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Globalization and its influence on Ireland's educational policy and the development of 21st-century skills and education in science, technology, engineering, and mathematics and science fairs in ...

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Content Running head: INFLUENCE OF GLOBALIZATION 1
GLOBALIZATION AND ITS INFLUENCE ON IRELAND’S EDUCATIONAL POLICY
AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS AND EDUCATION
IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS
AND SCIENCE FAIRS IN IRELAND SCHOOLS
SUCH AS NORTHERLY COLLEGE
by
Steven R. Miller
____________________________________________________________________
A Dissertation Proposal 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 Steven R. Miller
INFLUENCE OF GLOBALIZATION 2
DEDICATION
Freda G. Miller was the inspiration to start and end this dissertation. As a mother, she
was my friend and greatest supporter. Freda wanted this accomplishment for me and would
always remind me that a piece of my education was missing. Unfortunately, she passed away a
month before I began the program. However, there has not been a day that I have not felt her
presence. Daily, my mother’s memory reminds me to persevere, remain focused, and above all,
believe that anything is within reach.
INFLUENCE OF GLOBALIZATION 3
ACKNOWLEDGMENTS
It is critical to acknowledge and give thanks to Dr. Kathy Onoye, my closest friend and
dedicated Trojan. Kathy had supported me through this academic exercise; she gave the needed
push when each benchmark appeared to be too much. The friendship that has grown through this
process makes this exercise unique.
Dr. Michael Escalante, who has supported each member of this doctoral cohort, will
forever have my highest respect and admiration. I owe him a debt of gratitude for reaching out
and bringing me on this incredible journey. Dr. Escalante not only brought together an amazing
group of graduate students; he has given each of us a group of contacts and friends on whom we
can call on throughout our careers. Further, his selection of a fantastic team of instructors has
made this program all the more compelling and rewarding.
Special thanks go to Dr. Cash, Dr. Garcia, Dr. Cherniss, Dr. Samkian, and Dr. J. Garcia,
each of whom provided me with an expanded professional capacity and a new appreciation for
what it means to be an educational leader. The cohort members, amazing in their own right as
educators and leaders, have given far more than their time; they have helped to clarify my
thoughts and ideas on the path forward in education, and for that I am thankful.
Thank you to Dr. Ellen Dougherty and the amazing team of professionals with whom I
work and who supported me through this process. At times when I needed to focus on a paper or
leave work for a class, the team gave their time and energy to keep me moving forward.
Last, but most important, I thank my family. This program began a month after our
mother passed away. Each family member had many emotions during this time; however, no
matter what the issues were, either together or individually, each took the time to reach out and
share support. I thank each of them for being amazing.
INFLUENCE OF GLOBALIZATION 4
TABLE OF CONTENTS
Dedication 2
Acknowledgments 3
List of Tables 6
Abstract 8
Chapter 1: Overview of the Study 9
Statement of the Problem 10
Purpose of the Study 11
Significance of the Study 12
Limitations and Delimitations of the Study 13
Limitations 13
Delimitations 14
Assumptions 15
Definition of Terms 15
Organization of the Dissertation 17
Chapter 2: Review of the Literature 19
Globalization 21
Impact of Globalization 23
Ireland 24
Political Implications 25
Economic Implications 27
Foreign Direct Investment 29
Multinational Companies 31
Education in Ireland 33
Education Overview 33
Irish Educational Structure 35
21st-Century Skills 39
STEM 41
PBL 43
Science Fairs 47
Theoretical Framework 49
Figure 1. Diagram of the theoretical framework 50
Summary of the Literature Review 53
Chapter 3: Research Method 56
Research Design 58
Research Team 60
Population and Sample 61
Educational Policymakers 62
Business Professionals 63
School Administrators, Teachers, and Students 63
Cork SciFest Competition 64
Instrumentation 64
Interview Protocols 65
Observation Protocols 67
Survey Protocols 68
Data Analysis 71
Validity, Credibility, and Trustworthiness 72
Reliability 72
Ethical Considerations 72
INFLUENCE OF GLOBALIZATION 5
Chapter Summary 73
Chapter 4: Results 74
Case Study Overview: Northerly College 76
Findings for Research Question 1 78
Theme 1: STEM Education Is Important 78
Theme 2: 21st-Century Skill Development Enhances Career Fulfillment 83
Theme 3: Ireland’s Economic Future Relies on STEM and 21st-Century
Educational Development 87
Summary, Research Question 1 92
Findings for Research Question 2 93
Theme 1: Student Exposure to Science Competitions Increases
Development in STEM and 21st-Century Skills 93
Theme 2: School Support of Science Competitions Is Important 99
Summary, Research Question 2 103
Findings for Research Question 3 104
Theme 1: Science Competition Exposure Provides Students With
Career Options 105
Theme 2: MNCs Have an Interest in Students Selecting STEM-Related
Careers 109
Summary, Research Question 3 113
Chapter Summary 113
Chapter 5: Conclusion and Recommendations 117
Purpose of the Study 117
Research Questions 117
Review of the Methodology 118
Summary of Findings 118
Research Question 1 119
Research Question 2 122
Research Question 3 126
Limitations 129
Implications for Practice 129
Themes for Future Research 131
Conclusion 132
References 135
Appendices
Appendix A: Recruitment Letter to Principal 142
Appendix B: Political Leader/Educational Policymaker Interview Protocol 143
Appendix C: Business and Industry (MNCs) Interview Protocol 145
Appendix D: School Leader Interview Protocol 147
Appendix E: Teacher Interview Protocol 149
Appendix F: Student Interview Protocol 151
Appendix G: Classroom Observation Protocol 153
Appendix H: SciFest Observation Protocol 156
Appendix I: Survey Protocol for School Administrator or Teacher 159
Appendix J: Survey Protocol for Political Leader or Business Leader 161
Appendix K: Survey Protocol for Educational Policymaker 163
Appendix L: Survey Protocol for Student Participant in SciFest 165
Appendix M: Information/Fact Sheet for Exempt Nonmedical Research 167
Appendix N: Information Letter to Parents 169
INFLUENCE OF GLOBALIZATION 6
LIST OF TABLES
Table 1: Data Collection Sources 62
Table 2: Alignment of Interview Protocols to Research Questions (RQs) and
Theoretical Frameworks 66
Table 3: Alignment of Survey Protocols to Research Questions (RQs) and
Theoretical Frameworks 70
Table 4: Participation in @School and @College Science and Technology
Competitions 79
Table 5: Education in Science, Technology, Engineering, and Mathematics
(STEM) Is Important (Percentages) 80
Table 6: Development of 21st-Century Skills Is Important (Percentages) 84
Table 7: Globalization Has Influenced the Demand for Science, Technology,
Engineering, and Mathematics (STEM) Education and Development of
21st-Century Skills (Percentages) 88
Table 8: Multinational Corporations (MNCs) Have Influenced the Demand for
Science, Technology, Engineering, and Mathematics (STEM) Education
and Development of 21st-Century Skills (Percentages) 89
Table 9: Science Competitions Influence Student Participation in Science,
Technology, Engineering, and Mathematics (STEM) Education and
Development of 21st-Century Skills (Percentages) 94
Table 10: Students Have Teachers Who Use Inquiry-Based Learning as a Teaching
Method (Percentages) 95
Table 11: Science and Technology Fairs Positively Influence Participation in Science,
Technology, Engineering, and Mathematics (STEM) Education and
Development of 21st-Century Skills (Percentages) 96
Table 12: Science Courses Prepared Students Well for Science Competitions
(Percentages) 100
Table 13: Schools Prepare Students Well for the Science Competition (Percentages) 101
Table 14: Science Competitions Have Been Beneficial in Preparing Students for
Senior Cycle Education (Percentages) 106
Table 15: Interest in Science, Technology, Engineering, and Mathematics (STEM)
and Development of 21st-Century Skills Increased as a Result of the
Science Competitions (Percentages) 106
INFLUENCE OF GLOBALIZATION 7
Table 16: Multinational Corporations (MNCs) Have Influenced the Demand for
Education in Science, Technology, Engineering, and Mathematics (STEM)
and Development of 21st-Century Skills (Percentages) 110
Table 17: Multinational Corporations (MNCs) Should Support and Promote Education
in Science, Technology, Engineering, and Mathematics (STEM) and
Development of 21st-Century Skills in Schools in Ireland (Percentages) 111
INFLUENCE OF GLOBALIZATION 8
ABSTRACT
Ireland has seen significant economic growth through development of a competitive tax
structure that has placed the nation-state on center stage in a globalized world. Multinational
corporations (MNCs), eager to take advantage of the tax support provided by the Irish govern-
ment, have moved manufacturing into Ireland. Ireland, once a primarily agrarian nation, is now
one of the great technology hubs of the world. From the 1990s, when it was proclaimed the
Celtic Tiger for its aggressive growth in technological inflows, Ireland has sought to develop an
educational system that would support this expanding work force focused on science, technol-
ogy, engineering, and mathematics (STEM). With a steadfast vision for an economy that would
support its citizens, Ireland continues to change into a knowledge-based economy.
This case study describes how MNCs, developed by an aggressive foreign direct invest-
ment (FDI) focus brought about by the Irish government, have influenced the nation-state’s edu-
cational policy, specifically in the areas of STEM education and 21st-century learning skills. The
promotion of science and technology competitions, such as SciFest, has brought about greater
understanding of STEM-related careers and the possibilities for further STEM studies in Level 3
(university). Ireland, like other nations that have sought to understand the process of building a
STEM pipeline within the educational system, has faced challenges with identity and how to
ensure that all of its citizens benefit from an educational system that develops a work force with
21st-century skills. Ireland has a bright future, but much more work is needed to continue the
country’s development toward a knowledge-based economy. Critical to the development of
institutional restructuring is collaboration by the nation’s educational leaders, policymakers,
political leaders, and business leaders.
INFLUENCE OF GLOBALIZATION 9
CHAPTER 1: OVERVIEW OF THE STUDY
Ireland has always adapted to change. Ireland has moved from a primarily agrarian econ-
omy to that of a highly charged technology-driven economy, earning the nation the title of Celtic
Tiger. O’Hagan and Newman (2014) stated, “An important rationale for government intervention
in the provision of education is to promote equality of opportunity by ensuring equal access to
the education system for all” (p. 349). A key provision in education is knowing that education is
the development of skills for a healthy work force (O’Hagan & Newman, 2014). The nation-
state’s great pride has been its educational system, and the country has used the school system
since the Great Recession of 2008 to build work force opportunities for its students. Ireland’s
success has drawn multinational corporations (MNCs) through foreign direct investment (FDI)
that has brought about a need for the country to emphasize educational opportunities in science,
technology, engineering, and mathematics (STEM). Paus (2005), in discussing the success of
Ireland, stated, “A large influx of high-tech FDI in the 1990s was the primary driver behind the
country’s high growth, transforming it from the poor stepchild of the European Community to its
star performer” (p. 7). As Irish students seek opportunities in STEM-related careers, the
development of 21st-century skills required to access STEM learning principles provides a
foundation for Ireland to develop a knowledge-based work force. The focus of this case study
was to understand the influence of globalization, economics, and educational policy and their
impact on Ireland’s development of 21st -century skills, education in STEM and science fairs,
and how these have been influenced in Ireland’s schools such as Northerly College.
Chapter 1 begins with a statement of the problem before moving to the purpose of the
study and the three research questions that guided this case study. Chapter 1 then discusses the
significance of the case study before proceeding to the limitations and delimitations,
INFLUENCE OF GLOBALIZATION 10
generalization of the case study, and elements of the case study that are identified and purpose-
ful. Merriam (2009) stated, “Research designs are based on different assumptions about what is
being investigated and seek to answer different questions” (p. 210). The chapter identifies the
assumptions that were identified before beginning the case study and then provides a definition
of terms to the case study as these terms are discussed. Chapter 1 concludes with an organization
of the dissertation.
Statement of the Problem
Throughout history, people have worked with their hands and not with their heads, and
their daily lives did not need the skill set to analyze information (Wagner, 2008). Ireland, a
country that understands change, has sought to make changes in government policies that have
brought about trade agreements and education policy that earned it the title of the Celtic Tiger in
the early 1990s. Aggressive growth in the 1990s resulted from Ireland’s positioning of assets, the
needs of MNCs, and the global environment (Paus, 2005). MNCs, seeking opportunities created
by Ireland’s desire to compete on the world market, have brought about changes to the economy
and created challenges that are both internal and external. Globalization, brought on by FDI and
MNCs, has transformed how goods are produced, shipped, and sold worldwide (O’Hagan &
Newman, 2014). As Ireland seeks to grow, it aims to retain its identity as a secular country while
seeking internal and external workers to fill the ever-expanding technical knowledge-based labor
needs. Ireland wants to balance these requirements through development of 21st-century skills in
STEM using inquiry-based strategies (O’Hagan & Newman, 2014). Much of the effort in the
school setting to promote STEM-related education is completed by a dedicated staff devoted to
the education of their students. After-school activities that support Ireland’s SciFest provide an
avenue for the system to transform its educational opportunities while supporting development of
INFLUENCE OF GLOBALIZATION 11
students and their interest in STEM-related careers. Students who are engaged in STEM after-
school clubs have a higher rate of postsecondary admission in STEM-related fields (Sahin,
2013).
Purpose of the Study
The purpose of this study was to understand how the phenomenon of globalization has
influenced Ireland’s educational policy. Bringing forward the forces of globalization, the case
study was designed to understand how FDI and the subsequent rise in MNCs have created a
demand for Ireland’s development of 21st-century skills. Further, the case study was designed to
understand the advancement of education in STEM and science competitions in Ireland’s schools
such as Northerly College (pseudonym), which is the focus school in this case study.
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?
This case study used a purposeful design by the research cohort led by Dr. Michael
Escalante. The cohort identified four frameworks to guide this study and assist with analyzing
data: (a) Friedman’ (2007) framework for 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) principles for problem-based learning (PBL) and STEM. These four frameworks assisted
INFLUENCE OF GLOBALIZATION 12
the researcher in understanding the influence of globalization, MNC, science competitions, and
their impact on students’ pursuit of STEM-related learning.
Significance of the Study
In the early 2000s, the world took notice that globalization was driving a new worldwide
economy (Friedman, 2007). Government control had shifted to global control driven by technol-
ogy and access to information by every person. The integration of technology, capacity, and
communication across borders has had a direct impact on a single world market (Friedman,
2007). Friedman (2007) addressed this phenomenon by expressing that the worldwide com-
munity has been “flattened” and drawn closer together by use of technology and outsourcing of
technology. A knowledge-based work force will be needed to support this global phenomenon,
which has brought about an understanding of educational skills that are necessary to compete in
the 21st century. Wagner (2008) stated, “The skillfulness of individuals working with networks
of people across boundaries and from different cultures has become an essential prerequisite for
a growing number of multinational corporations” (p. 24). The focus of this study was the
question of how Ireland’s science fairs are promoting a knowledge-based work force and how
STEM and 21st-century skill development are used as strategies to assist in that promotion.
Ireland faces the same challenges that all countries currently face: providing an educa-
tional system that builds 21st-century skills, with an emphasis on the promotion of STEM-related
fields of work. Ireland, faced with rebuilding an economy that was challenged by the recession
of 2008, has sought retention of the title of Celtic Tiger and seeks to exceed this era with
increased growth. This study looks at Ireland’s educational system and the use of STEM science
fairs, and how they influence Ireland’s work force to compete in the 21st century.
INFLUENCE OF GLOBALIZATION 13
Limitations and Delimitations of the Study
This case study was designed to identify how globalization, FDI, and MNCs have influ-
enced the educational curriculum and instruction that focuses on development of Ireland’s work
force. Twenty-first-century skill development, possible implementation of STEM, and student
participation in national science fair competitions were the lens of the case study. A research
team of 16 graduate students from the University of Southern California conducted a 10-day visit
to collect data to address the research questions. The research team had access to students, school
officials, government leaders, SciFest, and employees of MNCs. The richness of the data was
predicated on the respondents’ availability and willingness to participate in interviews, observa-
tions, and surveys. The validity of the data was dependent on the qualitative instruments (to a
lesser degree, quantitative in the form of surveys) developed by the research cohort. Merriam
(2009) shared that the way in which data and findings are presented requires a careful approach
to the identified conceptualization of the case study and supports validity and reliability of the
case study.
Limitations
This case study was limited to participants who had taken part in either @School or
@College science and technology competitions. The scope of this study was limited, given the
time and distance, due primarily to the fact that the data were collected in Dublin, Ireland, during
a 10-day visit. This purposeful study of one school allows for generalizability only to similar
campuses and does not allow generalization to the educational system. Providing the significance
of the study for one select group conveys the importance of the problem for other groups that
may benefit from the study (Merriam, 2009). The review of data from a small group of schools
in the comparative study does not allow generalization to the overall Irish educational system
INFLUENCE OF GLOBALIZATION 14
and is a limitation. The purposeful group of respondents and interviewees was not intended to
represent the opinions and thoughts of all business leaders, educational policymakers, or school
students, teachers, or administrators. The population of Northerly College was purposeful in an
effort to triangulate data and analyze common themes found in the data to inform the scope of
this research. Further limitations were based on the trust of participants in their responses to
interview questions and surveys based on their personal bias and lack of experience. The analysis
and findings were viewed by this researcher with an educational lens of the data limited to
knowledge of the school system in the United States, specifically California, which is a limita-
tion.
Delimitations
The intended purpose of this study was a delimitation inasmuch as this comparative study
was designed to understand how educational policymakers, business leaders, and administrators
are influencing and preparing students for a rapidly changing knowledge-based economy (KBE).
The scope of the study was delimited to student respondents who were chosen based on their
involvement in SciFest. Further, the extent of the study was delimited to teachers and adminis-
trators who support student participation in SciFest. Interview participants were identified by the
research cohort in a purposeful manner and were interviewed for their opinions and thoughts,
and the recorded and written experiences may be based on their unique experiences and biases.
The researcher focused only on those students, administrators, business leaders, and educational
policymakers, which is a delimitation. The fact that the scope of the data collected was in
Ireland, outside of the United States, is a delimitation.
INFLUENCE OF GLOBALIZATION 15
Assumptions
The following assumptions were made:
1. Globalization and MNCs are having an effect on the educational system in Ireland.
2. Science fairs, such as SciFest, are being promoted and implemented in schools in
Ireland.
3. Students in Junior Cycle participate in @School and @College science competitions.
4. MNCs influence Ireland’s educational system.
5. Knowledge-ready workers are being prepared by use of STEM and science competi-
tions.
6. Twenty-first-century skills are needed to maintain Ireland’s global economic com-
petiveness.
Definition of Terms
The following terms are defined for application in this study.
21st-century skills: The skills that students must develop to compete in a global economy:
