysis. Below is a summary of the findings related to
the study’s three research questions.
Research Question 1
Research Question 1 asked, How have globalization and MNCs influenced educational
policy in the area of STEM education and the development of 21st-century skills? The data
results for Research Question 1 revealed two main themes. The first theme was that STEM edu-
cation and 21st-century skills are important and important to the economic future of Ireland.
Survey and interview results from stakeholders clearly supported the notion that the economic
future of Ireland rests with the success of STEM education and 21st-century skills development.
Many of the stakeholders shared the importance of the sciences and key skills in ensuring the
development of knowledge-based workers in today’s jobs. The data coincide with research that
INFLUENCE OF GLOBALIZATION 151
indicates that MNCs are requiring knowledge-based workers who possess these skills and
tertiary-level degrees in science, engineering, and finance (NCC, 2015).
The second theme was that opportunities exist to bridge MNCs and educational policies
and practices for STEM and 21st-century skills development. The data showed multiple gaps that
have hindered efforts to bring STEM and 21st-century skills into the classroom. One such gap is
the lack of a systematic process for MNCs to interact with schools. Another identified gap was
the implementation of the new policies regarding the Junior Certification process, which is ham-
pered down by politics with the teachers union. There was a lack of adequate and up-to-date
professional development that focuses on STEM and 21st-century skills (Deloitte, 2014; Hixson
et al., 2012).
Because of these gaps, perceptions of stakeholders varied on the surveys, which suggests
an opportunity to bridge MNCs, educational policies, and practices to infuse STEM and 21st-
century skills in schools. Student responses, especially, were generally not as positive regarding
the idea that MNCs had great influence on STEM and 21st-century skills development. The per-
ception gap could simply be due to a lack of a systematic process to include MNCs in schools,
policy making, and professional development. These issues seemed to prevent the curriculum
content and strategies for STEM and 21st-century skills from reaching students and, therefore,
could account for the gap in perceptions.
Research Question 2
Research Question 2 asked, How have science and technology competitions, such as
SciFest, influenced development of 21st-century skills through the use of inquiry-based instruc-
tional strategies in STEM? The results for Research Question 2 revealed two themes. The first
theme was that science competitions influence participation in STEM education and 21st-century
INFLUENCE OF GLOBALIZATION 152
skills development and benefit students. Respondents strongly supported this notion in the
surveys and interviews. The findings coincided with the notion that participation in science fairs
benefits students by promoting self-directed learning that is relevant to students’ lives, skills
development, collaboration, a cross-curricular and integrated approach, and engaging with global
challenges (SciFest, 2013).
The second theme was that opportunities exist to connect science competitions with cur-
riculum and inquiry-based strategies in the classroom. Although there was a general agreement
regarding the influence and benefits of science competitions, there was a marked contrast
regarding whether science competitions directly affected curriculum and strategies in the class-
room. There was also ambivalence as to whether schools or the curriculum prepared students for
the science fair. Student, teacher, and administrator responses indicated that teachers’ knowledge
of STEM and inquiry-based strategies may be limited (Deloitte, 2014). Although business
leaders, policymakers, and politicians were more likely to agree that science competitions
increased the knowledge of teachers in STEM and inquiry-based learning, many of them pointed
to individual efforts by teachers who were already motivated to engage in STEM and inquiry-
based learning strategies (Vaughan & McLaughlin, 2011).
A marked difference existed between students’ perceptions and those of other stakehold-
ers. The difference supports the disconnect between vision and policy regarding STEM and 21st-
century skills development and the activities occurring in the classroom where students directly
experience whether inquiry-based strategies are implemented. The disconnect was further sup-
ported by classroom observations at ABC school and other school sites that revealed that
inquiry-based strategies were sparse. For the most part, teachers adhered to the assigned
INFLUENCE OF GLOBALIZATION 153
curriculum from the textbook. Traditional methods of teaching seemed to be the norm, with the
teacher at the front of the classroom, using lecture-type strategies versus inquiry-based strategies.
Research Question 3
Research Question 3 asked, How has participation in science and technology competi-
tions, such as SciFest, influenced students’ interest and selection of STEM-related courses in
Senior Cycle, as well as their pursuit of college- and/or career-related STEM fields? The results
for Research Question 3 revealed two themes. The first theme was that interest in STEM and
21st-century skills has increased as a result of science and technology fairs. Data analysis for this
theme identified several factors and components of the science fair that increased interest in
STEM and 21st-century skills (Abernathy & Vineyard, 2011; Bruce & Bruce, 2000; Hume,
2009; Mullin et al., 2012). Respondents pointed to the experience of the processes involved in
developing a project and ultimately presenting it in a forum. These experiences invoked a sense
of curiosity to look into issues and problems. The mere exposure and novelty of projects and the
science also motivated students to look further into the sciences. Respondents also indicated that
the science fair experience provided students a sense of accomplishment and confidence in their
ability to continue with STEM. The data showed that continued interest in STEM and 21st-
century skills was largely dependent on teachers and mentors who guided, mentored, and moti-
vated students through science fair process (Bender, 2012; Capraro et al., 2013; Wagner, 2012).
The second theme was that opportunities exist to increase interest in STEM through
science fairs. Despite the positive results from the first theme, many of the respondents noted
that students who continue with STEM are those who are already interested in the sciences. Fur-
thermore, there was a prevailing notion that those who had increased interest already possessed
the aptitude or were successful in the sciences. The data support that efforts are needed to entice
INFLUENCE OF GLOBALIZATION 154
other students to become interested in STEM, especially those who may not initially have an
affinity for the sciences (Capraro et al., 2013; Drew, 2011; P21, 2007). Data also clearly revealed
that a current lack of adequate data to determine whether science fairs actually play a role in
increasing interest in STEM. Respondents suggested that accurate data should be collected to
identify the components of science fairs that increase interest.
The six emerging themes provided a starting point for developing possible plans to build
a generation of knowledge-based workers that can meet the demands of a globalized economy.
Several implications for plans and practices are noted to secure Ireland’s ability to develop a