critical thinking, collaboration, adaptability, initiative, oral and written communication skills, the
ability to access and analyze data, and curiosity and imagination (Wagner, 2008).
Foreign direct investment (FDI): Drawing of investment from one country into another
country while remaining based in the contributing country (Paus, 2005).
Globalization: Economic changes that affect production, investment, and consumption in
larger segments of the world’s population, directly influencing culture, social changes, and geo-
political policies, of which education is a part (Spring, 2008).
Human capital: Qualified available labor resulting from educational systems that provide
skills and knowledge in general education and on-the-job skill development (Paus, 2005).
INFLUENCE OF GLOBALIZATION 16
Inquiry-based learning: Student-centered learning whereby questions, problems, or
scenarios are posed and students gain learning through a method of scaffolding knowledge and
experience (Slough & Milam, 2013).
Junior Cycle: First 3 years of a student’s postprimary education (Department of Educa-
tion and Skills, 2015).
Leaving certification: The terminal examination of postprimary education following the
completion of the Senior Cycle (Department of Education, 2006).
Multinational corporation (MNC): A company operating in multiple countries that iden-
tify who produces what within the global market (Paus, 2005).
Project-based learning (PBL): Teacher-directed instruction that provides opportunities
for students to ask questions, refine issues through investigation, and evaluate data based on their
personal experience (Slough & Milam, 2013).
Science, technology, engineering, and mathematics (STEM): A departure from traditional
lecture-styled lessons to a greater use of strategies that incorporate the more scientific method
and project-based lessons (Capraro & Slough, 2013).
SciFest: The delivery of science competitions for secondary students in Ireland hosted in
schools (@School science) and regional and international (@College science) levels (SciFest,
2015).
Senior Cycle: The final 2 years of a student’s postprimary education (Department of Edu-
cation, 2006).
Transition year: Irish innovation following Junior Cycle, allowing students to experience
an educational study free from examinations (Department of Education, 2006).
INFLUENCE OF GLOBALIZATION 17
Organization of the Dissertation
The dissertation is presented in five chapters and begins with an abstract of the study.
Chapter 1 contains an overview of the study, statement of the problem, the purpose of the study
and research questions, significance of the study, limitations of the study, delimitations of the
study, definition of terms, and organization of the study. Chapter 2 contains the review of rele-
vant literature on the topics of globalization and the impact of globalization on moving into the
lens of Ireland. Chapter 2 continues with Ireland’s political implications, economic implications,
FDI, and MNCs. Chapter 2 then recounts Ireland’s educational history, beginning with an
informative overview, the Irish institutional structure. Chapter 2 then moves to a review of 21st-
century skills, STEM, PBL and science fairs. Chapter 2 concludes with the theoretical frame-
works that guided the methodology and a summary literature review.
Chapter 3 describes the research methods and research design used in the study. Qualita-
tive data were collected with limited quantitative data from surveys. Quantitative data collection
was limited to the use of surveys. A description of the research team is provided, as well as the
population and sample of the case study that includes educational policymakers, business profes-
sionals, school administrators, teachers and students, and participants in the Cork SciFest com-
petition. Chapter 3 identifies the instruments used to collect data—interview protocols,
observation protocols, and survey protocols—and provides a review of data analysis procedures,
validity, credibility, and trustworthiness. Chapter 3 concludes with a discussion of reliability and
ethical considerations.
Chapter 4 delivers the results of the study and the case study overview of Northerly
College before moving to the findings and themes for each research question. The chapter
presents the results and three themes for Research Question 1: STEM education is important,
INFLUENCE OF GLOBALIZATION 18
21st-century skill development enhances career fulfillment, and Ireland’s economic future relies
on STEM and 21st-century educational development. The chapter presents the findings and two
themes for Research Question 2: Student exposure to science competitions increases develop-
ment in STEM and 21st-century skills, and school support of science competitions is important.
The chapter presents the findings and two themes for Research Question 3: Science competition
exposure provides students with career options and MNCs have an interest in students selecting
STEM-related careers. The final topic in Chapter 4 is the overview of the full context and sum-
mation of the chapter.
Chapter 5 begins with the conclusions from the case study and recommendations for
further possible study. Chapter 5 revisits the purpose of the study, the research questions, the
methodology and methods before moving to the summary of findings and limitations of the case
study. Chapter 5 looks at the implications for practice and the themes for future research before
presenting a conclusion.
INFLUENCE OF GLOBALIZATION 19
CHAPTER 2: REVIEW OF THE LITERATURE
The review of the literature begins with a discussion of globalization. This beginning
starts with a worldview on how globalization has shaped the transfer of corporate power around
the globe. Paus (2005) identified three major economic forces that have shaped what is known as
globalization: the ever-increasing global trade, the flow of substantial funds across borders, and
the demographic and environmental changes that have been brought about by FDI investment
dollars. Globalization brings with it the economic integration of nation-states and includes the
migration of peoples and their cultures. This phenomenon has been taking place for thousands of
years. Each new surge of globalization brings greater human capital through migration and edu-
cational opportunities that require an understanding of multiple cultures and the needs of the
people (Paus, 2005). Nation-states that are taking part in the greatest surge of globalization are
finding significant benefits to their national economies but are faced with major challenges as
they find themselves affected by a new KBE. In Ireland, FDI and the rise of MNCs, fueled by an
ever-expansive globalized world, have influenced the nation-state’s ideas of their educational
policies and created a laser focus on 21st-century skills and STEM as a way to support and move
forward an agenda for a stronger KBE.
The review also examines the impact of globalization on the Irish nation-state. As Ireland
has grown from the pre-dawn agricultural era to the rise of the Industrial Age, it is finding new
challenges and success in the shifting forces brought about by the KBE. Reflecting on Fried-
man’s (1999, 2007) work, a “flat world” platform has shaped how information and ideas are
communicated around the globe, primarily through the use of technology. The idea of a flat
world platform has influenced the way Ireland has positioned its economy and the educational
opportunities that have allowed Ireland to take its place on the global stage.
INFLUENCE OF GLOBALIZATION 20
Chapter 2 looks at Ireland through the lens of globalization to review the implications of
the nation-state and those MNCs that are attracted to the island. This study looks at Ireland’s
transforming political and economic environment as Ireland continues the transformation that
has won it the title of the Celtic Tiger. In the early 1990s, Ireland attracted MNCs to its shore and
competed on the global stage with high Asian markets. Ireland provided the right capacity to
attract FDI such as cheap labor, an English-speaking population, an entire infrastructure, and a
highly attractive program of incentives such as grants and tax structure (Paus, 2005). Having
moved from primarily domestic business, Ireland found footing in the technology sectors, which
gave fuel to higher FDI by MNCs. These events pertain to the need for human capital workers
and the reform that has taken place in the educational system.
The chapter concludes with a review of the current education system in Ireland and the
forces that have brought about educational reforms that were necessary for continued activity on
the global stage beyond the inception of the Celtic Tiger. In the KBE, greater emphasis is placed
on development of STEM-related careers, and these jobs require a skill set that is a departure
from traditional forms of instructional delivery. These reforms, which are taking place around
the globe, include an understanding of the development of 21st-century skills. Countries that
seek to prepare students of today for future work (although the nature of work that may be
required is unclear) must strive to provide 21st-century skill development (Quinn, 2012). The
chapter reports literature that demonstrates that, for any nation-state to compete on the global
stage, it must develop students in an educational system with 21st-century skills. The review
examines how nation-states, through government interventions, are creating a focus on 21st-
century skills and the pursuit of the sciences by focusing on STEM. The study examines strate-
gies that are being implemented to promote 21st-century learning, such as PBL, and support of
INFLUENCE OF GLOBALIZATION 21
science fair activities designed to energize the nation’s students in the sciences and maintain a
pipeline to future STEM-related careers.
Globalization
Education and globalization involve research on global communications, processes, and
institutions that affect local educational policies and procedures (Spring, 2008). Globalization is
identified as the movement of products, peoples, social norms, and products across borders, cre-
ating an economic integration of nations (Spring, 2008). To understand the unfolding of globali-
zation and its impact on Ireland requires examination of the effects of globalization from a
worldview. Some see the integration of nations as monocultural, moving toward an educational
model with Western values (Spring, 2008). The process of globalization has been identified as
blurring national boundaries, changing solidarities within and between nation-states, and deeply
affecting the constitutions of national and stakeholder group identities (Torres, 2002). Globaliza-
tion has increasingly brought nation-states closer through shared interests; it requires that those
nation-states attract foreign investment. The world advocates who monitor global systems see the
blurring of national boundaries as a form of imperialism that seeks to build riches for the already
wealthy and create subcultures of poorer, less-dominant nations (Spring, 2015).
Many of the facets of what is now considered globalization have been around a long time
(Jacobson, Kirby, & O’Broin, 2006). At different times, globalization has affected the world in a
variety of ways, driven by various social and economic forces. Levitt (1983) promoted the idea
of globalization as changes in production, consumption, and investment on a global level.
Globalization 1.0, from 1492 to 1800, began with colonization and trade by Columbus; Globali-
zation 2.0, from 1800 to 2000, saw a driver in the business by MNCs; and Globalization 3.0,
from 2000 to present, represents a “flat world placement” when barriers for trade collapsed
INFLUENCE OF GLOBALIZATION 22
(Friedman, 2007). This platform has changed the way in which corporations and entities interact
on the global stage. This interaction has shaped the way in which nation-states view their econ-
omies and their need for an educated work force that can compete in the international arena. The
notion of a single village came about through the collaboration of communication and technol-
ogy reaching across national boundaries to create a single global market (Friedman, 2007).
The forces of globalization are challenging the ideas of each nation’s democratic and
civic rights and rearranging lifestyles and economic structures within nations (Scott, 2000).
Fueling this restructuring is the migration of people who seek work and educational opportuni-
ties that are created by development of jobs within the nation-state. Demands on people who
seek work have led to creation of standard educational practices and a global conversation
regarding global immigration, human capital, life-long learning, and technological advancements
that lead nations to seek a KBE (Spring, 2008). This creation of thought brought about Fried-
man’s (2007) conceptualization that the world is continually moving at a faster pace and the
persistent challenges that come with this change have led to an understanding of what is neces-
sary to ensure the success of nation-states. Friedman (2007) suggested,
The capital “in the age of flatness” will gravitate to countries who get three things right:
the infrastructure to connect as efficiently and quickly as possible with the flat world
platform, the right education programs and knowledge skills to empower more of their
people to innovate and do value-added work on the platform, and finally, the proper gov-
ernance that is the right tax policies, the right investment and trade laws, the right support
for research, the right intellectual property laws, and, most of all, the right inspirational
leadership-to manage and enhance the flow of the flat world. (pp. 342-343)
INFLUENCE OF GLOBALIZATION 23
Ireland, like other nation-states, is working to understand the frequent changes brought
about by this “flat world” platform and nation-states’ positioning in a world of ever-increasing
globalization. Seeking to build on successes from its near past, Ireland finds ways to shape edu-
cational programs to take part in the information flow in the flat world.
Impact of Globalization
Increasingly, globalization is taking the place of nation-states as the definer of the educa-
tional systems within countries. Ireland has increasingly focused its attention on attracting eco-
nomic activity to its borders, rather than being the controller of its economic activities (Thurow,
2000). Chanda (2007) credited global capital markets for fueling a global infrastructure that has
led to enhancement of communication across borders. No longer can countries ignore the needs
of MNCs and the work force that is needed to attract and retain these job definers of education.
Today, a new phase in educational reform is being spurred by a KBE. Governments, eager to
provide a good life for their citizens, are finding ways to draw in MNCs and are investing in FDI
structures and their educational systems (Thurow, 2000).
As Friedman (2007) illustrated, with the flattening of the world’s knowledge base, MNCs
and the countries that host them must find ways to deliver services and products with ever-
increasing speed. The use of computers, fiber optics, email, computer conferencing, and inte-
grated software has contributed to more people than at any time in history working as teams and
competing with others around the globe (Friedman, 2007). Growing demands for people to work
on single or multilayer projects have given rise to the understanding of 21st-century skills. To
meet the needs of the 21st century, employers rely heavily on employees who can develop the
skills of problem solving, applying knowledge to new situations, and making decisions (Salpeter,
2008). The abundance of knowledge made available through advanced technology, a better
INFLUENCE OF GLOBALIZATION 24
understanding of a rapidly advancing society, and an understanding of global competition char-
acterize the 21st century (Darling-Hammond, 2010).
Globalization in Ireland has brought changes that were anticipated and others that have
sparked controversy and left the nation questioning its heritage and history. Ireland experienced
an economic boom in the mid-1990s that created the image of the emerging Celtic Tiger. “Global
contract manufacturers became prominent investors in Ireland, as they expanded their global
operations through the acquisitions of already existing companies” (Paus, 2005, p. 50). Paus
(2005) further shared that foreign investors during the 1990s created a stronghold in Ireland,
primarily in the area of input suppliers, by buying up many indigenous and foreign-owned com-
panies. In three of its five editions, the globalization index, published annually by Foreign
Domestic Policy, identified Ireland as the most globalized country (Jacobson et al., 2006).
Globalization in Ireland was and continues to be fueled by technological entities. Ireland is
emerging as a major destination for Internet business. Dublin has attracted the international or
European headquarters of firms such as Google, Zynga, Facebook, Microsoft, IBM, Amazon,
LinkedIn, eBay, Paypal, Big Fish Games, and Gala Networks, earning it the title of the up-and-
coming “Internet capital of the world” (Collins & Rose, 2001).
Ireland
This section explores the political history, geography, demographics, government
structure, economy, and educational system in Ireland. It is important to understand the changes
in the political environment and government to understand the island nation-state. To understand
the focus of this case study and thereby gain a greater understanding of the research questions
requires understanding of the political structure, the location, the people, and the influence of
policymakers on the Irish educational system in the past and into the future.
INFLUENCE OF GLOBALIZATION 25
Political Implications
Fagan (2002) stated, “The elements of uncertainty and decidability, which many see
about globalization and postmodernity, have always been Ireland’s lot” (p. 142). Beginning in
the late 1990s, the Irish government began to issue work permits for foreign nationals to enter
Ireland and assume jobs that were fueled by MNCs. Paus (2005) promoted in her writing,
“Between 1990 and 1995, the value of cross-border mergers and acquisitions in developed
countries was equivalent to 75 percent of FDI inflows to those countries; in 2000, it was nearly
90 percent” (p. 4). The Irish government deliberately promoted immigration by work permits
during the early period of its economic boom, steadily increasing the number of work permits
issued to non-European Economic Area citizens from 5,750 in 1999 to 40,504 in 2002 (Mancini
& Finlay, 2008). This rise in a non-Irish work force led to increased rhetoric from indigenous
Irish nationals who were upset with the decline of the Irish people. In the early 1990s, most
people were not conscious that such inequality existed. As Lentin and McVeigh (2006) pointed
out, Ireland was a “singular culture” and people of color identified as “other races” were few and
far between. Further, Irish nationals did not believe that they had a problem with inequality until
immigration, brought about by work permits and asylum seekers, began to inflate the numbers of
those coming into the country (Lentin & McVeigh, 2006).
The adverse outcome of globalization on Ireland has been to change the nation from a
racial state to an inequality state. The new Irish population is identified by a diverse make-up,
with immigrants from the United Kingdom and the United States, from the western European
Union and Eastern Europe, but also from Asia, Africa, and Latin America (Fischer, 2009).
Acting on this new population, the Irish government moved to highlight the indigenous Irish
culture as a culture that must be preserved. As Lentin and McVeigh (2006) pointed out, state
INFLUENCE OF GLOBALIZATION 26
racism (racism that the state uses to defend “its” population) is racism that society exercises
against itself. Further, the state seeks only to recognize variances in culture and ethnicity rather
than simply racial differences because speaking about religion and ethnicity sounds much better
than talking about race alone (Lentin & McVeigh, 2006). As a nation that has always been open
to immigration, these questions of “national identity” will continue; Ireland has demonstrated
great compassion in acknowledging and working toward solutions. Notable is the work that
began in 1995 with a Department of Education document identified as the White Paper on Edu-
cation, which began the conversation addressing equality and pluralism in the Irish education
system.
Economic activity is increasingly reliant on the understanding and skills of citizens and
their ability to learn throughout their lives. Thus, a significant concern of the State to
enhance Ireland’s capacity to compete in a rapidly changing international environment is
the advancement of its education. (Department of Education, 1995, p. 7)
Globalization and the attraction of FDI bring about great changes that both lift the masses and
create divisions among the masses. Ireland, like other industrial nations involved in the practice
of attracting MNCs, is increasingly looking toward development of human capital and the coun-
try’s educational system to create an environment that is positive for all citizens. The White
Paper identified a provision for traveler students, who make up a large portion of immigrant or
at-risk students, by stating that all educational institutions receiving public funds have a respon-
sibility to ensure that these students have an education that is inclusive and respects their culture,
values, and unique characteristics (Department of Education, 1995).
INFLUENCE OF GLOBALIZATION 27
Economic Implications
Ireland and America have long shared a tradition of mutual admiration and support. In
1775, as the American people sought independence, Irish citizens were able for the first time to
assert their independence from British rule (Smiles, 1844). What started as a time of renewal was
quickly brought down to earth in 1778, when Ireland was bankrupt. Britain refused to step in
with support, and the government was forced to turn to a private bank loan of £20,000 to keep
the country from complete shutdown (Smiles, 1844). Although a difficult time in Irish history,
this time was marked as a beginning of the Irish people taking back their manufacturing industry
and demanding for the first time the right to export their products without oversight. Ireland at
this point in its history began to see the start and a way forward for social improvement and
prosperity (Smiles, 1844). The Export Bill gained concessions from Britain that allowed Ireland
to export goods. Ireland was finally able to implement its vision of a future without monitoring
by Britain, relying on its national strength and perseverance (Smiles, 1844). The period follow-
ing the Export Bill may also be a time that first marked the idea that the Irish people could, with
a collective mind, support one another through one mind and one nation-state.
By 1910, Ireland had begun to discuss Home Rule provisions through parliamentary
reform. The Home Rule bill passed at its third reading in the House of Commons in January
1913 (Hegarty, 2011). The years preceding World War I, and the years afterward, saw improve-
ments, albeit slow, to the living conditions of the Irish people (Hegarty, 2011). In 1925, work
began on a hydroelectric dam that was designed to bring electric power to the Free State
(Hegarty, 2011). The construction of this dam by Germany’s Siemens Company brought tech-
nology and workers from Germany and marked a new understanding of the potential in cross-
country support. The dam contract was awarded to Siemens because Ireland could not supply
INFLUENCE OF GLOBALIZATION 28
such engineering expertise (Hegarty, 2011). Ireland has a long history of accepting support by
others while remaining true to what is Irish identity.
Although Ireland has long sought outside support of its economic progress, the nation-
state has made steady improvement since these early years, primarily beginning in the 1980s.
Ireland’s manufacturing goods now account for 70% of its exports, which has helped Ireland to
move from an agricultural economy to a technologically booming economy in just 30 years
(McDonagh, 2000). The more remarkable transformation has been the development of educa-
tional opportunities for Ireland’s youth. In 1984, Ireland reported that only 40% of its youth
attended full-time education, a number that increased to 64% in 1999 (McDonagh, 2000).
McDonagh (2000) identified Ireland’s commitment to education by pointing out that spending on
education and financial aid provided to students in Level 3 University education had increased
by 33% during this short time span.
Ireland has always been open to the world; the citizens and its towns have been enlarged
and enhanced by newcomers (Hegarty, 2011). The decline of a border that has marked the island
as two—Northern Ireland and the Irish nation-state—and the enthusiastic acceptance of one cur-
rency in the European Union have helped to fuel Ireland’s place in the global economy (Hegarty,
2011). This global positioning of Ireland is not expected to diminish as Ireland becomes more
dependent on foreign investment and trade with other nations (Hegarty, 2011). Ireland had 80%
of its work force employed in 2008, prior to the great recession, and demonstrated that a chang-
ing economic and technology-driven economy fueled by FDI requires that the nation-state con-
tinually find ways to update and advance the capacity of its work force in the areas of technology
skills, knowledge, and competencies (McDonagh, 2000).
INFLUENCE OF GLOBALIZATION 29
Foreign Direct Investment
Information is flowing across borders, enhancing the connectability of nations to pass
information using technological infrastructures, contributing to the global capital markets,
gaining credit, and promoting globalization (Chanda, 2007). Paus (2005) credited the significant
flow of FDI in the 1990s as the main impetus for the country’s high growth and changing the
country from a developing nation to a stately performer within the European Community.
Ireland, which has taken part in the communication development of infrastructures, has moved
into a period of seeking to attract and retain workers who are highly skilled in these highly tech-
nical foundations to sustain advanced levels of FDI (Glen, 2011). The situations that gave rise to
the conditions that promoted the image of the Celtic Tiger in the late 1990s, such as inexpensive
labor, may be going away (Paus, 2005). A report by Li and Liu (2005) demonstrated a positive
effect on economic growth and FDI with highly skilled human capital and a negative effect on
economic growth and FDI when there is a lack of technology and skilled human capital. Further,
it has become apparent, as the promotion of human capital and technical capabilities become
synonymous, that together they fuel economic growth and FDI inflow (Li & Liu, 2005).
Ireland relies heavily on FDI. The lenient tax structure has helped to attract foreign
investment and fuel economic growth.
The high yields earned on FDI in Ireland may in part be attributed to an under-estimation
of the value of foreign-owned capital in Ireland or an overstatement of the profitability of
these operations. The later may be the result of the tax planning activities of multinational
corporations, in recognition of Ireland’s status as a low-tax regime. (Lane & Ruane,
2006, p. 20)
INFLUENCE OF GLOBALIZATION 30
A low tax rate created a flow of FDI into Ireland, chiefly from the United States. It is
important to understand the interests of the United States because the United States also has been
grappling with globalization and 21st-century skills. By far the major proportion of investment in
Ireland in the 1990s was American investment, with U.S. inflows rising from 35% to 78% of the
total investment in Ireland in 1987–1998 (Smith, 2004). The U.S. contribution of capital dollars
flowing into Ireland was 74% in 2010 (IDA Ireland, 2011). Ireland gained from the development
of the European Union and the receipt of foreign dollars that flowed into the nation-state. Ireland
is a major financial service center due to some foreign assets that it has attracted and the coun-
try’s ability to avoid long-term debt held by European financial institutions (Lane & Ruane,
2006).
IDA Ireland (2011), an investment promotions agency, was designed to draw FDI into
Ireland; it identifies the United States as a collaborator in the growth of economic development
in Ireland. The United States is the greatest source of FDI in Ireland, with more than 600 compa-
nies employing 100,000 people and technology investment continuing to be the primary source
of investment (IDA Ireland, 2011).
Over the last 20 years, the majority of US technology sector companies in Ireland have
evolved into sophisticated entities that are increasingly connected into our growing R&D
[Research and Development] infrastructure. Ireland has invested heavily in developing
R&D infrastructure in current years as well as giving additional incentives (R&D Credits)
to gain the activity to undertake R&D activities. (IDA Ireland, 2011, p.1)
The Irish nation-state has invested heavily in its goal to promote the country as an attractive
place for MNCs to invest and build on their investment. The United States and its largest corpo-
rations have been seen as the nation-state’s greatest ally in the development of this goal.
INFLUENCE OF GLOBALIZATION 31
Multinational Companies
MNCs make up one third of the world’s trade (Solis, 2011). Ireland has demonstrated
success in attracting a large number of high-technology and manufacturing enterprises that bene-
fit from being near each other (Powell, 2003). Taking advantage of positive relationships and
interconnections of nations on the global stage is the product of economies of agglomeration,
which have served to foster growth in Ireland (Powell, 2003).
The Celtic Tiger boom of the 1990s, leading up to today, has not come without chal-
lenges.
While participation rates in education have increased significantly in Ireland over the last
number of decades, up to the 1990s education policy in Ireland focused on increasing the
overall level of participation in education with few attempts to promote equity in access
to the system. (O’Hagan & Newman, 2014, p. 349)
As Ireland moved away from a domestic industry toward transnational investments in the
1980s, primarily in the technology sectors, MNCs began to appear. This attraction of MNCs
initially led to national unemployment as people from outside the nation-state began to take the
highly skilled jobs, but it marked the start of the economic boom of Ireland in the 1990s (Fagan,
2002). Over time, subsidiaries of MNCs increased, which resulted in employment in domestic
firms to decline, resulting in layoffs for Irish nationals and increased emigration (Jacobson et al.,
2006). With a decrease of domestic industry, greater demand was placed on a highly educated
work force to meet the needs of the MNCs entering Ireland.
Building on the relationship of economics and cross-connection of MNCs, Ireland has
developed an intake of the world’s leading corporations (IDA Ireland, 2011), including 9 of the
top 10 global pharmaceutical and biotechnology companies, 15 of the top 20 medical technology
INFLUENCE OF GLOBALIZATION 32
companies, and 8 of the top “born on the Internet” companies. Boston Scientific is the largest
company in Ireland, providing medical supplies; it employs workers in four manufacturing sites.
Medtronic’s Galway, a manufacturer for Boston Scientific, produces technologies for the treat-
ment and management of cardiovascular and cardiac rhythm disease (IDA Ireland, 2011). Intel,
the world’s greatest semiconductor chip manufacturer with 75% of the microprocessor market,
serves customers Dell and Hewlett-Packard (IDA Ireland, 2011). Ireland hosts one of the largest
Intel manufacturing sites outside the United States and is recognized as the hub for innovative
technology and manufacturing research in Europe (IDA Ireland, 2011). MNCs have reshaped
many of the work place environments in Ireland, requiring more workers to develop skill sets
that may only be addressed through the Irish educational system.
The Celtic Tiger boom of the 1990s and later, leading up to today, has not come without
challenges. As Ireland moved away from an indigenous industry toward transnational invest-
ments in the 1980s, primarily in the technology sectors, MNCs began to appear. This initially led
to national unemployment but started the economic boom of Ireland in the 1990s (Fagan, 2002).
Over time, subsidiaries of MNCs increased as employment in indigenous firms declined, which
has been the trend ever since (Jacobson et al., 2006). With a decrease of indigenous industry,
greater demand was placed on a work force to meet the needs of the MNCs entering Ireland.
As shared earlier, building on economies of agglomeration, Ireland has created an inflow
of the world’s leading corporations (IDA Ireland, 2011), including the top internet houses, top
medical technologies, and the top biomedical technologies. Boston Scientific is the largest
medical device company in Ireland and employs 4,900 people in four manufacturing sites (IDA
Ireland, 2011). Medtronic’s Galway, a manufacturer for Boston Scientific, produces technologies
for the prevention, management and treatment of cardiovascular disease and employs several
INFLUENCE OF GLOBALIZATION 33
thousand people in Ireland, and Intel, the world’s largest semiconductor chip maker with a large
percentage of the microprocessor market, serves customers Dell and Hewlett Packard (IDA
Ireland, 2011). Ireland embraces one of the largest Intel manufacturing facilities outside the
United States and is recognized as the hub for innovative technology and manufacturing research
in Europe (IDA Ireland, 2011).
Education in Ireland
Education Overview
Ireland has always held education as a goal for the development of its children and the
path forward for its economic growth. The Irish national system of education was formed in
1831. The system involved control by the central government of schools built under its control
and supervised by government ministries (Akenson, 2011). The educational system was designed
to be nondenominational, in the sense that children of all faiths were to attend the same school,
as well as in the sense that religious material of a positive nature was to be excluded when
children assembled for combined literary instruction (Akenson, 2011). However, by 1851, much
of the education was denominational, which resulted much power being upheld by the Roman
Catholic Church (Akenson, 2011). Thus, by the end of the 19th century, the system, while
controlled on paper by the government and commissions of national education, was run in most
part according to the desires of the Treasury and the bishops of the Roman Catholic Church in
Ireland (Akenson, 2011). This relationship led to an increase in voluntary schools under the
influence of societies. The National Society, founded in 1811, served as the educational arm of
the church (Akenson, 2011).
In 1833, the state took a bold move and began to grant aid to the society-run schools. By
doing so, the state began to take back control of what was taught in these society schools, which
INFLUENCE OF GLOBALIZATION 34
had to that point been mostly financed by private benefactors. During this time, the government
took a significant step and granted aid to each of the two major voluntary societies (Akenson,
2011). The state, through its grants policy, gained indirect control over the content of the cur-
riculum of the voluntary schools.
The School Attendance Act of 1880 introduced mandatory attendance and compliance for
children ages 5 to 10 years and the Education Acts of 1912 and 1944 gave the state control of the
voluntary schools (Akenson, 2011). The mixed education system was the cornerstone of the
national school system from 1831 to 1965 and sought to ensure the rights of small minorities in
the national school system (Hyland, 1989).
Compulsory education and a mixed education system had not removed the conversation
and discontent with the control of the denominational schools. In 1965, Rule 68, added as an
amendment, made it much easier for teachers to discuss religious matters in the curriculum
(Hyland, 1989). In 1971, an amendment was added that allowed for the combination of religious
and nonreligious subjects to be taught (Hyland, 1989). Catholic affiliations make up 92% of
Ireland’s education system, and religion classes remain mandatory in many of the schools
through the Junior Cycle (Cheney, 2010).
In the 1990s, Ireland set about reviewing its educational policy to address inclusion of all
inhabitants. A report brought about a conversation that reflected the large insurgence of immi-
grants that made Ireland their home during the great boom era known as the Celtic Tiger era.
Educational discussion stemming in part from these conversations in the 1993 National Educa-
tion Convention and the subsequent Roundtable contestation held in 1994 resulted in a series of
educational reforms identified in a report called the White Paper on Education (Department of
Education, 1995). The report stated, “It is essential that there is a firm commitment from all part-
INFLUENCE OF GLOBALIZATION 35
ners to the achievement of change, to respond to the changing needs of student” (Department of
Education, 1995, p. 2). Further, the White Paper stated, “Policy formulation in education should
value and promote all dimensions of human development and seek to prepare people for full
participation in cultural, social, and economic life” (Department of Education, 1995, p. 7).
In 1998, the government added to its educational reform. The government sought to
ensure that students with disabilities were given equal access to education by enacting the Edu-
cation Act of 1998, thereby further demonstrating a commitment to a broad and inclusive
education for all students (Department of Education, 2006). Further, the Education Act of 1998
contained provisions whereby quality learning was consistent; Education Act requirements were
monitored for high-quality teaching and learning in the institutional structure, such as the intro-
duction of Science Inspectors (Department of Education, 2006).
Irish Educational Structure
It is highly acknowledged that to compete in an ever-increasing technological world
requires an ongoing improvement in universal standards in educational policies so that people
have the needed skills to work in a modern world (McDonagh, 2000). It is now regarded by Irish
society that education is the central platform on which cultural, social, and economic
development is realized (Department of Education, 2006). Ireland’s institutional structure begins
with Early Childhood Care (ECCE), Primary (first-level) education, and Level 2 education,
which includes the Junior Cycle, the Senior Cycle, and a Level 3 University education.
The school system is given funding by the government; development of the educational
system is the responsibility of the Department of Education and Science (Cheney, 2010). Parents
have a part in the operation of the schools, with direct supervision by a committee called Board
of Schools; parents are elected by other parent members of the school (Cheney, 2010). Manda-
INFLUENCE OF GLOBALIZATION 36
tory education is required for all children and minors from the age of 6 years to 16 years, or until
a total of 3 years is completed in Level 2 (post primary) education (Department of Education,
2006). At 12 years of age, students entering Level 2, also known as the Junior Cycle, take a
required 3-year course of study earning a Junior Certificate at the age of 15, and then move into
their Senior Cycle for 2 years, earning a Leaving Certificate at age 17 or 18 (Department of Edu-
cation, 2006). Junior Cycle is designed to address the needs of all students and may be offered
with honors or non-honors, but the courses utilize similar curricula (Department of Education,
2006). Junior Cycle requires a set of assessments that move a student along in basic skills before
entering the Senior Cycle, whereby students begin a programmed study that focuses on the
Leaving Certificate and promotion to Level 3, university (Department of Education, 2006). The
Department of Education and Science identifies the importance of Junior Cycle in this way:
Apart from internal school tests, there are two key public examinations taken by students:
Junior Certificate (age 15/16) and the Leaving Certificate (age 17/18), which are set by
the State Examination Commission which was formed in 2003. The vast majority of
young people in Irish schools attain the Junior Certificate. A Junior Certificated award
can be made in more than one or more subjects, but typically learners undertake multiple
subjects. There are variants of the Junior Certificate that cater to students with special
needs and a small number of adult learners work toward this award each year. (Depart-
ment of Education, 2006, p. 7)
The Irish Government establishes expectations for the Leaving Certificate that may be
earned at the conclusion of the Senior Cycle. An attainment target of 90% has been set for all
students to earn their Leaving Certificate, which was primarily designed to reduce unemploy-
ment rates in Ireland (McDonagh, 2000). It is widely believed that those who leave school at an
INFLUENCE OF GLOBALIZATION 37
earlier age after having done poorly on the Leaving Certificate will most likely suffer unem-
ployment during a great portion of their lifetime (Department of Education, 2006). The govern-
ment has sought to find ways to keep young people in school, primarily those ages 8–15, by
allocating financial support through financial assistance agencies designed to keep at-risk youth
in school (McDonagh, 2000). The White Paper addresses the goal to reach the desired attainment
of 90% of students earning a Leaving Certificate at the conclusion of Senior Cycle by developing
vocational studies and infusing them in the student’s educational program (Department of Edu-
cation, 1995). The expansion of vocational studies, including technology, has increased the
number of students moving toward the Level 3 University education (Department of Education,
2006).
As part of the process of moving students from Level 2 to Level 3, the Irish Government
and Department of Education and Science acknowledge the importance of educating a work
force for the future:
As Ireland develops as a knowledge-based economy, a key challenge for education is to
develop the necessary mix of creativity and skills to respond to the needs of a challenging
labour market. . . . The availability of a reliable number of graduates skilled in the fields
of Maths, Physical Science, Biological Science, Technology and Engineering will be a
critical factor in supporting this strategy. (Department of Education, 2006, p. 31)
Ireland has begun conversations about the transition from Senior Level to Level 3, Uni-
versity by seeking to preserve the needs of its people and acknowledging that higher education
should through a commitment to the highest standards of research equip a work force with the
skills necessary to move Ireland forward in economic development and prosperity (Department
of Education, 2006). The Department of Education (2006) shared that quality training and
INFLUENCE OF GLOBALIZATION 38
education are central in developing high skills, knowledge, and an innovation-based economy.
The Department of Education (2006) stated, “Education and training are also crucial to achieving
the objective of an inclusive society where all citizens have the opportunity and the incentive to
participate fully in the social and economic life of the country” (p. 8). Further, Ireland has
identified a strong education as the critical driver of upward social mobility and economic
success in a modern society (Department of Education, 2006). The Irish government launched
the Programme of Research in Level 3 Institutions in 1998, which on behalf of the Minister for
Education and Science is operated by the Higher Education Authority and provides for integrated
research strategies, programs, and infrastructure that promote research and innovation designed
to strengthen the quality of science learning and teaching at every level of the system
(Department of Education, 2006).
In 2015, the Department of Education and Skills proposed a Framework for Junior Cycle.
This framework introduced reforms in the educational system for delivery of instruction for
students in the first 3 years of postprimary education. The Framework for Junior Cycle puts
forward reforms in practices regarding how instruction, student learning, and learning
assessments should evolve to deliver an education for today and the future (Department of
Education and Skills, 2015). This framework, which outlines learning that incorporates creative