workforce that possesses knowledge and skills geared toward the future.
Implications for Practice
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 (O’Hagan & Newman, 2014). For these reasons, Ireland has made significant changes
in trade agreements, educational policy, and federal and local government mandates. Since the
Celtic Tiger era of the 1990s, Ireland has enjoyed a positive transformational shift in industry
based on its desire and ability to attract foreign direct investors and MNCs. Ireland is experienc-
ing unanticipated challenges resulting from this economic infusion. To attract and retain foreign
companies and produce competitive domestic firms, the educational community of Ireland must
expand opportunities for all students to develop 21st-century skills in STEM through inquiry-
based instructional strategies, including PBL (O’Hagan & Newman, 2014). Science fairs and
competitions, such as Ireland’s SciFest, provide opportunities for students to demonstrate their
development of 21st-century skills in STEM through PBL curriculum (Bender, 2012; Capraro et
al., 2013). In order to meet the demands of Ireland’s globalized economy, the following
INFLUENCE OF GLOBALIZATION 155
implications are related to the educational practices in Ireland to ensure development of
knowledge-based workers.
1. Formal partnerships between MNCs and the educational system are needed. The
results indicated that stakeholders agreed regarding the importance of MNCs in the development
of STEM and 21st-century skills. However, students, in particular, seemed to be ambivalent
regarding the role of MNCs at the school site. Some students simply did not know how MNCs
were actually involved. The vision for MNC involvement was somehow disengaged with the
current state of the partnerships with schools.
MNCs should seek formal partnerships that are explicit, systematic, and ongoing aside
from the occasional monetary support or school visit to company headquarters. Likewise, school
sites should approach MNCs to ask for input on how to develop a knowledge-based workforce.
Ongoing communication and collaboration should occur to develop actual strategies that empha-
size real-life and relevant problem-based lessons. These partnerships should extend beyond
science fair competitions and must be integrated as part of the educational system.
2. Continuous formative assessments in the Junior Certification process should be
implemented. There is a movement in Ireland to move into continuous and ongoing assessment
versus one high-stakes examination. The Junior Certification process seems to be moving in the
right direction and has garnered support from teachers, administrators, and business leaders.
Successful efforts to change the method of assessment would spur project- or inquiry-based
strategies that emphasize 21st-century skills and STEM. However, bureaucracy and resistance
from unions have hampered efforts to move forward toward continuous formative assessments.
In order to implement the new Junior Certification process, the Department of Education,
policymakers, and unions should determine how to work collaboratively to ensure that students
INFLUENCE OF GLOBALIZATION 156
are appropriately and accurately assessed for 21st-century skills or key skills such as
communication, collaboration, creativity, and critical thinking, and problem solving. These
efforts would help to ensure that the educational system is assessing the skills that are most
important in developing a knowledge-based workforce.
3. Updated and effective professional development for STEM and 21st-century skills
should be provided. According to respondents, key skills or 21st-century skills are fairly new to
many students and faculty. Many of the stakeholders commented that teachers’ knowledge of
STEM and inquiry-based strategies were limited. When students were asked about key skills,
many were not aware of what they were nor did they understand the connection of key skills to
inquiry-based learning. During observations, the researcher had difficulty in finding instances of
inquiry-based learning. These results may stem from a lack of current and adequate professional
development. Some respondents indicated that professional development has not occurred since
the turn of the century or at best had been sparse and not ongoing.
Professional development is of utmost importance to ensure that teachers have the tools
to facilitate inquiry-based learning strategies. Policymakers, the Department of Education,
MNCs, school sites, and unions should collaborate to determine the most relevant, impactful, and
research-based professional development that will increase students’ interest, knowledge, and
skills of STEM and 21st-century skills.
4. It is important to incorporate science competitions and fairs in educational policy and
curriculum to increase project- or inquiry-based learning. General agreement was expressed that
science competitions benefitted students and influenced interest and participation in STEM and
21st-century skills. Respondents agreed that science fairs, in particular SciFest, influenced
students to engage in 21st-century skills and STEM because of its inclusive philosophy and
INFLUENCE OF GLOBALIZATION 157
ability to reach larger student populations. Science competitions were shown to increase interest
in STEM and inquiry-based learning through participation and the experience. However, many
respondents noted that science fairs were activities conducted beyond the regular classroom or
curriculum. Despite the positive beliefs regarding science fairs, respondents were unsure whether
science competitions directly affected strategies such as inquiry-based learning in the classroom.
Observations of classrooms supported the notion that inquiry-based learning was minimal.
If the intent of Ireland is to increase inquiry-based learning to produce a knowledge-
based workforce to meet the demands of MNCs, it would behoove the educational system to
incorporate science competitions in the curriculum. The competitions could be used as a culmi-
nating activity for inquiry-based lessons throughout the school year. SciFest, in particular, would
be a natural partner in the development of curricular activities because of its inclusive philosophy
and wide reach to schools through local, regional, national, and international competitions.
Recommendations for Future Research
The first set of recommendations for future research is related to the methodology of the
current study. The depth of data collection was contingent on the degree to which the researchers
had access to SciFest, MNCs, government and school officials, and students, as well as the
respondents’ availability and willingness to participate in observations, interviews, and surveys.
One-time visits may not have been the most effective method to gather data due to the
many activities on the school campus that may have conflicted with the study. On the day of the
visit, many classes were involved in a sports competition away from campus. This left only a few
classes to observe and a limited number of staff to interview. Although participation by students,
business leaders, policymakers, and political leaders was adequate, participation and data from
INFLUENCE OF GLOBALIZATION 158
teachers at the school of focus were somewhat inadequate. Two- or 3-day visits might garner a
better cross-section of participants at school sites.
Another recommendation regarding the methodology is to modify the survey. The survey