ways to investigate issues and active collaborative engagement with peers, values knowledge,
and guides students to transfer their knowledge to new and challenging problems (Department of
Education and Skills, 2015). Further, this Framework for Junior Cycle gives schools the flexibil-
ity to design instruction for Junior Cycle that aligns to the ever-changing needs of a learning
environment that supports the needs of a global knowledge-based work force (Department of
Education and Skills, 2015).
INFLUENCE OF GLOBALIZATION 39
21st-Century Skills
Globalization is not a static phenomenon. As globalization continues to shape the
landscape within nation-states, more and more are looking to education as the driver to meet
these needs and produce the students and future work force with skills to meet the global econ-
omy needs. Friedman (2007) stated, “In the era of globalization, someone new is holding the
checkbook” (p. 257). Countries under development and those that are moving toward develop-
ment are now part of the global economy and the integration into the 21st century (Quinn, 2012).
These skills shape how students are taught, what students learn, and how students solve problems
as they learn the skills required of a work force that is knowledgeable about other countries and
cultures. Wagner (2008) pointed out that global awareness has been included in the 21st-century
skills framework.
Global awareness refers to the ability of students to use 21st-century skills such as critical
thinking, and problem solving to understand and address global issues, learn from and
work collaboratively with individuals representing diverse cultures, religions and life-
styles in a spirit of mutual respect, and open dialogue in personal work, and community
contexts, and understand other nations and cultures, including the use of non-English lan-
guages. (Partnership for 21st Century Skills, as cited in Wagner, 2008, p. 25)
Global changes compel everyone who is concerned with education to rethink the type of
education that students will need if nation-states are to maintain economic growth and compete
in a KBE (Wagner, 2008). It is unknown what challenges may be faced by students as they move
into a world of future work, but it is necessary to provide them with 21st-century skills so that
they can compete in a diverse society and a global economy (Quinn, 2012). Wagner (2008)
identified survival skills (discussed further in the literature review) that are necessary to student
INFLUENCE OF GLOBALIZATION 40
survival in the 21st century: critical thinking and leadership, working with others, solving
problems, agility and adaptability, initiative and adaptability, and written communication, and
oral competency, and accessing and analyzing information, and curiosity and imagination.
“Parents and educators who do not attend to these skills are putting their children at an
increased risk of not being able to get and keep a good job, grow as learners, or make positive
contributions to their community” (Wagner, 2008, p. 14). The research is supported by Darling-
Hammond (2010) and Schlechty (1990). The poorly educated, or those who are not taught 21st-
century skills, will not be able to participate in the future modernized world of work (Darling-
Hammond, 2010). Work is no longer defined by those with a specialty; it now requires groups
that can solve problems and collaborate to meet the challenges of the future work environment
(Wagner, 2008). Countries that seek to gain prosperity in the global economy will need to create
an educational system that gives students the ability to adapt to an ever-increasing knowledge-
based society (Schlechty, 1990).
Knowledge-gaining skills are critical, and schools that promote knowledge-gaining skills
will prepare students to achieve in the global economy and in the competition for jobs. Greater
changes brought about by globalization bring about greater economic competition among coun-
tries (Friedman, 2007). For countries to prosper, governments must embrace a depth of
knowledge in their education and curriculum that ensures that students develop the skills neces-
sary to compete in a KBE (Wagner, 2008). Educational systems will need to promote students
who have learned to think critically, solve problems, work collaboratively, take the initiative,
communicate effectively, access and analyze information, and be curious and imaginative
(Wagner, 2008).
INFLUENCE OF GLOBALIZATION 41
The sheer quantity of knowledge available around the world today presents its challenge,
made more challenging by how rapidly and steadily that information is changing (Wagner,
2008). Critical thinking and problem solving become ever more important as shifts in a KBE
become apparent. To become ever more adept at maintaining a focus and filtering knowledge
requires more collaboration skills among peers with the ability to share and communicate
knowledge through many technology mediums.
Wagner (2008) identified three transformations that have taken place in a brief period: (a)
the ever-changing growth of the advancing global “knowledge economy,” (b) the rapid expan-
sion of communication around the world, especially to those who were once isolated, and (c) the
ever-increasing way that media has an impact on citizens and how they relate to one another. To
deal with these challenges and others that will undoubtedly emerge requires that students be
educated differently, without rote learning and memorization of facts (Wagner, 2008). Drawing
directly from the 21st-century skills, STEM is an educational reform designed to bring a greater
emphasis to its fields to promote students into the global economy work force. The Office of
Labor Statistics of the U.S. Department of Labor predicted a 22% growth in jobs for fields
related to STEM between 2004 and 2014 (as cited by Hayden, Ouyang, Scinski, Olszewski, &
Bielefeldt, 2011).
STEM
The National Science Foundation (NSF) is credited with developing the acronym STEM,
after the earlier acronym SMET (science, mathematics, engineering, and technology) was
deemed inappropriate (Breiner, Harkness, Johnson, & Koehler, 2012). Although STEM has been
discussed and many have worked toward its development in the United States since the early
2000s, it did not gain full attention in most countries until after the global economic collapse in
INFLUENCE OF GLOBALIZATION 42
2008 (Ritz & Fan, 2014). STEM has been adopted by many in the world economy at the
national, state, and local governmental levels, as well as in the scientific communities, as an
important focus for educational reform, given the renewed global conversation after the
recession of 2008 (Breiner et al., 2012). Many countries are working toward implementation of
21st-century skills. However, not all nations are trying to develop those skills in the same way.
It is found that the concept of STEM education is being discussed differently by coun-
tries. Some consider STEM education to be improved the teaching of the separate
subjects of STEM. Others believe STEM should be taught using integrated subject
approach. Many believe it is a combination of both. (Ritz & Fan, 2014, p. 1)
Nations that can no longer educate children to compete in the global market are turning
toward STEM as a viable reform. Capraro and Slough (2013) reported that, before deciding to
adopt STEM and PBL, educational institutions and policymakers should devise an understanding
of the relationship between assessments, student learning, and the anticipated learning that is
expected to take place.
From the perspective of the educator, STEM may be a variety of activities in each of the
subjects; however, it is understood that STEM is a departure from traditional lecture-style
lessons to a greater use of strategies that incorporate inquiry and project-based experiences
(Breiner et al., 2012). Capraro and Slough (2013) anticipated STEM to be used as a study inte-
grating all areas of science and technology and grounding them in solving timely relevant
problems. However STEM is viewed, it has come from a recognition that, if students are to be
prepared for a successful world of work, they will need to apply an understanding of all four
areas to their educational experience. “Most high-achieving nations focus their curriculum on
critical thinking and problem solving, using examinations that require students to conduct
INFLUENCE OF GLOBALIZATION 43
research and scientific investigations, solve complex real-world problems in mathematics, and
defend their ideas orally and in writing” (Darling-Hammond, 2010, p. 329).
Ireland, a nation that is at varying stages of implementation of STEM, has added design
and communication/graphics to the traditional subjects (Ritz & Fan, 2014). Further, Ireland is
looking to have STEM enhance science, technology and engineering, and science education (Ritz
& Fan, 2014).
STEM draws from its very design and principles the need for students to understand each
subject in an authentic real-world setting. STEM PBL can assist in creating a high-performing
learning environment for students that empowers them to be focused, practice self-mastery, and
contribute to the classroom environment (Capraro, Capraro, & Morgan, 2013). To gain this
knowledge, students must develop skills that train them for the growing work force that has
propelled STEM to become a leading education reform movement. The 21st-century skills,
having been identified as a set of skills designed to make learning more meaningful, offer
promise. STEM development and the use of 21st-century skill development and the use of
teaching strategies such as PBL that create opportunities for students to engage in real-world
problem solving offer promise that STEM reforms may be realized.
PBL
Active engagement with a deeper sense of purpose and conceptual understanding marks
the beginnings of PBL. Capraro and Slough (2013) promoted the idea that STEM and PBL are
needed to link depth of knowledge in secondary education from that learned during a student’s
primary education. With the development of STEM, it is critical that the design for learning be
purposeful and engaging so that students see the relationship with learning and gaining
knowledge independently (Capraro & Slough, 2013). STEM PBL contributes to greater student
INFLUENCE OF GLOBALIZATION 44
engagement, time on task, and problem solving and is enhanced by reviewing students’ under-
standing through real-time formative assessments (Capraro et al., 2013). In addition to staying
engaged, 21st-century learning skills are designed to develop student learning that is grounded in
becoming critical thinkers, communicators, and collaborators with the ability to solve problems
using inquiry through individual and group creativity. Slough and Milam (2013) described PBL
as follows:
Practical instruction should provide opportunities for students to ask their questions;
refine these issues through the design and conducting of personally relevant investiga-
tions; evaluate data and scientific evidence according to their personal understanding;
verbalize their theories and explanations, and participate in active science learning.
(p. 16)
The idea that PBL was necessary to develop a deeper sense of learning began far earlier
than Freidman’s (2007) highly charged statement that the world was flat. In fact, philosopher
John Dewey first presented this idea more than 100 years ago, basing his philosophy on PBL and
inquiry methods. Dewey asserted that students will give a personal investment in their work if
the work is aligned to essential real-world tasks (Krajcik & Blumenfeld, 2006). PBL has its
foundation in constructivist thinking, which focuses on the thought that students gain depth in
their learning by working through their ideas and thereby construct learning as they work
through each idea to an outcome (Krajcik & Blumenfeld, 2006).
Project Based Learning (PBL) is an innovative approach to learning that teaches a multi-
tude of strategies critical for the success in the twenty-first century. Students drive their
learning through inquiry, as well work collaboratively to research and create projects that
reflect their knowledge. From gleaning new, viable technology skills, to becoming skilled
INFLUENCE OF GLOBALIZATION 45
communicators and excellent problem solvers, students benefit from this approach to
instruction. (Bell, 2010, p. 39)
Slough and Milam (2013) proposed a design of learning environments that identifies
design principles that have a direct effect on PBL: making accessible content, creation of visibil-
ity representations of student learning, promotion of learning from other students, and
development of the individual learner who is engaged in life-long learning.
Students in a PBL classroom may investigate questions, propose hypotheses and expla-
nations, share and discuss their thoughts, engage others on their points of view, and try out new
ideas (Krajcik & Blumenfeld, 2006). Krajcik and Blumenfeld (2006) identified four major
learning sciences that apply to PBL: (a) active construction, (b) situated learning, (c) social inter-
actions, and (d) cognitive tools.
Slough and Milam (2013) laid out a design principle in the foundations of learning in
PBL: attaching the learner to prior knowledge, providing for abundant opportunities for learners
to gain feedback, making revisions, providing multiple opportunities for students to demonstrate
knowledge, and providing the opportunity to scaffold knowledge by engaging in metacognition.
Active construction means that students design and redesign what they know in a continuous
process based on ideas, experiences, and prior knowledge (Krajcik & Blumenfeld, 2006). The
impetus of PBL is that a student begins with an inquiry, questions thoughts, and then moves to
create a project that is facilitated by the teacher as the project is constructed step by step (Bell,
2010; Morgan & Slough, 2013). To provide a rich learning environment, students should engage
in inquiry and PBL that attach to prior learning, including knowledge, skills, concepts, and
beliefs (Slough & Milam, 2013). Wagner (2008) identified agility and adaptability as a third
survival skill for 21st-century learning and ongoing construction.
INFLUENCE OF GLOBALIZATION 46
Situational learning involves students engaging in a current real-world problems that
require that they design, investigate, reflect on their thinking, and present their results to a team
or group (Krajcik & Blumenfeld, 2006). Students who are immersed in situated learning are
engaged in communication, critical thinking, and creative thought. “Children with similar
inquiries may elect to work cooperatively, thereby nurturing twenty-first-century collaboration
and communication skills and honoring students’ individual learning styles and preferences”
(Bell, 2010, p. 40).
Social interactions are critical for sharing ideas and the continual process of constructing
thoughts and gaining new experiences. Academics and cognitive thinking may be enhanced
through the use of inquiry and PBL, whereby students engage in controlling their learning
(Capraro et al., 2013). Through social interactions, students gain a sense of their learning by
sharing their ideas and outcomes with others (Krajcik & Blumenfeld, 2006). When sharing with
others, it is vital that the audience be of similar mind, have knowledge about what is being pre-
sented, and be able to give authentic feedback (Bell, 2010). This learning design is identified as a
way to promote students in an authentic way to the world of 21st-century work. Wagner (2008)
noted that businesses need employees who can work collaboratively in diverse settings, in their
country or in countries around the world. A survival skill presented by Wagner (2008) draws
heavily on the need to develop the ability of students to think critically, ask a question, collabo-
rate with peers, and develop a strong social civic compass that makes them active contributors to
their communities and the world of work.
Cognitive skills as they relate to tools used to increase learning are those tools that widen
a student’s understanding and knowledge (Krajcik & Blumenfeld, 2006). Cognitive tools include
graphic organizers, technology software, data-gathering software, and use of information located
INFLUENCE OF GLOBALIZATION 47
on the Internet (Krajcik & Blumenfeld, 2006). The use of technology as a tool in PBL allows
students to learn multiple usages of applications; as a research tool, the applications support
students in detailed tasks as they solve problems and reflect on their learning (Bell, 2010).
Wagner (2008) attributed students’ knowledge of technology tools as a need in his sixth survival
skill, which is accessing and analyzing information. “We have to be able to access and evaluate
information from many different sources” (Wagner, 2008, p. 37). The ability to access
knowledge and transfer this knowledge to other challenges is the heart of PBL. A critical
formative assessment of student learning is the student’s ability to transfer knowledge to new and
complex situations (Capraro et al., 2013). Since much of the PBL that is observed in STEM takes
place after school hours and by staff who donate their time in support of students, it is important
to understand science fairs and their impact on the development and promotion of STEM PBL
education.
Science Fairs
Science fairs have their origins in industrial competitions dating back to 1828 in New
York at the Science and Technology Exposition conducted by the American Institute of Science
and Technology (Bellipanni & Lilly, 1999). In 1928, the first student science fair was held in
New York with the support of the American Museum of Natural History (Bellipanni & Lilly,
1999; Wilson, Cordry, & Unline, 2004). Science clubs were developed to promote awareness of
the sciences and were devised to seek ways to engage and encourage student participation in the
sciences. The Science Service of Washington, DC, formed science clubs in 1921, primarily for
adults but later expanded to youth, with the major objective to promote and popularize the
sciences (Bellipanni & Lilly, 1999). Today, to promote science through STEM-related courses,
after-school programs continue the use of science clubs. STEM-related organizations, often sup-
INFLUENCE OF GLOBALIZATION 48
plemented in after-school programs, assist in providing economically disadvantaged students
with the opportunity to experience and develop interest in STEM-related learning (Sahin, 2013).
These clubs supplement the work that is done during the regular school day to promote STEM-
related topics. Sahin (2013) found that, as students increase their confidence in the presentation
of STEM projects, they develop positive feelings toward their club and begin to develop a belief
in their abilities that may support them in seeking careers in STEM.
In their desire to promote STEM and increase students’ efficiencies in 21st-century skills,
teachers are continually seeking to develop ways to excite students in the discovery of science.
Interest in STEM comes from positive experiences and a desire to continue learning in an
STEM-related field (Sahin, 2013).
If students follow the scientific method as they carry out experiments for their science
fair projects, it will help them understand scientific concepts, and with proper guidance
from their teachers, it will lead them to a lasting interest in both science and engineering.
(Bellipanni & Lilly, 1999, p.46)
Project-based science (PBS) has been put forward as a way in which teachers can guide
students in carrying out experiments and learning scientific concepts. In PBS, students engage in
discovery through important problem solving that creates interest and thereby develops engage-
ment (Krajcik & Blumenfeld, 2006). A PBS classroom allows students to explore the unknown,
ask questions, share ideas, challenge the ideas of others, and try new ideas (Krajcik &
Blumenfeld, 2006). Sahin (2013) found that students who were engaged in STEM after-school
clubs had a higher rate of postsecondary admission in STEM-related fields.
To promote the pipeline of students moving into postsecondary STEM-related fields,
Intel, a major MNC in Ireland, has encouraged the SciFest project. SciFest had its start in pro-
INFLUENCE OF GLOBALIZATION 49
moting STEM by holding 1-day events in second-level schools throughout Ireland (Intel
Corporation, 2011). SciFest in Ireland has seen rapid growth and signals the transition in student
learning from a traditional model to an inquiry, student-focused model (Intel Corporation, 2011).
The SciFest initiative was initially funded by Intel Corporation in Ireland; it was later followed
by Discovery Science and Engineering, which was launched in 2007 (Intel Corporation, 2011).
The SciFest model was designed as a student-focused program to promote understanding of
science through collaboration and inquiry-based learning that would develop students’ apprecia-
tion of science and scientific investigations (Science Foundation Ireland [SFI], 2013). SFI is a
government-funded foundation that invests in science projects to promote the sciences in Ireland.
SFI invests in and supports research that has the potential to deliver the STEM pipeline to the
Ireland work force and promote STEM-related activities that inspire young people toward
careers in the fields of STEM (SFI, 2013). Citing Irish government policy, SFI devotes resources
that are focused on the National Research Prioritization. This prioritization identifies three areas
for funding research: (a) economic and social benefit, (b) long-term industrial competitiveness,
and (c) environmental sustainability (SFI, 2013).
Theoretical Framework
Friedman’s (2007) model is used throughout this study as a framework to discuss and
explain globalization and its impact on the world’s economy. Friedman (2007) created a dis-
course in his study of globalization by identifying how globalization has transformed the world
at a steady pace. Friedman (2007) discussed three stages: Globalization 1.0, 1942–1800. shrink-
ing the world from large to medium by countries seeking opportunity outside their country;
Globalization 2.0, 1800–2000, marked by shrinking the world from medium to small by MNCs
seeking opportunities outside their country of origin; and Globalization 3.0, 2000, showing an
INFLUENCE OF GLOBALIZATION 50
explosion of communication and thoughts that allow people to work together globally, bringing
the already-small world to the realm of the ordinary public. Figure 1 illustrates the interconnec-
tion and relationship of the theoretical frameworks.