included a sixth option on the Likert-type scale: “I don’t know.” The option to indicate that a
participant did not know may have been an easy option not to commit to a response. A good
number of participants chose this option. The results might have been far different if participants
had been forced to commit to whether they agreed or disagreed. In hindsight, forcing participants
to choose on a traditional 5-point Likert-scale might have been more useful.
The last recommendation regarding methodology is to utilize a better method to deter-
mine whether science fairs actually influence interest in STEM and 21st-century skills. Many
respondents simply could not commit to whether science fairs were influential and pointed to
inadequate measures to determine students’ increased interest as a result of science fairs. Future
studies might modify current tools or use other means to ascertain the level of influence of
science fairs.
The second set of recommendations is related to the scope and extent of the study. The
study focused solely on schools in Dublin and surrounding communities that participated in
SciFest. Future studies should include schools in other cities and communities. Many of the
schools that participated in SciFest in Cork were not part of the sample population. Garnering
data from schools that were actually participating in Cork might have provided coherence in the
researcher’s experience and emerging themes.
Future research should review school sites that do not participate in science fairs to
determine whether STEM and 21st-century skills development are influenced by other factors.
Although science fairs were a key focus in this study, research should examine and analyze other
INFLUENCE OF GLOBALIZATION 159
factors that might influence and promote STEM and 21st-century skills development. This could
lead to a comparative study of the most influential factors. If the intent is to develop knowledge-
based workers, it would be important to determine the most impactful factors so that limited
resources can be focused on the most promising practices.
This study was conducted as a result of an expansion of previous studies regarding glob-
alization, MNCs, STEM, 21st-century skills, and science fairs. The first set of studies on these
matters was conducted in Costa Rica. The current study expanded that research to Ireland. Future
research could expand the research to other parts of the world to draw conclusions about prac-
tices to promote STEM and 21st-century skills development around the world.
As Ireland continues its efforts to develop systems to engender inquiry-based learning
and 21st-century skills, it would be interesting to examine differences in results once systematic
policy changes occurred in Ireland. In particular, the Junior Certification process is currently in a
state of flux, with efforts moving toward more continuous formative assessments. The method of
formative assessments was noted as an impetus to prompt development of 21st-century skills.
Future research could examine the impact of newly adopted or revised educational policies and
practices intended to promote 21st-century skills development, such as the Junior Certification
process.
Conclusion
This mixed-methods study provided an analysis of data that addressed three research
questions focused on finding answers to Ireland’s challenges in a globalized economy. The
results indicated strong support for STEM and 21st-century skills. Promising practices were
noted, including the efforts of SciFest, individual teachers and mentors, and MNCs (SciFest,
n.d.a; Wagner, 2012). However, emerging themes showed that more work and future studies are
INFLUENCE OF GLOBALIZATION 160
warranted to infuse STEM and 21st-century skills in the educational system. In all, six emerging
themes were discussed, along with implications for practice and possible future research.
In past years, Ireland has been recognized as a leader in the world economy, with surges
in gross domestic product that have been attributed to the influx of MNCs who have made the
Emerald Isle home. Ireland now has a clear task to ensure that it develops a knowledge-based
workforce that can meet the demands of the new global economy that emphasizes STEM-related
careers and 21st-century skills. The task and challenge extend beyond current demands and must
be seen in the context of careers and problems that have not yet come. The successful future of
Ireland will depend on its ability to develop effective partnerships with MNCs, coherent educa-
tional policies, and promising practices that promote STEM and 21st-century skills.
INFLUENCE OF GLOBALIZATION 161
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www.bobpearlman.org/BestPractices/PBL_Research.pdf
Thurow, L. C. (2000). Globalization: The product of a knowledge-based economy. Annals of the
American Academy of Political and Social Sciences, 570, 19-31.
INFLUENCE OF GLOBALIZATION 174
Top 1000: Our guide to Irish business. (n.d.). The Irish Times. Retrieved from http://www
.top1000.ie/companies
Trilling, B., Fadel, C., & Partnership for 21st Century Skills. (2009). 21st century skills: Learn-
ing for life in our times (1st ed.). San Francisco, CA: Jossey-Bass.
United Nations. (2002). World population prospects: The 2002 revision Volume III: Analytical
report. Retrieved from http://www.un.org/esa/population/publications/wpp2002/
WPP2002_VOL_3.pdf
Vaughan, M., & McLaughlin, J. (2011). What can motivate teachers to learn? ASK
THEM. Journal of Staff Development, 32(5), 50-54.
Wagner, T. (2008). The global achievement gap: Why even our best schools don’t teach the new
survival skills our children need—and what we can do about it. New York, NY: Basic
Books.
Wagner, T. (2012). Creating innovators: The making of young people who will change the
world. New York, NY: Scribner Books.
Walker, A., & Leary, H. (2009). A problem-based learning meta analysis: Differences across
problem types, implementation types, disciplines, and assessment levels. Retrieved from
http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1061&context=ijpbl
Wilson, J., Cordry, S., & Uline, C. (2004). Science fairs: Promoting positive attitudes towards
science from student participation. College Student Journal, 38(1), 112-115.
World Bank. (2003). Lifelong learning in the global knowledge economy: Challenges for devel-
oping countries. Washington, DC: Author.
INFLUENCE OF GLOBALIZATION 175
APPENDIX A
RECRUITMENT LETTER TO PRINCIPAL
Dear [CONTACT NAME],
My name is [USC STUDENT’S NAME] and I am currently [USC STUDENT’S TITLE/POSITION],
located in the United States. I am also a doctoral student at the University of Southern California (USC)
and in April, 2016, I will travel with 15 other doctoral students from USC to Ireland as part of a research
team led by Dr. Michael Escalante.
Recently, Sheila Porter, CEO of SciFest, contacted you, or a representative at your school, to request your
participation in a 1-day study. On April 20 or 21, 2016, another doctoral student and I hope to visit
[NAME OF SCHOOL/INSTITUTION] to talk with, observe, and survey willing students, teachers, and
you.
This study’s ultimate goal is to understand how schools and SciFest are helping students to develop 21st-
century skills, particularly in the fields of science, technology, engineering, and maths (STEM). We are
interested in STEM education as a means of producing knowledge-ready workers for 21st-century jobs.
Furthermore, we aim to understand the influence of globalization and multinational corporations on
schools throughout Ireland.
The following questions will guide our research:

1. How have science and technology competitions, such as SciFest, influenced development of 21st-
century skills through the use of inquiry-based instructional strategies in STEM?

2. How has participation in science and technology competitions, such as SciFest, influenced students’
interest and selection of STEM-related courses in Senior Cycle, as well as their pursuit of college-
and/or career-related STEM fields?

3. How have globalization and multinational corporations influenced educational policy in the area of
STEM education and the development of 21st-century skills?
Please know that participation during our visit will be entirely voluntary, confidential, and nonevaluative.
If you would like, at the completion of the overall study, I would be more than happy to provide a copy of
the final dissertation results and conclusions report.
Thank you for considering my request and taking your valuable time to read this correspondence; without
your help, this experience would not be possible.
May I request that you reply at your convenience via email to [USC STUDENT’S EMAIL] to provide a
contact number and preferred time for me to call you to discuss details about my visit to [NAME OF
SCHOOL/INSTITUTION].
Sincerely,
[USC STUDENT’S NAME]
INFLUENCE OF GLOBALIZATION 176
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
imagination. We are particularly interested in the fields of science, technology, engineering, and
maths (STEM).
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes among the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Influence of Globalization and Multinational Corporations on Educational Policy,
STEM, and Development of 21st-Century Skills
1. What is your opinion of the importance of science, technology, engineering, and maths
education, or STEM, and 21st-century skills development?

2. Describe changes in educational policy that have occurred as a result of globalization in
Ireland.

3. How has the influence of multinational corporations (MNCs) created an increased need for
students to acquire 21st-century skills, particularly those in STEM fields?

INFLUENCE OF GLOBALIZATION 177
4. What should be the role of MNCs and other business and industry in promoting STEM and
21st-century skills development in schools in Ireland?

5. How can STEM education help Ireland’s economic future, if at all?

6. What is the importance of 21st-century skill development and its influence on the economic
future of Ireland?

7. Some people say that, to promote development of 21st-century skills and STEM education,
current educational policy in Ireland must change. How would you respond to that?

II. Influence of Science and Technology Competitions (SciFest) on Development of 21st-
Century Skills and the Use of STEM and Inquiry-Based Learning Strategies
1. What has been your experience with the science and technology competitions, such as
SciFest?

2. How do science and technology competitions affect teaching practices in science?

3. How do science and technology competitions affect STEM curriculum?

4. What strategies should be employed to prepare students for science and technology
competitions?

5. How do science and technology competitions affect or promote the use of inquiry-based
instructional strategies?

6. How do science and technology competitions affect or promote the use of technology in
schools?

7. How will science and technology competitions influence change in the educational system in
Ireland?

III. Influence of Science Competitions (SciFest) on Students’ Pursuit of STEM-Related
Subjects in Senior Cycle and/or in College and/or a STEM-Related Career
1. Have you noticed changes in interest in STEM-related fields by students who participate in
science and technology competitions? How about teachers? Educational leaders?

2. How do science and technology competitions affect student interest in continuing their study
in STEM fields in Senior Cycle and/or in college, if at all?

3. How do science and technology competitions affect student preparedness for STEM-related
career fields, if at all?
INFLUENCE OF GLOBALIZATION 178
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
imagination. We are particularly interested in the fields of science, technology, engineering, and
maths (STEM).
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used, only by our research team, to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Influence of Globalization and Multinational Corporations on Educational Policy,
STEM, and Development of 21st-Century Skills
1. What is your opinion of the importance of science, technology, engineering, and maths
education, or STEM, and 21st-century skills development?

2. Describe changes in educational policy that have occurred as a result of globalization in
Ireland.

3. How has the influence of multinational corporations (MNCs) created an increased need for
students to acquire 21st-century skills, particularly those in STEM fields?

INFLUENCE OF GLOBALIZATION 179
4. What should be the role of MNCs and other business and industry in promoting STEM and
21st-century skills development in schools in Ireland?

5. How can STEM education help Ireland’s economic future, if at all?

6. What is the importance of 21st-century skill development and its influence on the economic
future of Ireland?

7. Some people say that, to promote development of 21st-century skills and STEM education,
current educational policy in Ireland must change. How would you respond to that?

II. Influence of Science and Technology Competitions (SciFest) on Development of 21st-
Century Skills and the Use of STEM and Inquiry-Based Learning Strategies
1. What has been your experience with the science and technology competitions, such as
SciFest?

2. How do science and technology competitions affect teaching practices in science?

3. How do science and technology competitions affect STEM curriculum?

4. What strategies should be employed to prepare students for science and technology
competitions?

5. How do science and technology competitions affect or promote the use of inquiry-based
instructional strategies?

6. How do science and technology competitions affect or promote the use of technology in
schools?

7. How will science and technology competitions influence change in the educational system in
Ireland?

III. Influence of Science Competitions (SciFest) on Students’ Pursuit of STEM-Related
Subjects in Senior Cycle and/or in College and/or a STEM-Related Career
1. Have you noticed changes in interest in STEM-related fields by students who participate in
science and technology competitions? How about teachers? Educational leaders?

2. How do science and technology competitions affect student interest in continuing their study
in STEM fields in Senior Cycle and/or in college, if at all?