Figure 1. Diagram of the theoretical framework.

Friedman (2007) identified 10 forces that have shaped the world’s global economy and
contributed to the flattening of the world’s economy: the New Age of Creativity, When the Walls
Came Down and the Windows Went Up, Mosaic, Work Flow, Uploading, Outsourcing, Off-
shoring, Supply Chain, Insourcing, Informing, and The Steroids. Friedman discussed the conver-
gence of all 10 “flatteners” beginning in the year 2000, whereby all began to work together to
create a new playing field whereby business and ordinary people created new habits, skills, and
processes to manipulate and collaborate in a new world economy.
Work by Spring (2008) is used as a framework to explain FDI and its influence on edu-
cation. Spring (2008) reflected on events that happen on a global scale and the effects of these
developments on education. As countries draw greater FDI, they face ever-increasing needs for a
skilled work force to assume the knowledge-based positions that have been created. Countries
INFLUENCE OF GLOBALIZATION 51
that focus on education and knowledge-skill development support the person and the country
(Spring, 2008). Spring (2008) defined the phenomenon of globalization and its impact on
bringing nations, such as Ireland, greater economic integration of people, ideas, and educational
policies. Those who support a global view see today as a time when the world is moving toward
a single unified culture based substantially on a Western form of education that is focused on
21st-century learning skills (Spring, 2008).
Work by Wagner (2008) is used as a framework to examine how workers are prepared in
the 21st-century learning model. Global changes require rethinking the type of education that
students will need if nation-states are to compete in the KBE and maintain economic survival
(Wagner, 2008). Wagner (2008) presented a transformational framework of changes that have
taken place over a very brief period: (a) rapid evolution of the new global “knowledge econ-
omy,” (b) rapid movement from isolation with little communication of information to a global
world with access and abundance, and (c) the ever-increasing impact of the media and technol-
ogy on young people and how they learn and relate to peers. To deal with these challenges and
future challenges, students must be educated in a different way from what has been done in past
educational reforms (Wagner, 2008). Drawing directly on 21st-century skills, STEM is the edu-
cational reform designed to bring a greater emphasis on each of the subjects that will promote
students into the work force of the global economy.
The work by Slough and Milam (2013) is used as a framework to note the importance of
STEM and PBL in creating a skilled work force. Slough and Milam described how PBL is an
avenue to learning in STEM-related courses. Slough and Milam’s framework lays the foundation
for the work of Sahin (2013) and Krajcik and Blumenfeld (2006) to understand STEM and PBL
and how they contribute to development of 21st-century skills and a skilled work force. The
INFLUENCE OF GLOBALIZATION 52
work completed in classrooms using the design principles created by Slough and Milam for
STEM and PBL supports knowledge of a common way for educational institutions to engage
students in STEM-related courses and after-school science clubs.
Today, to promote science through STEM-related courses, after-school programs con-
tinue to offer science clubs. STEM-related organizations, supplemental programs held after
school, have provided low-income students with opportunities to develop STEM interests (Sahin,
2013). These clubs perform as a supplement to the work that is done during the regular school
day to promote STEM-related classes. Science organizations act as a liaison with STEM-related
coursework that is studied during regular daily classes and science fairs participation by students.
Sahin (2013) found that, as students become competent in the content and become successful in
competitions, they develop positive feelings toward their club and believe in their future in
further competitions in similar fields. Interest in STEM comes from positive experience and a
desire to continue learning in an STEM-related field (Sahin, 2013). Sahin (2013) found that
students who were engaged in STEM after-school clubs had a higher rate of postsecondary
admission in STEM-related fields.
If students follow the scientific method as they carry out experiments for their science
fair projects, it will help them understand scientific concepts, and with proper guidance
from their teachers, it will lead them to a lasting interest in both science and engineering.
(Bellipanni & Lilly, 1999, p. 46)
PBS has been put forward as a way in which teachers can guide students in carrying out
experiments and learning scientific concepts. In PBS, students engage in discovery of real life
through related problems that engage their interests and demonstrate to students the similarity to
what scientists do in the workplace (Krajcik & Blumenfeld, 2006). A PBS classroom allows
INFLUENCE OF GLOBALIZATION 53
students to explore the unknown, ask questions, discuss ideas, challenge the ideas of others, and
try new ideas (Krajcik & Blumenfeld, 2006). Sahin (2013) found that students who were
engaged in STEM after-school clubs had a higher rate of postsecondary admission in STEM-
related fields.
Summary of the Literature Review
Globalization has fueled significant changes in the global economy. Among these
changes is the need to compete in a world that has shrunk, reducing the time and need for travel
to acquire information and knowledge. Nation-states, in an attempt to compete on the global
stage, agree that education and the ever-increasing need for 21st-century skills are the founda-
tional reforms that will ensure competitiveness. According to Chanda (2007), “The instantaneous
transmission of news and images has turned the thoroughly connected and even marginally con-
nected citizens of the world into spectators and consumers of ideas and information” (p. 314).
Increasingly, it is apparent that the work force of the future will need 21st-century skills, includ-
ing communication, collaboration, critical thinking, and creative thought.
Ireland, fueled by FDI, has continued to position itself as the Celtic Tiger, competing on
the global stage primarily in the areas of technology development and pharmaceuticals. “Global
contract manufacturers became prominent investors in Ireland, as they expanded their global
operations through the acquisition of already existing companies” (Paus, 2005, p. 50). This
explosive development, hampered by the economic collapse in 2008, has brought a surge of
challenges and opportunities to the Irish people. As greater opportunity was made available in
Ireland, the nation-state discussed equity and what it means to be Irish. As in all globalization,
migration by people seeking opportunity has forced a public conversation on opportunity and
access to education. This explosion and questions of equity have made it evident that education
INFLUENCE OF GLOBALIZATION 54
reform and a commitment to the sciences have brought about a need for a greater focus on 21st-
century skills and development of a work force pipeline to STEM-related courses. Having strug-
gled with institutional structures that have created inequities in the delivery of education to Irish
students, Ireland has sought government intervention that focuses on STEM and the future needs
of a KBE. A significant development that affects education at the third level that aims to promote
equity and attainment of higher education is the introduction of free tuition for full-time third-
level undergraduate students within the European Union (O’Hagan & Newman, 2014).
This review identified two such ways that nation-states are promoting STEM and the cre-
ation of a pipeline to an STEM-educated work force: PBL and science fairs. Designed to give
students real-world experiences, PBL seeks to combine 21st-century skills and development of
inquiry in everyday learning by students. Students in a PBL classroom may investigate ques-
tions, propose hypotheses and explanations, share and discuss their thoughts, engage others on
their points of view, and try out new ideas (Krajcik & Blumenfeld, 2006). Drawing on the use of
technology to drive these efforts, students not only have the experience of working with teams on
collaborative and creative experiments; they also have access to information on a global
platform. The facilitation of technology as a tool in PBL allows students to learn multiple appli-
cations and guides students through solving problems of complex tasks (Bell, 2010).
Concluding with the resurgence of science fairs as an avenue to focus on STEM-related
courses, it is clear that Ireland has begun the process of promoting these fairs in a manner that is
congruent with the conventional educational structure.
If students follow the scientific method as they carry out experiments for their science
fair projects, it will help them understand scientific concepts, and with proper guidance
INFLUENCE OF GLOBALIZATION 55
from their teachers, it will lead them to a lasting interest in both science and engineering.
(Bellipanni & Lilly, 1999, p. 46)
The Irish government has taken the initiative to promote science fairs as a way to
promote STEM and build a work force ready to take on 21st-century jobs. SFI is a government-
funded foundation that invests in science projects to promote the sciences in Ireland. SFI invests
in and supports research that has the potential to deliver the STEM pipeline to the Ireland work
force and to promote STEM-related activities that inspire young people toward careers in the
fields of STEM (SFI, 2013).
INFLUENCE OF GLOBALIZATION 56
CHAPTER 3: RESEARCH METHOD
This case study is set in Ireland to understand how globalization, FDI, and expansion of
MNCs have affected the country’s instructional education system. Specifically, the purpose of
this study was to understand these influences and the implementation of 21st-century skills, PBL,
inquiry learning, and development of STEM career paths through participation in science fairs.
This study draws on both qualitative and limited quantitative research methods to examine how
inquiry and 21st-century learning skills such as critical thinking, collaboration, creative thinking,
and communication influence teachers’ practices and prepare students for the 21st-century
STEM work force.
Three research questions guided this study. In a qualitative study, the researcher is the
primary instrument in gathering data and conducting analysis (Merriam, 2009). Surveys, used in
quantitative research, provide numeric descriptions or opinions of a sample or population
(Creswell, 2013). Research questions guide the inquiry and explain what the study seeks to learn
or understand (Maxwell, 2013). This study engaged feedback from the government, business,
educational, and student respondents, using both qualitative and limited quantitative methods to
address the research questions.
This research study was designed to gain insight related to the research questions, fill a
gap in the literature, and resolve conflicts found in the literature to give voice to real-life
problems (Creswell, 2013). “After advancing the problem and reviewing the literature about it,
the researcher then identifies deficiencies found in the literature” (Creswell, 2013, p. 117). This
study was guided by 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?
INFLUENCE OF GLOBALIZATION 57
2. How have science and technology competitions, such as SciFest, influenced the devel-
opment 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?
Chapter 3 reviews the research design, the research team, and the population sample. The
population sample included educational policymakers, business professionals, and school
administrators, teachers, and students. Chapter 3 then describes the instruments and protocols
used, the plan for data collection and analysis, and validity, credibility, and trustworthiness of the
design. The chapter concludes with a review of reliability and ethical considerations applied
throughout the research.
The research design is intended to understand what the researcher wants to know and is
based on a plan for knowing (Merriam, 2009). Merriam (2009) specified that a research design is
“a logical plan for getting from here to there, where here is an initial set of questions to be
answered, and there is some set of conclusions” (p. 55). This research design provides an under-
standing of the qualitative and limited quantitative approach used in the research and a descriptor
of the research cohort assembled for the research. Following this section, the population sample
and the methods used to identify respondents are identified. The third section reviews the
instrumentation and protocols that the researcher used to conduct interviews, observations, and
surveys. Following this section is an explanation of the process used to collect and analyze the
data. The final section identifies the ethical considerations, the University of Southern California
(USC) Institutional Review Board (IRB) protocols (#UP-16-00179), and guidelines used by the
research cohort to ensure adherence to these guidelines.
INFLUENCE OF GLOBALIZATION 58
Research Design
Having an interest in and knowing about one’s practice and being able to work toward
improving one’s practice lead to asking researchable questions that one may utilize in a qualita-
tive research design (Merriam, 2009). “Qualitative theory is an approach to exploring and under-
standing the meaning individuals or groups ascribe to a social or human problem” (Creswell,
2013, p. 4). Qualitative research lends itself to many outcomes, or interpretations, of a single
event, which is often associated with interpretive research (Merriam, 2009). “Researchers do not
‘find’ knowledge, they construct it” (Merriam, 2009, p. 8), which is associated with construc-
tivism or interpretivism. The action of qualitative data collection and the action of analysis of
data are efforts to address research questions and interpret data to understand the setting, culture,
and social interactions (Merriam, 2009).
This study used inductive investigation to gather a holistic description of what was
observed. “The product of a qualitative inquiry is richly descriptive and words and pictures
rather than numbers are used to convey what the researcher has learned about the phenomenon”
(Merriam, 2009, p. 16). The researcher acts as the primary instrument of data collection and
analysis of the data (Merriam, 2009). A qualitative study should be emergent and flexible and
respond to the changing interactions in the study as they progress (Merriam, 2009). After a
presentation of data, the researcher builds and interprets the data, using identifiers within the data
and conveying the data as demonstrated in the social construct (Merriam, 2009).
This study used quantitative data but was not reliant on qualitative data alone. Although
to a lesser degree than data gathered in the setting, and thereby qualitative, quantitative data were
collected via surveys. “A survey design provides a quantitative or numeric description of trends,
attitudes, or opinions of a population by studying a sample of that population” (Creswell, 2013,
INFLUENCE OF GLOBALIZATION 59
p. 155). Respondents were chosen using a nonprobability sample based on their convenience and
availability (Creswell, 2013). The surveys were used in tandem with the qualitative data col-
lected to inform the study on how science fairs and STEM development are promoted in educa-
tion policy. The surveys provided data to understand how 21st-century learning is influencing
curriculum development and Ireland’s preparation for students moving into STEM-related Level
3 University education courses leading to STEM-related careers. The convenience sample tar-
geted for these surveys consisted of educational policymakers, business professionals, school
administrators, teachers, and students in Ireland. Because this researcher is grounded only in the
knowledge of education in the United States, the data gathered via these surveys and data col-
lected to a greater degree through the qualitative research instrument provided an understanding
of the educational process being studied in Ireland.
The inquirer used multiple forms of data and spent a great deal of time in the natural set-
ting (Creswell, 2013). The researcher spent time completing interviews and observations of
respondents within the setting of Northerly College and other school settings. Further, the
researcher spent time interviewing and analyzing the data gathered by the research cohort. Trian-
gulation was used to inform the study by cross-referencing the multiple forms of collected data.
“Triangulation using multiple sources of data means comparing and cross-checking data col-
lected through observations at different places, or interview data collected from people with dif-
ferent perspectives or follow-up interviews with the same people” (Merriam, 2009, p. 216).
Other than the quantitative data collection discussed above, this case study used multiple
approaches in collecting qualitative data. According to Creswell (2013), four types of collection
procedures are involved in qualitative data collection: observations, interviews, documents, and
audio materials. The researcher seeks to understand the research questions and employs
INFLUENCE OF GLOBALIZATION 60
observations of students. Qualitative observations come about by the researcher taking notes
when observing interactions and activities of individuals in the real setting (Creswell, 2013).
Humans are at the center of data collection in qualitative research; thus, the researcher interprets
what is seen directly through interviews and observations (Merriam, 2009). The researcher con-
ducted interviews that were audio recorded with educational policymakers, business profession-
als, school administrators, teachers, and students. Qualitative interviews are face-to-face
interactions, telephone interviews, or focus groups with respondents (Creswell, 2013). The
researcher collected qualitative documents in the form of public records that informed the study
(Creswell, 2013). This researcher obtained current documents to assist in the case study through-
out the opportunities to interact with respondents.
Merriam (2009) stated, “A case study is an in-depth description of a bounded system”
(p. 40). This case study took place in a particular urban region of Dublin, Ireland, at Northerly
College and was thereby bounded. Yin (2009) stated, “A case study is an empirical inquiry that
investigates a contemporary phenomenon within its real-life context, especially when the bound-
aries between phenomenon and context are not clearly evident” (p. 40). This researcher was
interested in the perspective of the respondents in this case study. “The decision to focus on
qualitative case studies stem from the fact that this design is chosen precisely because research-
ers are interested in insight, discovery and interpretation rather that hypothesis testing” (Mer-
riam, 2009, p. 42).
Research Team
Leading the research team was Dr. Michael Escalante from the USC Rossier School of
Education. The research team consisted of 16 doctoral students. Given that the study cohort
shared data, it is possible that there are similarities in the reporting of findings and analysis. The
INFLUENCE OF GLOBALIZATION 61
research team began to meet early in the design process and held meetings monthly on Sundays
to check for research cohort progress and promote continual planning of required steps in the
research activities. These activities consisted of establishing the research questions, examining
the theoretical frameworks, and providing support within the research cohort in understanding
the effects of globalization, MNCs, FDI, 21st-century learning, and inquiry-based learning to
promote STEM-related educational opportunities.
Population and Sample
This research team identified a population and gathered a sample of educational policy-
makers, business professionals, school administrators, teachers, and students in Ireland. The
sample comprised those who had been purposefully chosen as respondents who currently had a
stake in the educational system and the development of the work force in Ireland (Appendix A).
Purposefully selecting respondents supports the researcher in understanding the problem and
research questions in qualitative research (Creswell, 2013).
The research team worked collaboratively during the dissertation study with Sheila
Porter, founder and Chief Executive Officer (CEO) of the SciFest Project, and her husband,
George Porter, the Chief Financial Officer (CFO) of SciFest. At the start of January 2016, the
team conducted Skype™ monthly meetings with both Sheila and George Porter. Sheila and
George Porter were vital members in the case study due to their knowledge of the research
subject and their relationship with the purposefully selected respondents of interest to this case
study. The team worked with selected respondents from both business and educational settings.
Working in collaboration, the research cohort members shared the process of making contact and
interviewing the respondents, and similarities regarding the collection and reporting of data were
expected. For this case study, the names of all respondents, other than the policymakers, political
INFLUENCE OF GLOBALIZATION 62
leaders, and business leaders were assigned pseudonyms. Pseudonyms are used to protect and
apply anonymity to respondents (Weiss, 1994). Table 1 identifies participants in the case study
and the protocol that was applied to each group of participants.

Table 1

Data Collection Sources

Group Survey Interview Observation

Students x x x
Teachers x x x
Administrators x x x
Policymakers x x
Political leaders x x
Business leaders x x

Educational Policymakers
Ireland’s educational system is directly influenced by political leaders who are the edu-
cational policymakers. To understand the impact of education and policy, political leaders were
interviewed and provided surveys; these decision makers included members of the Department
of Education and Skills. These interviews informed the researcher about the participants’ per-
ceived knowledge of the educational system. These policymakers included the Lord Mayor of
Dublin and the Lord Mayor of Cork, with each speaking in person to discuss educational prac-
tices and reforms in their cities. This researcher met with officials from the Department of
INFLUENCE OF GLOBALIZATION 63
Education and Skills and the Head of Schools of Science and Informatics assigned to Cork
Institute of Technology to gain their thoughts and perceptions.
Business Professionals
The research team selected specific MNCs, representatives of which were contacted by
members of the research cohort, who had been identified as willing to participate by taking part
in an interview and completing a survey. These business professionals were purposefully
selected after completing the literature review and seeking recommendations from educational
leaders and Sheila and George Porter. While in Ireland, this list of business professionals snow-
balled based on contacts and respondents who were interviewed. “Snowball, chain, or network
sampling is perhaps the most common form of purposeful sampling” (Merriam, 2009, p. 79). In
seeking to understand the influence of MNCs as they relate to students’ participation in science
competitions and their participation in STEM-related courses, the snowballing effect allowed the
research cohort to gain perceived understanding of issues related to the research questions.
School Administrators, Teachers, and Students
Researchers from the cohort were divided into pairs. In April 2016 the team traveled to
Dublin and Cork Ireland to collect data. Each team member was assigned one school, where
purposefully selected respondents were interviewed, surveyed, and observed. The schools were
located in Dublin, Ireland, and the greater metropolitan area, with some schools located in rural
areas. This researcher was assigned to Northerly College, which is located in a suburban area
northeast of Dublin. Before the visitation, the researcher had made contact and made the relevant
agreements required to complete the 1-day case study. A lead teacher was assigned to arrange
students in groups or individually and assign times for teachers and the administrator to be
surveyed and interviewed. Surveys of students were conducted before the visitation, and
INFLUENCE OF GLOBALIZATION 64
interviews with students were done in a group setting or individually, depending on the visitation
schedule.
Cork SciFest Competition
The team traveled to Cork Institute of Technology to attend the SciFest science and tech-
nology competition. This annual science competition event provided the research cohort an
opportunity to observe student science exhibitions and interact with respondents. This researcher,
in collaboration with the research cohort, identified contacts who would assist in addressing the
research questions. The contacts provided feedback on the application of STEM and the pipeline
that was created through participation in science competition regarding the driving forces of
students who later go on to Level 3 University in STEM-related fields. Respondent’s perceptions
that SciFest is a way to promote STEM-related programs was critical to addressing the research
questions. The researcher used the opportunity during the science competition to interview,
observe, and survey students, administrators, business officials, and policymakers who were in
attendance as participants, judges, or observers of the science competition.
Instrumentation
Given the nature of this primarily qualitative case study, four data collection methods
were used to allow for triangulation and provide a rich description of the case. Triangulation
increases the validity of the research data (Merriam, 2009). This researcher was the primary
instrument for data collection. The researcher is the primary instrument in a qualitative study
(Merriam, 2009). Surveys, interviews, document review, and classroom observations were uti-
lized to collect data. The members of the research cohort worked in collaboration to develop the
data collection protocols. Instrumentation protocols created by the research team consisted of
five interview protocols, two observation protocols, and four survey protocols. Before
INFLUENCE OF GLOBALIZATION 65
administration of any instruments, USC approval (IRB # UP-16-00179) allowed the researchers
to perform an exempt study on human participants in a setting outside the United States. Student
respondents were required to present a signed parent/guardian consent form. Use of the instru-
ments helped the researcher to understand 21st-century skills, PBL, STEM, and how they have
been influenced by globalization, FDI, and MNCs.
Interview Protocols
The interview protocols used a semistructured approach and were accompanied by utili-
zation of a recording device and an agreement participation form. Tape recordings are an essen-
tial use, as Patton (2002) explained; “No matter what style of interviewing you use, and no
matter how carefully you word questions, it all comes to naught if you fail to capture the actual
words of the person being interviewed” (p. 380). Specific interview protocols (Appendices B
through F) were created for the purposeful respondents: educational policymakers, business pro-
fessionals, school administrators, teachers, and students. The research team worked to reduce the
number of yes/no and why questions to gain optimal responses (Patton, 2002). Table 2 identifies
the alignment of the three research questions to the theoretical frameworks.
Section I alignment of questions focuses on the influence of globalization, MNCs, educa-
tional policy, STEM, and development of 21st-century skills. Question 1 aligns with Wagner’s
(2008) framework for 21st-century skills and Slough and Milam’s (2013) work on STEM and
PBL design principles. Question 2 aligns with Friedman’s (2007) framework for
globalization and Spring’s (2008) work on global integration and the effects of this phenomenon
on the education in the global economy. Questions 3 through 5 and 7 align with all four frame-
works. Question 6 aligns with Friedman (2007) and the effects of global technology
communication, as well as Wagner’s (2008) recitations on the development of 21st-century
INFLUENCE OF GLOBALIZATION 66
Table 2

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

Question RQ1 RQ2 RQ3 Friedman Spring Wagner Slough/Milam

Item I
1 √ √ √
2 √ √ √
3 √ √ √ √ √
4 √ √ √ √ √
5 √ √ √ √
6 √ √ √ √
7 √ √ √ √ √

Item II
1 √ √ √ √
2 √ √ √ √
3 √ √ √ √ √
4 √ √ √
5 √ √ √ √ √
6 √ √ √ √ √
7 √ √ √ √ √

Item III
1 √ √ √ √
2 √ √ √ √
3 √ √ √ √ √

learning skills, Spring (2008), and Slough and Milam’s (2013) work on STEM and PBL design
principles.
Section II alignment of questions focuses on science and technology competitions and its
influence on the development of 21st-century skills and the use of STEM and inquiry-based
learning strategies. Questions 1 through 3 and 5 through 7 align with Friedman’s (2007) work on
the “flat” world in which competition in the global economy requires 21st-century skills,
Spring’s (2008) work on the integration of information in a global economy, and Wagner’s work
INFLUENCE OF GLOBALIZATION 67
(2008) work on 21st-century skills. Slough and Milam’s (2013) work on the STEM design prin-
ciples was used as a framework to measure STEM and PBL as they influence curriculum and
instruction. Question 4 aligns with Wagner (2008) and Slough and Milam (2013) and focuses on
the use of STEM and PBL as a strategy to develop 21st-century skills.
Section III alignment of questions was designed understand the influence of science
competitions on students’ pursuit of STEM-related studies in Senior Cycle and the pursuit of
STEM-related studies in Level 3 University career studies. Research Question 3 aligns to Fried-
man’s (2007) work on the development of learning capacity to compete in a global labor econ-
omy, Spring’s ( 2008) global integration of communication, and Wagner’s (2008) work on 21st-
century skills and the readiness of students to enter the global world of work. Questions 2 and 3
align to all four frameworks, including Slough and Milam’s (2013) work to develop students’
21st-century skills through the use of STEM and PBL and the use of inquiry-based learning.
Observation Protocols
Observations place the researcher in the setting of those who are best able to give the
researcher an understanding of the research questions (Bogdan & Biklen, 2007). “Observation is
a research tool when it is systematic when it addresses a specific research question, and when it
is subject to the checks and balance in producing trustworthy results” (Merriam, 2009, p. 118).
According to Merriam (2009), an observation helps to bind information and provide a framework
for research questions. Merriam (2009) and Bogdan and Biklen (2007) shared the importance of
building a relationship with those being observed and taking accurate field notes.
The research team agreed on an observation template (Appendix G) that allowed for
detailed note taking while also allowing for flexibility. The observation tool called for an illus-
trative diagram of the classroom, the learning objective, and the instructional materials being
INFLUENCE OF GLOBALIZATION 68
used. The observation template was designed to be used in the classroom to observe instructional
programs in STEM-related classrooms. A template (Appendix H) was used in the visitation to
Cork SciFest, the science and technology fair at the Cork Institute of Technology. The research
team created the observation protocols in collaboration before visiting Ireland. The forms were
aligned to Wagner’s (2008) framework for 21st-century learning and Slough and Milam’s (2013)
framework on STEM and inquiry-based learning. Sections were added to guide the researcher in
capturing the actions and comments of those being observed, as well as in capturing the indi-
vidual researcher’s comments. The researcher had 1 day to observe students in their natural
school setting and 1 day to see participants in the Cork SciFest science competition. A template
that organizes the thoughts of the researcher is critical. “Even if the researcher has been able to
take detailed notes during the observation, it is imperative that full notes in a narrative format be
written, typed, or dictated as soon after the observation as possible” (Merriam, 2009, p. 129).
The observation template had a reflection page and assisted in facilitating the thoughts of this
researcher in creating a narrative of what was observed.
Survey Protocols
In quantitative research, the purpose of a survey is to sample a population and generalize
on characteristics, actions, and attitudes of that population (Creswell, 2013). Fink (2013) recom-
mended that all surveys begin with an introduction and that the first item identify the topic of the
study. The surveys (Appendices I through L) provided a definition of terms and key concepts to
assist respondents in understanding the intent of the survey items. The research team
collaboratively created the survey protocols. These protocols begin with an introduction that
gives directions to complete the survey. Definitions of terms are provided for STEM, 21st-
century skills, inquiry-based learning, MNCs, and globalization. Fink (2013) prescribed, “A
INFLUENCE OF GLOBALIZATION 69
survey is valid if it the information is an accurate reflection of respondent’s knowledge, attitudes,
values, and behaviors” (p. 67). Fink (2013) addressed appropriate language as well defined and
familiar to the respondent and advised that content be grounded and attached to the respondent’s
experience. The surveys use a 6-point Likert-type scale: Strongly Agree, Agree, Neutral, Dis-
agree, Strongly Disagree, and Don’t Know. The surveys focus on respondents aligned to the
study: administrators or teachers (Appendix I), political leaders or business leaders (Appendix J),
educational policymakers (Appendix K), and students participating in SciFest (Appendix L). The
survey contains eight items related to Research Question 1, seven items related to Research
Question 2, and nine items related to Research Question 3. Since a great deal of data collection
resulted in surveys of administered, students, and teachers, Table 3 reflects the alignment of the
theoretical frameworks and RQs for these respondents.
Aligning to Table 3 and adhering to Fink’s (2013) recommendations, the surveys were
crafted to address the experience of the respondent group, with an exception being that each
survey required a yes/no answer to the respondent’s experience in SciFest or science fair compe-
titions. Yes/no questions were avoided, given that they can elicit only a single yes/no response
(Merriam, 2009). The survey items are aligned in the following manner. Items 3 through 7 align
with Research Question 1, about the influence of globalization and MNCs on educational policy
in the area of STEM and the development of 21st-century skills. These align to the four
frameworks identified in the following assignments: Friedman (2007) and Spring (2015) Items 3
through 7, concerning globalization; Wagner (2008) Items 3 through 7, concerning 21st-century
skills, and Slough and Milam (2013) Items 3 through 7, concerning STEM PBL. Survey Items 9
through 15 align to Research Question 2, about how science competitions, such as SciFest, have
influenced the development of 21st-century skills thorough use of inquiry-based instructional
INFLUENCE OF GLOBALIZATION 70
Table 3

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

Item RQ1 RQ2 RQ3 Friedman Spring Wagner Slough/Milam

3 √ √ √
4 √ √ √ √ √
5 √ √ √ √ √
6 √ √ √ √ √
7 √ √ √ √
8 √ √ √ √ √
9 √ √ √ √ √
10 √ √ √ √ √
11 √ √ √
12 √ √ √
13 √ √ √
14 √ √ √ √ √
15 √ √ √ √
16 √ √ √
17 √ √ √
18 √ √ √
19 √ √ √
20 √ √ √
21 √ √ √ √
22 √ √ √
23 √ √ √
24 √ √ √