3. How do science and technology competitions affect student preparedness for STEM-related
career fields, if at all?
INFLUENCE OF GLOBALIZATION 180
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
imagination. We are particularly interested in the fields of science, technology, engineering, and
maths (STEM).
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used, only by our research team, to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Influence of Globalization and Multinational Corporations on Educational Policy,
STEM, and Development of 21st-Century Skills
1. What is your opinion of the importance of science, technology, engineering, and maths
education, or STEM, and 21st-century skills development?

2. Describe changes in educational policy that have occurred as a result of globalization in
Ireland.

3. How has the influence of multinational corporations (MNCs) created an increased need for
students to acquire 21st-century skills, particularly those in STEM fields?

INFLUENCE OF GLOBALIZATION 181
4. What should be the role of MNCs and other business and industry in promoting STEM and
21st-century skills development in schools in Ireland?

5. How can STEM education help Ireland’s economic future, if at all?

6. What is the importance of 21st-century skill development and its influence on the economic
future of Ireland?

7. Some people say that, to promote development of 21st-century skills and STEM education,
current educational policy in Ireland must change. How would you respond to that?

II. Influence of Science and Technology Competitions (SciFest) on Development of 21st-
Century Skills and the Use of STEM and Inquiry-Based Learning Strategies
1. What has been your school’s experience with the science and technology competitions, such
as SciFest?

2. How has SciFest affected teaching practices in science at your school, if at all?

3. How has SciFest affected STEM curriculum at your school, if at all?

4. What strategies are employed to prepare students for SciFest at your school?

5. How has SciFest affected or promoted use of inquiry-based instructional strategies at your
school, if at all?

6. How has SciFest affected or promoted the use of technology at your school, if at all?

7. How has SciFest influenced change in the educational system in Ireland, if at all?

III. Influence of Science Competitions (SciFest) on Students’ Pursuit of STEM-Related
Subjects in Senior Cycle and/or in College and/or a STEM-Related Career
1. What changes have you noticed in interest in STEM-related fields by students who
participate in science and technology competitions, if any? How about teachers’ interest in
STEM-related fields? Educational leaders’ interest in STEM-related fields?

2. How has SciFest affected student interest in continuing their study in STEM fields in Senior
Cycle and/or in college, if at all?

3. How has SciFest affected student preparedness for STEM-related career fields, if at all?

INFLUENCE OF GLOBALIZATION 182
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
imagination. We are particularly interested in the fields of science, technology, engineering, and
maths (STEM).
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used, only by our research team, to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Influence of Globalization and Multinational Corporations on Educational Policy,
STEM, and Development of 21st-Century Skills
1. What is your opinion of the importance of science, technology, engineering, and maths
education, or STEM, and 21st-century skills development?

2. Are you aware of any changes in educational policy that have occurred as a result of
globalization in Ireland?

INFLUENCE OF GLOBALIZATION 183
3. How has the influence of multinational corporations (MNCs) created an increased need for
students to acquire 21st-century skills, particularly those in STEM fields?

4. What should be the role of MNCs and other business and industry in promoting STEM and
21st-century skills development in schools in Ireland?

5. How can STEM education help Ireland’s economic future, if at all?

6. What is the importance of 21st-century skill development and its influence on the economic
future of Ireland?

7. Some people say that, to promote development of 21st-century skills and STEM education,
current educational policy in Ireland must change. How would you respond to that?

II. Influence of Science and Technology Competitions (SciFest) on Development of 21st-
Century Skills and the Use of STEM and Inquiry-Based Learning Strategies
1. What has been your school’s experience with science and technology fairs, such as SciFest?

2. How has SciFest affected teaching practices in science, if at all?

3. How has SciFest affected STEM curriculum in your classroom, if at all?

4. What strategies are employed to prepare students for SciFest at your school and in your
classroom?

5. How has SciFest affected or promoted the use of inquiry-based instructional strategies at
your school and in your classroom, if at all?

6. How has SciFest affected or promoted the use of technology at your school?

7. How has SciFest influenced change in the educational system in Ireland, if at all?

III. Influence of Science Competitions (SciFest) on Students’ Pursuit of STEM-Related
Subjects in Senior Cycle and/or in College and/or a STEM-Related Career
1. What changes have you noticed in the interest in STEM-related fields in students who
participate in SciFest, if any? How about teachers? Educational leaders?

2. How has SciFest affected student interest in continuing study in STEM in Senior Cycle
and/or in college, if at all?

3. How has SciFest affected student preparedness for STEM-related career fields, if at all?
INFLUENCE OF GLOBALIZATION 184
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
imagination. We are particularly interested in the fields of science, technology, engineering, and
maths (STEM).
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used, only by our research team, to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Influence of Globalization and Multinational Corporations on Educational Policy,
STEM, and Development of 21st-Century Skills
1. What is your opinion of the importance of science, technology, engineering, and maths
education, or STEM, and 21st-century skills development?

2. How has globalization and multinational corporations [may need to explain these concepts]
in Ireland affected what is taught and what is expected from you, if at all?

3. How has the influence of multinational corporations (MNCs) created an increased need for
you to acquire 21st-century skills, particularly those in STEM fields?

INFLUENCE OF GLOBALIZATION 185
4. What should be the role of MNCs and other business and industry in promoting STEM and
21st-century skills development in schools in Ireland?

5. How can STEM education help Ireland’s economic future, if at all?

6. What is the importance of 21st-century skill development and its influence on the economic
future of Ireland?

7. Some people say that, to promote development of 21st-century skills and STEM education,
current educational policy in Ireland must change. Based on your experience as a student,
how would you respond to that?

II. Influence of Science and Technology Competitions (SciFest) on Development of 21st-
Century Skills and the Use of STEM and Inquiry-Based Learning Strategies
1. What has been your experience with SciFest?