strategies and STEM. Each survey item aligns to the four frameworks in the following manner:
Friedman (2007) and Spring (2015) Items 9 and 10 and 14 and 15, Wagner (2008) and Slough
and Milam (2013) Items 9 through 15. Survey Items 16 through 24 align with Research Question
3 and relate to how students’ participation in science competitions, such as SciFest, has
influenced their interest in continuing study of STEM in college and an STEM-related career
field. Each of these items aligns to each of the four frameworks. Items 16 through 24 align with
Wagner (2008) and Slough and Milam (2013), with Item 21 relating to all four frames.
INFLUENCE OF GLOBALIZATION 71
Data Analysis
“Making sense of data involves consolidating, reducing, and interpreting what people
have said and what the researcher has seen and read—it is the process of making meaning” (Mer-
riam, 2009, p. 176). Creswell (2013) and Merriam (2009) identified the process as a task of com-
paring one set of data to another set of data. “While interviews are going on, researchers may be
analyzing an interview collected earlier, writing memos that may ultimately be included in a
narrative in the final report” (Creswell, 2013, p. 195).
Following Creswell’s (2013) data analysis technique, this researcher began with an
organization of the data while they were still fresh. Second, the researcher read and reviewed the
data and reflected on journal memos to identify general ideas and themes in the data. Qualitative
researchers write notes in the margins, write reflective memos, and begin to develop general
thoughts about the data (Creswell, 2013). The third step was the coding of the data. Merriam
(2009) described this process as writing codes within chunks of data that begins the process of
creating categories of information. Later, the data were reviewed by categories to see what was
grouped and thereby the researcher started to make meaning of the data (Merriam, 2009). At this
stage, this researcher developed a qualitative set of themes to identify what might be expected
from the data (Creswell, 2013). The fourth step was the coding process, to begin to describe the
setting and categories that emerged from the data, as well as themes that were found in the data
(Creswell, 2013). In the fifth step described by Creswell (2013), this researcher began to formu-
late a narrative that began to tell the story of the data identified in each research question and the
themes that were identified. The final step identified by Creswell (2013) “could be the
researcher’s personal interpretation couched in the understanding that the Inquirer brings to the
study of a personal culture, history, and experience” (p. 200). Creswell (2013) clarified, “It can
INFLUENCE OF GLOBALIZATION 72
also suggest new questions that need to be asked—questions raised by the data and analysis that
the inquirer had not foreseen earlier in the study” (p. 200).
Validity, Credibility, and Trustworthiness
Maxwell (2013) defined validity as “the correctness or credibility of a description, con-
clusion, explanation, interpretation or another sort of account” (p. 122). To ensure validity and
credibility, this researcher employed triangulation and comparison. Using multiple sources of
data and comparing these various sources with different people who hold different perspectives
worked to ensure that the data were analyzed and given meaning (Merriam, 2009). Patton (2002)
shared that a researcher builds trustworthiness by ensuring validity and credibility.
Reliability
Yin (2009) identified a need for qualitative researchers to take notes and document the
procedures that they use so that they may be observed by others. This researcher followed
Creswell (2013) in the reporting of data. Gibbs (2007) and Creswell (2013) suggested measures
that can be taken to ensure reliability: (a) check transcriptions for errors, (b) anchor information
to avoid slippage in meaning, (c) share data with the research team, and (d) create opportunity to
check in with the research team to ensure understanding of coding.
Ethical Considerations
The research team, composed of 16 doctoral students and led by Dr. Michael Escalante as
the lead researcher, submitted the design (IRB# UP-16-00179) to the IRB review process. The
research team completed the Collaboration IRB Training Initiative (CITI) to ensure that they
were aware of and knowledgeable about ethical standards required to complete this case study.
Study participants have a right to anonymity and privacy (Glesne, 2011). The team sought to
ensure that participants were not named, except for business leaders and policymakers. Further,
INFLUENCE OF GLOBALIZATION 73
the names of the schools visited were assigned pseudonyms to ensure anonymity of students and
site personnel. The data documents were maintained in a secure location and identified in a way
that did not reveal personal information to or about any participant. Participants were given suf-
ficient information to make an informed decision about their participation, including the right to
opt out of the study (Appendix M). An information letter was sent to parents of participating
students describing their role in the study (Appendix N). The teacher liaison who assisted this
researcher at Northerly College altered the forms for parent and student signature but this altered
form was not provided as an exhibit to protect the anonymity of the school and thereby the
respondents. Documents were kept in separate locations and were secured using a labeling
process for privacy. Documents were destroyed at the conclusion of the dissertation process.
Chapter Summary
Chapter 3 began with a look at the research method, describing how the research
questions guided this primarily qualitative case study. The research team was described, as well
as the steps that the research team took to prepare for this case study. A description was provided
regarding the population and sample, which included the purposeful identification of educational
policymakers, business professionals, school administrators, teachers, and students. A brief
description and purpose of the research team’s visitation to the Cork SciFest Competition was
provided, including how this competition provided data for the case study. The chapter identified
the instrumentation that was used in this case study, including observation protocols, survey
protocols, and interview question alignment according to the case study respondents. The chapter
concluded with a review of the data analysis procedure that was applied to the data collected for
the case study and the application and monitoring within the case study of validity, credibility,
trustworthiness, reliability, and ethical consideration.
INFLUENCE OF GLOBALIZATION 74
CHAPTER 4: RESULTS
Ireland has been the benefactor of a world moving ever so quickly toward a globalized
economy. The bringing together of people and resourcing their skills through technology appli-
cations draws on the need for MNCs and governments to identify and develop the skills of their
work forces. As Ireland moved away from an indigenous industry toward transnational invest-
ments in the 1980s, primarily in the technology sectors, MNCs began to emerge (Fagan, 2002).
Fueling this restructuring was the immigration of peoples seeking work and educational oppor-
tunities that are created by the development of jobs in Ireland. All recent demands have led to the
creation of common educational practices and policies, with global discussions about human
capital, lifelong learning, technology, and global immigration of workers leading to a KBE
(Spring, 2008).
Ireland has been moving into a KBE, most notably since the time the small nation-state
was identified as the Celtic Tiger. By the late 1990s, many foreign MNCs made their way to the
small nation-state, establishing a foothold by purchasing new and indigenous businesses (Paus,
2005). During this time, the gross domestic product grew at a rate more than twice that of the
1980s and more than 50% higher than during the 1960s and 1970s (Paus, 2005). This expansion,
much of it in the technology and science areas, such as Intel and Pfizer, created an expanded
need to fill these technology and science fields with skilled workers.
The purpose of this study was to understand how MNCs, brought about through globali-
zation and FDI, have influenced educational policy primarily as it relates to STEM education and
the development of 21st-century skills. Further, this researcher looked at science competitions as
a vehicle that have influenced development of 21st-century skills through the use of inquiry-
based strategies that promote STEM education. The development of educational policies that
INFLUENCE OF GLOBALIZATION 75
prepare students to enter STEM-related fields was examined based on influences of science and
technology competitions and instructional strategies grounded in 21st-century skills develop-
ment. In this primarily qualitative study, this researcher sought to add to the literature regarding
globalization and MNCs and their impact on 21st-century skills and STEM education. Qualita-
tive research methods look at text and image data such as interviews and observations, as well as
survey data (Creswell, 2013). The following 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?
This case study focused on Northerly College. In addition to Northerly College, this
researcher looked at data gathered at the research cohort’s assigned schools and data gathered
from professional business leaders and policymakers. This research was conducted by a research
cohort of investigators under the direction of Dr. Michael Escalante, Lead Researcher. Data pre-
sented in this case study may be similar to data presented by other members of the research
cohort. The purpose of this chapter is to present the findings of the case study using analysis of
data collected from surveys, interviews, and observations as they are relevant to the specific
research question being discussed. As Creswell (2013) stated, “Qualitative research is interpre-
tive research; the inquirer is typically involved in a sustained and intensive experience with par-
ticipants” (p. 187). The research questions drove the analysis within the four frameworks: (a)
INFLUENCE OF GLOBALIZATION 76
Friedman’s (2007) framework for 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)
principles for PBL (inquiry-based) and STEM. The results are reported as they relate to the
research question being discussed.
Case Study Overview: Northerly College
This case study is based on information gathered at Northerly College using surveys,
interviews, and observations from students, teachers, and administrators assigned to the school.
In addition to information gathered from the schools, surveys and interviews were collected from
business leaders, political leaders, and educational policymakers in a collaborative process by the
16 doctoral students who made up the research group. Leading the research cohort was Dr.
Michael Escalante from the USC Rossier School of Education. The research group assembled in
Ireland during a 10-day visitation to conduct parallel case studies, with each doctoral student
assigned to a single school. Operating in pairs, two researchers spent a minimum of 1 day at each
site, with each pair supporting or directing the research at their specified school location.
Northerly College is located in a neighborhood east of downtown Dublin, Ireland. The
school offers a full assortment of curriculum choices that prepare its all-female students for the
Junior and Senior Cycle education leading toward the Leaving Certification. Level 2 education is
designed to provide a comprehensive, high-quality learning environment to prepare students for
higher or continuing education or for immediate entry into the work place (Department of Edu-
cation, 2006, p. 6). The school provides voluntary educational services in a Catholic setting.
Each student participates in a gap year study after the Junior Cycle and before beginning the
Senior Cycle. The student population consists of 670 female students ranging in age from 12
through 19 years. The student population is primarily Caucasian of Irish decent and boasts an
INFLUENCE OF GLOBALIZATION 77
impressive 98% of students completing their third-year qualifications for entry to the university.
The top choices of Level 3 University are University College Dublin, Trinity College Dublin,
and Dublin City University. Each student is required to complete 3 years of Junior Cycle, which
consists of studying Irish, English, Maths, History, Geography, Civics, and Social and Political
Education. The transition year, also known as gap year, is mandatory; many students use this
time to gain depth of understanding in a field of their choice before entering Senior Cycle. The
Department of Education (2006) identifies as a focus a great deal of attention on the Leaving
Certification Examination as it is the entry to third-level education and the examination is linked
to student achievement. Senior Cycle, which is a 2-year program, focuses primarily on comple-
tion of the Leaving Certificate and provides further study in Irish, English, and mathematics.
Northerly College staff focuses instruction on the whole student. There are six small
schools within the larger school. Each small school has a teacher tutor who provides student
support in academics, a year head who monitors student progress, a guidance counselor who
supports career- and college-bound students, a Religious Education Department that assists with
students’ spiritual needs, and a robust variety of field sports and liberal arts activities. Based on
this foundation of knowledge, data were analyzed according to each research question and
emerging themes.
This case study was conducted by 16 members of a research cohort under the direction of
the lead researcher, Dr. Michael Escalante. The research cohort was divided into pairs and each
pair assisted others through the research process. Each researcher had an identified school from
which to gather the majority of data for this case study. The research cohort shared data from
surveys, interviews, and observations; thus, it is not unreasonable that data reported in this
dissertation might be similar to the data reported by other members of the research cohort. It is
INFLUENCE OF GLOBALIZATION 78
from the research cohort data collection and data collected at Northerly College that the data and
analysis of this case study findings are presented.
Findings for Research Question 1
Research Question 1 asked, How have globalization and MNCs influenced educational
policy in the area of STEM education and the development of 21st-century skills? Globalization
has led to a common understanding that educational strategies should lend themselves to devel-
opment of skills founded in technology and life-long learning to ensure an economic infrastruc-
ture that adapts to an ever-increasing demand for workers in a modern “flat” world (Friedman,
2007; Spring 2008). Ireland, having been the benefactor of globalization, understands that con-
tinued economic growth and the retention of those MNCs doing business in the nation-state
require development and capacity building of its citizens. Paus (2005) stated, “The availability of
qualified labor is the result of an educational system that provides good general education and
specialized higher education and on-the-job training” (p. 158).
Theme 1: STEM Education Is Important
The first significant theme is that STEM education is important for students and their
educational development; this theme is supported by the literature reviewed for this case study as
identified in the above paragraph. Of the 1,127 student respondents, 85% reported that STEM
education is important. Of these respondents, 79% had participated in @School Science compe-
titions and 19% had participated in both @College competitions. Northerly College students
reported that STEM education has a similar significant importance. All 64 Northerly College
respondents indicated that they had participated in @School science competitions and 17% had
participated in @College science competitions. Table 4 indicates the percentages of students who
had participated in @School and @Science competitions.

INFLUENCE OF GLOBALIZATION 79

Table 4
Participation in @School and @College Science and Technology Competitions

Yes No
Competition and group n % n %

@School (all students) 815 79 226 22
@School (Northerly College students) 64 100 0 0
@College (all students) 196 19 828 81
@College (Northerly College students) 11 17 53 81

Sixty-four students from Northerly College responded to the survey, of whom 95%
agreed that STEM education was important (67% strongly agreed, 28% agreed; Table 5). This
position is supported by the reviewed literature. To those educators who create environments that
focus on STEM learning, it is viewed as a departure from traditional lecture-style lessons toward
a greater use of strategies that incorporate inquiry and project-based lessons (Breiner et al.,
2012).
Survey results for 164 teacher and administrator respondents indicated that 97% agreed
that STEM education is important in the development of students’ educational experience.
Northerly College teachers, who work with students in preparation for both @School and
@College science competitions, all strongly agreed that STEM education is important. The data
in Table 5 demonstrate clear agreement that STEM education is important. These data were sup-
ported by interview data.
INFLUENCE OF GLOBALIZATION 80
Table 5

Education in Science, Technology, Engineering, and Mathematics (STEM) Is Important (Per-
centages)

Strongly Strongly Don’t
Respondents N Agree Agree Neutral Disagree Disagree Know

All students 1,032 23 39 21 9 3 6
Northerly College students 64 38 42 13 3 0 5
All teachers/administrators 148 65 32 2 1 1 0
Northerly College teachers/
administrators 5 60 40 0 0 0 0

The principal at Northerly College shared, “STEM education is very important given that
we have exited the industrial age and have entered into the technology age, and students must be
given every opportunity to learn the skills of science, technology, and maths” (K. Kavanagh,
personal communication, April 21, 2016). Teachers’ responses indicated that STEM education is
the path forward if students are to succeed in a global society. A teacher at Northerly College
stated,
STEM is the way forward for our students, and students must be able to understand and
handle what is coming in the future. . . . It is critical that they [students] have an under-
standing of what is available in the sectors [jobs] in the 21st century. (C. Fengel, personal
communication, April 21, 2016)
Nations that are concerned with educating their children for the 21st century are turning
to STEM education as a viable reform, which is supported by the literature reviewed for this case
study. Ireland is looking to have STEM enhance science and technology and engineering educa-
INFLUENCE OF GLOBALIZATION 81
tion (Ritz & Fan, 2014). Data indicated that political and business leaders, as well as educational
policymakers, see a way forward for Ireland and the island state’s future in a global economy. In
their survey, all 11 business and political leaders either strongly agreed or agreed that STEM
education is important. They expressed concern and responsibility to enhance STEM education,
given the demands of Ireland’s global positioning and global economy.
Dave Griffin of Dell Ireland shared his perspective on the importance of STEM and what
MNCs such as his are thinking and doing about the reforms.
I think organizations like ours are starting to become more focused on how we can, with
our understanding of that importance even broader outside our doors as well, to collabor-
ate with a lot of the organizations that we believe . . . are in those networks. To make sure
that we’ve got a wider understanding. We are to the point where we are very, very clear
on the importance of STEM. We’re an IT organization and that . . . STEM came on so we
don’t see the pipeline coming through from . . . . We see it may have to happen right back
into almost primary school, to be honest. We’re very attuned to the importance and we
think it’s still underestimated by a lot. We’re trying to do our piece to spread the message
of its importance. (D. Griffin, personal communication, April 18, 2016)
The concern about ensuring that STEM education is taught was also expressed by
Leonard Hobbs, Public Affairs Director of Intel.
It’s the essence of our business, the technology business. I know there are numbers
quoted out there for a number of jobs in the future that will be STEM-related. I think for
Europe, it’s in the millions. It’s a key skill to have. The ability to do STEM is the ability
to create, to innovate. It’s key for any society. Any society needs to have a certain cohort
of STEM. (L. Hobbs, personal communication, April 18, 2016)
INFLUENCE OF GLOBALIZATION 82
Hobbs further stated, “There’s a recognition then that if you want to be successful and work in a
world-leading company, you need STEM disciplines” (personal communication, April 18, 2016).
For this to be true, reform-minded policymakers are seeking ways to address STEM and
meet the needs of its students and MNCs. Of the eight policymakers who were surveyed, 100%
strongly agreed that STEM education is important. Noreen McMorrow, Post Primary School
Inspector of Science and Biology assigned to the Department of Education and Skills, stated,
The STEM subjects, the science technology, engineering and math subjects within
schools, I think really helped to develop 21st-century skills. At the same time, I think
they are ideally placed to develop in the students those skills of critical thinking, of col-
laboration, of adaptability, and then there’s the huge range of media that’s available now
to students by which they can communicate, and they need to be able to communicate
effectively in a range of media as well. (N. McMorrow, personal communication, April
18, 2016)
Rachel Linney from the National Council of Curriculum saw STEM education this way:
Young people need to be able to think quantitatively, they need to be able to problem
solve, they need to be able to look for solutions, not from a fixed set of solutions that they
already have, but to look for it somewhere else. I think STEM education is really, really
important in the 21st century. (R. Linney, personal communication, April 20, 2016)
The first theme reflects the overwhelming voice of those who were interviewed and sur-
veyed that clearly articulates the importance of STEM education and the 21st-century skill
development that is gained from exposure to STEM education. Globally, leaders agree that the
long-term health of the world’s economy requires a greater focus on innovation and STEM
INFLUENCE OF GLOBALIZATION 83
studies (Wagner, 2012). The data demonstrate the value and need for STEM education to feed
the job needs created by MNCs in the 21st century.
Theme 2: 21st-Century Skill Development Enhances Career Fulfillment
The second theme relates to the importance of 21st-century skill development and the
ability to use these skills to find career fulfillment. Twenty-first-century skills are those that
develop a student’s thinking by promoting communication skills, collaboration skills, critical
thinking skills, and creativity. The review of literature for this case study, in Friedman’s (2007)
and Wagner’s (2008) writing, supports the ideas that increased learning of 21st-century skills
enhances career fulfillment. Ireland, once seeking to attract investments from the United States,
set a new goal in 2010 to increase the output of students earning doctorates in science and engi-
neering and moved to establish funds to attract global companies and those with the brains to
move to Ireland and do research (Friedman, 2007). Wagner (2012) expressed the world of work
and the rigor that is needed in 21st-century education:
The rigor that matters most for the twenty-first century is demonstrated mastery of the
core competencies for work, citizenship, and life-long learning. Studying academic
content is the means of developing competencies, instead of being the goal, as it has been
traditionally. In today’s world, it’s no longer how much you know that matters; it’s what
you can do with what you know. (p. 111)
Of the 1,127 student respondents, 93% either strongly agreed or agreed that 21st-century
skills are highly important. This same group assigned a strong importance to globalization and its
influence in attracting MNCs and the need to prepare students for the world of work by
promoting communication, collaboration, critical thinking, and creative processing in the educa-
tional system. Northerly College students’ responses mirrored those by all student respondents,
INFLUENCE OF GLOBALIZATION 84
with 99% responding that they strongly agreed or agreed that 21st-century skill development is
important. Also, of the 64 Northerly College student respondents, 70% saw globalization as an
influence in need to teach STEM and 21st-century skill development, with the remaining 30%
either neutral or don’t know.
In the survey given to business and political leaders, 92% strongly agreed that 21st -
century skill development is highly important and 92% agreed that MNCs had created a demand
for students who are skilled in STEM and 21st-century skills. Table 6 summarizes the survey
responses by students, teachers, and administrators, educational policymakers, political leaders,
and business leaders when asked whether they agreed that development of 21st-century skills is
important.

Table 6

Development of 21st-Century Skills Is Important (Percentages)

Strongly Strongly Don’t
Respondents N Agree Agree Neutral Disagree Disagree Know

All students 1,127 55 38 5 0 0 2
Northerly College students 64 67 32 0 0 0 2
All teachers/administrators 148 78 21 1 0 0 0
Northerly College teachers/
administrators 5 100 0 0 0 0 0
Educational policymakers 8 100 0 0 0 0 0
Political/business leaders 12 92 8 0 0 0 0

INFLUENCE OF GLOBALIZATION 85
Spring (2008) put forward the idea that globalization and education combine to create a
global conversation between local educational practices and policies. A Northerly College
teacher also expressed the importance of teaching 21st-century skills as a way to support student
development and the ability to obtain work. A Northerly College teacher shared, “[Globalization]
been heavily influenced by the trend globally towards 21st-century skill learning, active teaching
methodologies, getting the students engaged in more investigative approaches to teaching and
inquiry-based learning” (J. Hagen, personal communication, April 21, 2016).
Twenty-first century skill development is the trend in recruitment for MNCs that have
migrated to Ireland and opened business. For job fulfillment to become a reality, businesses look
toward the educational system to supply students who will be successful in this new work place
environment. Tony Daly, with Human Resources, Pfizer Pharmaceuticals, shared his positive
belief in the state of Ireland’s responsibility of promoting job fulfillment but expressed concern
regarding vacancies in the past year.
We have a highly educated work force here in Ireland, specifically supporting pharma-
chem, whether that’s in API Manufacturing—that’s “active pharmaceutical ingredient”
manufacturing—or in biotech. However, if you look at some of the statistics last year
regarding recruitment point-of-view, there was . . . I think it was about 1,300 or 1,400
positions were not suitably filled within the pharma sector. That was because of a skill
shortage of people within the pharma-chemical sector. (T. Daly, personal communication,
April 19, 2016)
Daly shared his passion in the importance of preparing students in 21st-century skills and STEM
development: “I suppose the aspect that I’m passionate about is for students to understand the
INFLUENCE OF GLOBALIZATION 86
great career opportunities that are involved in pharma-chem, at that age group” (personal com-
munication, April 19, 2016).
Policymakers are also acutely aware that development of 21st-century skills is the
measurement of ensuring that students can enter the work force and thereby have job fulfillment.
Raymond Bowes, Manager of Skills, Energy & Water Strategic Policy Department with IDA
Ireland had an interesting thought when interviewed on skill development and job fulfillment.
Similar initiatives in America and Europe are getting kids involved and making STEM
subjects sexy or interesting is important. Getting them programming. Not technically but
being able to find solutions to things. Investigate things. All that kind of thinking. Inno-
vative thinking. Solution based thinking from quite a young age. A lot of European
countries are not getting kids to do programming by the age of 6. (personal communica-
tion, April 20, 2016)
Bowes continued, “We’re trying to make sure that the education system allows us to provide the
investments we’re seeking with the skills that they need to prosper and that we’re doing that at a
level that’s better than other countries” (personal communication, April 20, 2106).
This researcher observed students in a biology classroom engaged in a lesson that was
specifically geared toward inquiry using the scientific method. Students were engaged in the
measurement of water, whereby they had to explain the volume as various items were placed in a
container of water. M. Harold explained that this lesson, which is a STEM-designed project,
required students to work in collaboration, as students had various responsibilities as they sought
to fulfill the required task. Harold further explained that this exercise requires students to apply
all of the 21st-century skills needed to be successful in the workplace (M. Harold, personal
observation, April 20, 2016).
INFLUENCE OF GLOBALIZATION 87
Jobs in the 21st century require 21st-century skills as students learn new information and
demonstrate a capacity for high levels of thought and problem solving. These students demon-
strate a capacity to grow in their knowledge and a capacity to adapt this knowledge. The new
framework on Junior Cycle focuses on teaching and learning and providing the skills necessary
to support students in their current studies and skills that are critical for their future in education
and the world of work (Department of Education and Skills, 2015). The data demonstrate that, to
ensure job fulfillment in the future, the educational system, which values these skills, must find
ways to infuse 21st-century skills into the curriculum and expand Ireland’s educational pipeline
toward STEM-related jobs and the world of work.
Theme 3: Ireland’s Economic Future Relies on STEM and 21st-Century Educational
Development
The third major theme is that Ireland’s economic future relies on STEM and 21st-century
educational development. This theme springs from an understanding that educational initiatives
begin with policy, which is supported by the literature reviewed for this case study. This theme
focuses on the responsibility and willingness of policymakers to work with business leaders in
creating an educational environment that promotes STEM and 21st-century learning. Developing
countries that collaborate with MNCs using various investment instruments have seen an
increase in opportunities and growth that was unimagined in prior years (Friedman, 1999).
Ireland has relied heavily on FDI and may face a precarious future if these investments pull away
from the country. Ireland, like other sovereign states, must continue to seek ways to collaborate
with MNCs to infuse educational initiatives into the country to support FDI and indigenous
capital (Paus, 2005). In sum, for Ireland to sustain growth and continue to develop, there will
INFLUENCE OF GLOBALIZATION 88
need to be a positive and dynamic symbiosis between indigenous and foreign knowledge-based
capital (Paus, 2005).
Data from all students who were surveyed collectively by the research cohort indicates
that 72% of respondents agreed that globalization has had a great influence on the demand for
STEM and 21st-century skills. This researcher found similar results (70%) when Northerly
College students were surveyed. All surveyed teachers at Northerly College strongly agreed
or agreed that globalization had had a great influence on the demand for STEM and 21st-
century skill development. When business leaders and political leaders were surveyed on this
question, 83% agreed that globalization had influenced a greater demand for STEM and 21st-
century skills education. Policymakers demonstrated a similar trend, with 88% agreeing that
STEM and 21st-century skills need has been driven by globalization (Table 7).