2. How have your science lessons prepared you for SciFest? What about lessons in other
subjects?

3. Have any particular classroom or laboratory activities been helpful in preparing you for
SciFest?

4. How do your teachers help you to prepare for SciFest?

5. What are some examples of inquiry-based lessons that you have had in any of your subjects
[may need to explain this concept]?

6. To what extent has SciFest affected or promoted your use of technology in your courses?

7. How has SciFest influenced change in the educational system throughout Ireland, if at all?

III. Influence of Science Competitions (SciFest) on Students’ Pursuit of STEM-Related
Subjects in Senior Cycle and/or in College and/or a STEM-Related Career
1. What changes have you noticed in the interest in STEM-related fields in students who
participate in SciFest, if any? How about teachers or principals?

2. How has SciFest affected your interest in continuing your study in STEM in Senior Cycle
and/or in college, if at all?

3. How has SciFest affected your interest and preparedness for a STEM-related career field, if
at all?
INFLUENCE OF GLOBALIZATION 186
APPENDIX G
CLASSROOM OBSERVATION PROTOCOL
Date: Location of Observation:
Teacher Observed: Time of Observation:
Class Size (total students): Males ______ Females ______
Class Title and Grade Level:
DESCRIPTION/DIAGRAM
OF CLASSROOM

- Position of student desks

- Position of teacher’s desk

- Whiteboard

- Grouping of students

- Technology

- Tables, computers, shelves

- Wall displays, decorations

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

Overview of Lesson (Learning Objective for the Day):

Instructional Materials Used:

Additional Classroom Information:
INFLUENCE OF GLOBALIZATION 187

21st-Century
Skills
(Wagner,
2008)
STEM /
Inquiry-
Based
(Slough &
Milam, 2013)
Actions and Comments Observed Observer Comments
Critical
Thinking and
Problem
Solving
Making
Content
Accessible

Collaborating
Across
Networks
Making
Thinking
Visible

Agility and
Adaptability
Helping
Students Learn
from Others

Initiative and
Entrepreneuri-
alism
Promoting
Autonomy and
Lifelong
Learning

Effective Oral
and Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

Other
Observations

INFLUENCE OF GLOBALIZATION 188
Reflection Questions:
1. RQ1: To what extent do STEM curriculum and 21st-century skills development exist?

2. RQ2: To what extent does the teacher utilize elements of SciFest in the curriculum?

3. RQ2: To what extent are 21st-century skills embedded in the lesson and/or instructional
strategy?

4. RQ2: What is the teacher’s role in the learning process?

5. RQ2: What is the evidence that inquiry-based learning strategies exist?

6. RQ2: How does student-led conversation influence participation in class?

7. RQ2: How is technology used in the classroom?

8. RQ3: To what extent is the teacher (student) engaged in the STEM curriculum?

9. Are there additional questions for the teacher?

INFLUENCE OF GLOBALIZATION 189
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:

INFLUENCE OF GLOBALIZATION 190

21st-Century
Skills
(Wagner,
2008)
STEM /
Inquiry-
Based
(Slough &
Milam, 2013)
Actions and Comments Observed Observer Comments
Critical
Thinking and
Problem
Solving
Making
Content
Accessible

Collaborating
Across
Networks
Making
Thinking
Visible

Agility and
Adaptability
Helping
Students Learn
from Others

Initiative and
Entrepre-
neurialism
Promoting
Autonomy and
Lifelong
Learning

Effective Oral
and Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

Other
Observations

INFLUENCE OF GLOBALIZATION 191
Reflection Questions:
1. RQ1: To what extent do STEM curriculum and 21st-century skills development exist?

2. RQ2: To what extent does the teacher utilize elements of SciFest in the curriculum?

3. RQ2: To what extent are 21st-century skills embedded in the lesson and/or instructional
strategy?

4. RQ2: What is the teacher’s role in the learning process?

5. RQ2: What is the evidence that inquiry-based learning strategies exist?

6. RQ2: How does student-led conversation influence participation in class?

7. RQ2: How is technology used in the classroom?

8. RQ3: To what extent is the teacher (student) engaged in the STEM curriculum?

9. Are there additional questions for the teacher?

INFLUENCE OF GLOBALIZATION 192
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

INFLUENCE OF GLOBALIZATION 193
9. Science and technology fairs have positively increased the
use of inquiry-based learning as an instructional strategy. SA A N D SD DK

10. Schools prepare students well for science and technology fairs. SA A N D SD DK

11. Science curriculum prepares students for participation in
science and technology fairs. SA A N D SD DK

12. Science and technology fairs promote the use of technology
in schools. SA A N D SD DK

13. Students benefit from participating in science and
technology fairs. SA A N D SD DK

14. As a result of science and technology fairs, there has been an
increase in teachers’ knowledge of STEM education. SA A N D SD DK

15. Teachers benefit by participating in science and technology fairs. SA A N D SD DK

16. Educational leaders benefit by promoting participation in
science and technology competitions. SA A N D SD DK

17. Science and technology fairs have improved the educational
system in Ireland. SA A N D SD DK

18. Science and technology fairs have been beneficial in
preparing students for senior cycle education. SA A N D SD DK

19. Science and technology fairs have been beneficial in
preparing students for the labour force. SA A N D SD DK

20. Interest in STEM and the development of 21st-century skills
has increased as a result of science and technology fairs. SA A N D SD DK

21. Students who participated in science and technology fairs
show increased interest in studying STEM-related subjects
in Senior Cycle. SA A N D SD DK

22. Students who participated in science and technology fairs show
increased interest in studying STEM-related fields in college. SA A N D SD DK
INFLUENCE OF GLOBALIZATION 194
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

INFLUENCE OF GLOBALIZATION 195
9. Science and technology fairs have positively increased the
use of inquiry-based learning as an instructional strategy. SA A N D SD DK

10. Schools prepare students well for science and technology fairs. SA A N D SD DK

11. Science curriculum prepares students for participation in
science and technology fairs. SA A N D SD DK

12. Science and technology fairs promote the use of technology
in schools. SA A N D SD DK

13. Students benefit from participating in science and
technology fairs. SA A N D SD DK

14. As a result of science and technology fairs, there has been an
increase in teachers’ knowledge of STEM education. SA A N D SD DK

15. Teachers benefit by participating in science and technology fairs. SA A N D SD DK

16. Educational leaders benefit by promoting participation in
science and technology competitions. SA A N D SD DK

17. Science and technology fairs have improved the educational
system in Ireland. SA A N D SD DK

18. Science and technology fairs have been beneficial in
preparing students for Senior Cycle education. SA A N D SD DK

19. Science and technology fairs have been beneficial in
preparing students for the labour force. SA A N D SD DK

20. Interest in STEM and the development of 21st-century skills
has increased as a result of science and technology fairs. SA A N D SD DK

21. Students who participated in science and technology fairs
show increased interest in studying STEM-related subjects
in Senior Cycle. SA A N D SD DK

22. Students who participated in science and technology fairs show
increased interest in studying STEM-related fields in college. SA A N D SD DK

INFLUENCE OF GLOBALIZATION 196
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

INFLUENCE OF GLOBALIZATION 197
9. Science and technology fairs have positively increased the
use of inquiry-based learning as an instructional strategy. SA A N D SD DK

10. Schools prepare students well for science and technology fairs. SA A N D SD DK

11. Science curriculum prepares students for participation in
science and technology fairs. SA A N D SD DK

12. Science and technology fairs promote the use of technology
in schools. SA A N D SD DK

13. Students benefit from participating in science and
technology fairs. SA A N D SD DK

14. As a result of science and technology fairs, there has been an
increase in teachers’ knowledge of STEM education. SA A N D SD DK

15. Teachers benefit by participating in science and technology fairs. SA A N D SD DK

16. Educational leaders benefit by promoting participation in
science and technology competitions. SA A N D SD DK

17. Science and technology fairs have improved the educational
system in Ireland. SA A N D SD DK

18. Science and technology fairs have been beneficial in
preparing students for Senior Cycle education. SA A N D SD DK

19. Science and technology fairs have been beneficial in
preparing students for the labour force. SA A N D SD DK

20. Interest in STEM and the development of 21st-century skills
has increased as a result of science and technology fairs. SA A N D SD DK

21. Students who participated in science and technology fairs
show increased interest in studying STEM-related subjects
in Senior Cycle. SA A N D SD DK

22. Students who participated in science and technology fairs show
increased interest in studying STEM-related fields in college. SA A N D SD DK
INFLUENCE OF GLOBALIZATION 198
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 a SciFest@School science fair? Yes No

2. Have you taken part in a SciFest@College science fair? Yes No

SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know

3. STEM education is important. SA A N D SD DK

4. The development of 21st-century skills is important. SA A N D SD DK

5. Globalization has influenced the demand for STEM education
and the development of 21st-century skills. SA A N D SD DK

6. MNCs have influenced the demand for STEM education and
development of 21st-century skills. SA A N D SD DK

7. MNCs (businesses) should support and promote STEM education
and development of 21st-century skills in schools in Ireland. SA A N D SD DK

8. STEM education and 21st-century skill development are
important to the economic future of Ireland. SA A N D SD DK

9. Changes to current educational policy in Ireland should occur
to ensure that students develop 21st-century skills and receive
a STEM education. SA A N D SD DK

INFLUENCE OF GLOBALIZATION 199
10. Science and technology fairs influence my participation
in STEM education and my development of 21st-century skills. SA A N D SD DK

11. I have teachers who use inquiry-based learning as a
teaching method.. SA A N D SD DK

12. My science courses have prepared me well for the SciFest
science and technology fair. SA A N D SD DK

13. My school prepared me well for the SciFest science and
technology fair. SA A N D SD DK

14. Technology was an important part of my preparation for
the SciFest science and technology fairs. SA A N D SD DK

15. Students benefit from participating in the SciFest science
and technology fairs. SA A N D SD DK

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

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

18. Educational leaders benefit by promoting participation in
the SciFest science and technology fairs. SA A N D SD DK

19. The SciFest science and technology fairs have improved the
educational system in Ireland. SA A N D SD DK

20. The SciFest science and technology fairs have been beneficial
in preparing students for Senior Cycle education. SA A N D SD DK

21. The SciFest science and technology fair has been beneficial in
preparing me for the labour force. SA A N D SD DK

22. My interest in STEM and development of 21st-century skills has
increased as a result of the SciFest science and technology fair. SA A N D SD DK

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

24. After participating in the SciFest science and technology fair,
I have increased interest in studying a STEM-related field in
college. SA A N D SD DK
INFLUENCE OF GLOBALIZATION 200
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 AND MULTINATIONAL CORPORATIONS ON
INSTRUCTIONAL PRACTICES AND INTEREST IN SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS IN IRELAND 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, a 45-minute classroom observation, and/or a 10-minute SciFest observation. You do not have to answer
any questions that you don’t want to answer.

ALTERNATIVES TO PARTICIPATION
You may elect to participate in the interview process and not be audio recorded. You may elect
not to participate at all. Your relationship with your school/employer will not be affected by
whether or not you participate in this study.

CONFIDENTIALITY
Survey and observation data will be anonymous for all groups. Interview protocols for teachers,
principals, and students will collect identifiers. However, any identifiable information obtained
in connection with this study will remain confidential. Responses will be coded with a false
name (pseudonym) and maintained separately. The audio tapes will be destroyed once they have
been transcribed. Interview protocols for business leaders, government officials, and educational
policymakers will collect identifiers (participant names/job titles/time in position, and contact
information) but only names and titles will be identifiable in the study. The audio tapes will be
destroyed once they have been transcribed.
INFLUENCE OF GLOBALIZATION 201

The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research
studies to protect the rights and welfare of research subjects.

When the results of the research are published or discussed in conferences, only the above-
mentioned identifiable information will be used. Aggregate reports of findings will be shared
with SciFest and school site participants upon request.

INVESTIGATOR CONTACT INFORMATION
Principal Investigator:
Dr. Michael Escalante, University of Southern California,
mescalan@usc.edumailto:mescalan@usc.edu; mailto:mescalan@usc.edu

Co-investigators:
Kevin Hryciw, Assistant Superintendent, Arcadia Unified School District, hryciw@usc.edu
Alejandro Alvarez, Deputy Superintendent, Compton Unified School District, alva332@usc.edu
Colleen Hawkins, Assistant Superintendent, Compton Unified School District,
chawkin@usc.edu
Arthur Cunha, Assistant Superintendent, Temple City Unified School District, acunha@usc.edu
Mathew Holton, Superintendent, Chaffey Joint Union High School District, mgholton@usc.edu
Owen Crosby, Assistant Superintendent, Huntington Beach Union High School District,
ocrosby@usc.edu
Paul Gothold, Superintendent, Lynwood Unified School District, pgothold@usc.edu
Darin Brawley, Superintendent, Compton Unified School District, dbrawley@usc.edu
Froilan Mendoza, Superintendent, Baldwin Park Unified School District, fnmendoz@usc.edu
Karen Reed, Assistant Superintendent, South Pasadena Unified School District,
rkaren@usc.edumailto:hryciw@usc.edu
Sheryl Barnd, Superintendent/Principal, Mupu Elementary School District,
sheryl.barnd@mupu.org
Edward Zuniga, Assistant Superintendent, El Monte Union High School District,
edwardz@usc.edu
Michelle King, Superintendent, Los Angeles Unified School District, kingml@usc.edu
Shelley Adams, Superintendent, Baldy View Regional Occupational Program, shelleya@usc.edu
Steven Martinez, Superintendent/Principal, Hughes-Elizabeth Lakes Union School District,
stevenfm@usc.edu
Steven Miller, Assistant Superintendent, Lawndale Elementary School District,
millersr@usc.edu

IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301,
Los Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu
INFLUENCE OF GLOBALIZATION 202
APPENDIX N

INFORMATION LETTER TO PARENTS
University of Southern California
Rossier School of Education
Waite Phillips Hall
3470 Trousdale Parkway
Los Angeles, CA 90089

Dear Parents,
The purpose of this letter is to inform you of a study that will be conducted at your child’s school
on April 20 and 21. Sixteen doctoral students from the University of Southern California (USC)
will travel from USC to Ireland as part of a research team led by Dr. Michael Escalante.
This study’s ultimate goal is to understand how schools and SciFest are helping students to
develop 21st-century skills, particularly in the fields of science, technology, engineering, and
math (STEM). We are interested in STEM education as a means of producing knowledge-ready
workers for 21st-century jobs. Furthermore, we aim to understand the influence of globalization
and multinational corporations on schools throughout Ireland.

If your child agrees to take part in this study, he or she will be asked to participate in a 15-minute
survey, a 45-minute audiotaped interview, and/or a 45-minute classroom observation. Students
do not have to participate or answer any questions that they don’t want to answer.

Survey and observation protocols will not collect any identifiable information about the students.
Interview protocols for students will collect identifiers, such as name and school location, but
any identifiable information obtained in connection with this study will remain confidential.
Responses will be coded with a false name (pseudonym) and maintained separately. The audio
tapes will be destroyed once they have been transcribed. As an alternative, your child may elect
to participate in the interview process and not be audio recorded.

Please know that participation during our visit will be entirely voluntary and nonevaluative.
Thank you for considering participation in this study.

Sincerely,

USC Doctoral Research Team

Abstract (if available)

Abstract Ireland, in past years, has been recognized as a leader in the world economy, with surges in gross domestic product that have been attributed to the influx of multinational corporations (MNCs) who have made the Emerald Isle home. Ireland now has the task to ensure that it develops a knowledge-based workforce that can meet the demands of the new global economy that emphasizes science, technology, engineering, and mathematics (STEM)-related careers and 21stcentury skills. The task and challenge extends beyond current demands but must be seen in the context of careers and problems that have not yet come. The successful future of Ireland will depend highly on its ability to develop effective partnerships with MNCs, coherent educational policies, and promising practices that promote STEM and 21st-century skills. ❧ This mixed-methods study provided an analysis of data that addressed three research questions focused on finding answers to Ireland’s challenges in a globalized economy. The results indicated strong support for STEM and 21st-century skills. Promising practices were noted, including efforts by SciFest, individual teachers and mentors, and MNCs. However, emerging themes also showed that more work and future studies are warranted to infuse STEM and 21st-century skills in the educational system. In all, six emerging themes were discussed, along with implications for practice and possible future research.

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Asset Metadata

Creator Mendoza, Froilan N. (author)

Core Title The influence of globalization and multinational corporations on instructional practices and interest in science, technology, engineering, and mathematics in Ireland schools

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 02/15/2017

Defense Date 02/03/2017

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

Tag 21st century skills,Globalization,Ireland,multinational corporations,OAI-PMH Harvest,science fairs,STEM

Language English

Contributor Electronically uploaded by the author (provenance)

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

Creator Email fnmendoz@usc.edu,fromendo@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-338115

Unique identifier UC11255875

Identifier etd-MendozaFro-5062.pdf (filename),usctheses-c40-338115 (legacy record id)

Legacy Identifier etd-MendozaFro-5062.pdf

Dmrecord 338115

Document Type Dissertation

Rights Mendoza, Froilan N.

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