Table 7

Globalization Has Influenced the Demand for Science, Technology, Engineering, and Mathe-
matics (STEM) Education and Development of 21st-Century Skills (Percentages)

Strongly Strongly Don’t
Respondents N Agree Agree Neutral Disagree Disagree Know

All students 1,028 26 46 16 1 0 11
Northerly College students 147 52 44 4 0 0 1
Northerly College teachers/
administrators 5 60 40 0 0 0 0
Educational policymakers 8 13 75 13 0 0 0
Political/business leaders 12 75 8 8 0 0 8

INFLUENCE OF GLOBALIZATION 89
Delving deeper into the influences of STEM and 21st-century skills development,
Northerly College students and teachers agreed 70% and 100%, respectively, that MNCs had
influenced the demand for STEM and 21st-century skills development. When surveyed on the
same question, 100% of the business and political leaders and 88% of the policymakers agreed
that MNCs have influenced the demand for STEM education and the development of 21st-
century skills. These same groups, when asked whether STEM education and 21st-century skills
development are important to the economic future of Ireland, 100% of the business and political
leaders and policymakers surveyed indicated that they agreed that the stability and economic
future of Ireland depended on a work force with 21st-centure skills and STEM (Table 8).

Table 8

Multinational Corporations (MNCs) Have Influenced the Demand for Science, Technology,
Engineering, and Mathematics (STEM) Education and Development of 21st-Century Skills (Per-
centages)

Strongly Strongly Don’t
Respondents N Agree Agree Neutral Disagree Disagree Know

All students 1,022 22 42 19 2 1 13
Northerly College students 64 17 36 19 3 0 25
All teachers/administrators 146 45 47 7 0 0 1
Northerly College teachers/
administrators 5 60 40 0 0 0 0
Educational policymakers 8 13 75 13 0 0 0
Political/business leaders 12 75 17 0 0 0 8

INFLUENCE OF GLOBALIZATION 90
Ms. Kavanhagh, Northerly College Principal, shared the following:
I like to educate a student for a meaningful life, let’s be realistic we need to educate our
students in STEM and 21st-century skills so they can go out and make a good living.
STEM is seen to be, by government and departments of educational systems, as critical to
our economic future and a lot of the MNCs, to whom we are dependent on our employ-
ment, are requiring to have 21st-century skills . . . it is critical (M. Kavanhagh, personal
communication, April 21, 2016)
A teacher at Northerly College who has been teaching for the past decade stated,
STEM is important and no doubt it will have a huge importance on economic survival
. . . . our [Ireland’s] competitiveness with others requires it. . . . Our educational policy
must change, our new curriculum for juniors, there are a limitation in doing things; how-
ever we are told by MNCs fate comply [sic], you must do it if we want our economic
viability. (M. Holden, personal communication, April 21, 2016)
Breda Naughty, Principal Officer, Department of Education and Service Curriculum &
Assessment Unit assigned to the Department of Education and Skills, stated,
We need our intellectual expertise to be at the top end of the market because there’s
nowhere else for us to be. We can’t compete. We’re highly paid, not that anybody would
agree with that, but we are a highly paid population when we work; therefore, we can’t
compete with cheap labor or anything like that, so we must compete on intelligence.
(B. Naughty, personal communication, April 18, 2016)
Sianead Hickey, Corporate Social Responsibility Manager of Abbot Industries, spoke to
the viability of business in promoting education and the economic future in Ireland.
INFLUENCE OF GLOBALIZATION 91
Ultimately, as it goes back to regionally, you are trying to encourage the future pipeline
of scientist and engineers for your company to ensure that your company is sustainable
and that you’re able to stay in that country because the work force is available and the
educated work force is available. (S. Hickey, personal communication, April 18, 2016)
Sianead Hickey described the precarious position of Ireland and its economic region.
Also, we are a gateway to Europe; we are an English-speaking country. We’re part of the
European Union, and God forbid, if the UK leave us, we’re even a more integral part of
the gateway to Europe because you actually have to skip over the UK because they
wouldn’t be part of the European Union. (S. Hickey, personal communication, April 18,
2016)
The economic future of Ireland hinges on the development of intellectual attainment by
its students. This knowledge-based Irish economy, which has grown from agrarian roots, now
demands that the nation-state continue to pursue an agenda of greater FDI. Globalization and its
influences have brought about a need for the nation-state to enhance STEM education and 21st-
century learning. Much of Ireland’s educational focus is on promoting Ireland’s highly industrial
and innovation sectors that support their smart economy (O’Hagan & Newman, 2014). As well,
MNCs that are now doing business and seeking employees for their highly technical jobs require
increased STEM and 21st-century skilled workers to continue conducting business in the nation-
state. Ireland’s economy, once influenced by its aggressive policies to attract FDI and MNCs,
now finds its growth dependent on the development of STEM and 21st-century skill attainment
from its educational system.
INFLUENCE OF GLOBALIZATION 92
Summary, Research Question 1
All of the stakeholders agreed that STEM education is important. Ireland is a country that
has aggressively invested in FDI and actively put in policy to enhance the flow of MNCs into the
nation-state. The majority MNCs doing business in Ireland require a highly trained and tech-
nologically focused work force. To support this rapid development, the country and its workers
understand that the education system must create a pipeline that prepares students to enter
STEM-related careers.
Developing a student pipeline toward STEM-related careers requires an educational
system that has an understanding and knowledge of 21st-century skills. To enhance
understanding and ensure students are given the opportunity to find job fulfillment in Ireland,
they will need their educational system to adapt. The educational system in Ireland must
continue its efforts to design instruction that is STEM focused and develops what Wagner (2008)
identified as competencies, as we live in a world that is less interested in what one knows and
more interested in how one applies what one knows.
Ireland once started down the path of opening its borders to MNCs and now finds itself in
a position of needing to adapt the educational system to support this path. The economic future
of Ireland requires collaboration by all stakeholders, including those in the education system,
policymakers, and those running the MNCs to find a way to develop a work force for the KBE.
This collaboration begins with understanding that MNCs have influenced the need for STEM-
related studies and the development of 21st-century skills. Second, by understanding this influ-
ence, MNCs must seek a way to support the efforts of the educational system so that Ireland’s
economic future remains strong and continues its path forward as a knowledge-based society.
The sharing of responsibility for development of students who are ready for a knowledge-based
INFLUENCE OF GLOBALIZATION 93
work environment means giving them an opportunity to find job fulfillment in Ireland and not
being forced to emigrate to other countries in the European Union.
Findings for Research Question 2
Research Question 2 asked, How have science and technology competitions, such as
SciFest, influenced development of 21st-century skills through the use of inquiry-based instruc-
tional strategies in STEM? The origins of science fairs date back to 1828, when they focused
attention on industrial competitions, most notably in New York at the Science and Technology
Expedition, which was conducted by the American Institute of Science and Technology
(Bellipanni & Lilly, 1999; Wilson et al., 2004). Slough and Milam (2013) stated, “Inquiry and
project-based learning allows the teacher an opportunity to engage the prior knowledge, skills,
concepts and beliefs students bring with them to the learning environment” (p. 17). To assist
students in making their thinking become real, educational environments are shaped to provide
feedback, reflection, revision, and support whereby students have exposure to their thinking
(Slough & Milam, 2013). The rapid growth of SciFest in Ireland identifies a transition from the
traditional model of instruction delivery to an investigative student-oriented model (Intel Corpo-
ration, 2011). In a desire to promote a love of science through inquiry-based learning and col-
laboration, SciFest was created to provide a student-based venue where students could display
their science investigations (SFI, 2013).
Theme 1: Student Exposure to Science Competitions Increases Development in STEM and
21st-Century Skills
Table 4 shows that, of the 1,081 students who responded to the student survey, 815 (79%)
had participated in @School science competitions and 19% had participated in @College science
competitions. These data are similar to the data for students at Northerly College, where 100% of
INFLUENCE OF GLOBALIZATION 94
the 64 students responded that they had participated in @School science competitions and 17%
had participated in @College science competitions. Survey data collected from Northerly
College students demonstrated that 80% of respondents agreed that science competitions had an
influence in STEM education and their personal development of 21st-century skills. These data
was in stark comparison to the cohort’s data from all students in the study, who reported that
62% agreed that science competitions influence their participation in STEM education and their
development of 21st-century skills (Table 9).
Data demonstrates that 74% of Northerly College students strongly agreed or agreed that
their teachers use inquiry-based learning as a teaching method, whereby 60% of the students in
the cohort’s participants strongly agreed or agreed. Students at Northerly College indicated that
inquiry-based learning was taught in classes, which aligns with the belief that, as teachers
support their students in @School science competitions, some of this support includes use of
inquiry in their lessons (Table 10).

Table 9

Science Competitions Influence Student Participation in Science, Technology, Engineering, and
Mathematics (STEM) Education and Development of 21st-Century Skills (Percentages)

Strongly Strongly Don’t
Respondents N Agree Agree Neutral Disagree Disagree Know

All students 1,032 23 39 21 9 3 6
Northerly College students 64 38 42 13 3 0 5
All teachers/administrators 148 65 32 2 1 1 0
Northerly College teachers/
administrators 5 60 40 0 0 0 0

INFLUENCE OF GLOBALIZATION 95
Table 10

Students Have Teachers Who Use Inquiry-Based Learning as a Teaching Method (Percentages)

Strongly Strongly Don’t
Respondents N Agree Agree Neutral Disagree Disagree Know

All students 1,025 16 44 17 7 3 13
Northerly College students 63 17 57 10 3 0 13

When asked whether science and technology fairs positively influence participation in
STEM education and advance development of 21st-century skills, all Northerly College teachers
either strongly agreed or agreed. These data are similar to responses by all teachers who
responded to this question with 85% affirming that they strongly agreed or agreed. Regarding
Northerly College students, when asked whether science competitions influence student partici-
pation in STEM education and develop 21st-century skills, the data indicate that 80% strongly
agreed or agreed. When this question was posed to all participating students, 62% strongly
agreed or agreed. Regarding whether science and technology fairs have positively influenced
participation in STEM education and development of 21st-century skills, the data indicate that
100% of Northerly College teachers and 66% of all participating teachers strongly agreed or
agreed with the item (Table 11).
Northerly College teachers’ and administrators’ dedication to ensuring that all students
have an opportunity to engage in science competitions reflects on the high rating by students
given to science competitions and their influence on STEM and 21st-century skill development.
The data indicate that Northerly College students had a more favorable opinion than all
participating students regarding whether students have teachers who use inquiry-based learning
INFLUENCE OF GLOBALIZATION 96
Table 11
Science and Technology Fairs Positively Influence Participation in Science, Technology, Engi-
neering, and Mathematics (STEM) Education and Development of 21st-Century Skills (Percent-
ages)

Strongly Strongly Don’t
Respondents N Agree Agree Neutral Disagree Disagree Know

All teachers/administrators 147 41 44 12 1 1 1
Northerly College teachers/
administrators 5 100 0 0 0 0 0

methods. Among all participating students, 60% agreed that their teacher uses inquiry-based
teaching methods and 70% of Northerly College students strongly agreed or agreed that their
teachers use inquiry-based learning methods. This discrepancy may stem from the fact that all
Northerly College students reported participation in @School science competitions, compared to
only 79% of the overall participating students.
It would appear that students who participated in @Science competitions or @College
competitions had a greater likelihood of having exposure to instructional strategies such as
inquiry-based strategies and other 21st-century skills. A student interviewed at Northerly College
stated,
In math last year we had classes where we just allowed to, like, ask questions or talk
about the parts that we didn’t understand and then we’d see more exactly what’s being
done and we got a handout. We got a different paper, and we got to say what actually we
do find difficult to say with like, Algebra. Then the teacher would try to go over with that
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because he wanted us to try different things, kind of like build on yourself. That defi-
nitely helped. (Student A, personal communication, April 21, 2016)
Student B shared,
It’s really working with problem solving. It’s really working with, “Here’s a problem, go
figure it out and here’s how you’re going to figure it out. Here’s how I’m going to help
you. Here’re your materials and let’s see what you can do with it.” That’s kind of what
inquiry-based learning is. It’s trying to have a project, figure it out, and then get an end
result from that project, but working together as a group. (Student B, personal communi-
cation, April 21, 2106).
Students identified inquiry learning as an opportunity to discover learning while being
guided through the process. This idea of inquiry, allowing students to question their thoughts,
was further explored by a teacher at Northerly College.
SciFest encourages some of the students to do more in the science field, if I reflect back
on the old way of doing things, there is a lot more of making prediction, hypothesis,
independent variables . . . make predictions of hypothesis and variables . . . . It [SciFest]
has impacted my teaching hugely. (M. O’Reilly, personal communication, April 21,
2016)
Michael O’Reilly added, “We have changed practice because of SciFest, I introduce a lot more
learning checks and a lot more class discussion before engaging in students and elicit their ideas”
(personal communication, April 21, 2016). A student at Northerly College who was interviewed
shared the following.
The whole scientific method. How we would do any science experiment did through the
junior cycle. We’d use the scientific method, quite structured. Method, results, con-
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clusion, that kind of thing. So when we were doing SciFest, if you were carrying out an
experiment then you use that, and that kind of gave you structure, so you know what you
were doing. (personal communication, April 21, 2016)
Among science and business leaders who were surveyed, 75% strongly agreed or agreed
that students benefited from participating in science and technology fairs. Seventy-five percent
also agreed that science and technology fairs promote the use of technology in schools. Dr.
Kevin Marshall of Microsoft discussed the need for exposure to STEM and 21st-century skills so
a student would be ready for college and discover whether STEM was an appropriate path.
I suppose the challenge is how do you educate for education’s sake, but also how do you
educate kids with the right skills? It’s a system issue; that’s at the primary, second, and
third level. The primary and secondary need to prepare the kids for college, so they at
least have an idea that this is what they might like to do. The sooner you introduce kids to
coding and that. They’ll figure out very quickly whether it’s for them or not. (K.
Marshall, personal communication, April 18, 2106)
Dr. Hugh McGlynn, Head of Schools of Science and Informatics with the Cork Institute
of Technology, shared his experience with @College competitions and the difference that he
sees in students who gain this level of exposure to science competitions,
Students that come back here [science competition] year on year, you can see how
they’re developing. This year the girl that won second place, she had last year . . . . She’s
come out of her shell. Brilliant as well when you can see it . . . obviously, the project, the
inquiry-based learning about . . . . The questions they ask, the critical approach to the
constructive criticisms that judges give from what they see from other projects, that helps
them . . . their inquiry. (H. McGlynn, personal communication, April 22, 2016)
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Student technology is clearly inadequate for students to learn what is required for 21st-
century skill development. However, this researcher observed a class activity that was part of a
@School science project, wherein students worked in groups to prepare a science competition
“think board.” This activity required them to develop from scratch a model board capturing their
project ideas and then implement their ideas using the computer software as a medium. Although
this was not a science project, the use of technology and the systematic approach to the assign-
ment was evidence of a focus on using technology as a medium to express ideas in a manner that
supported development of 21st-century skills (S. Mathers, personal observation, April 20, 2016).
Theme 2: School Support of Science Competitions Is Important
The literature reviewed in this case study underlines the importance of schools and edu-
cational staff in their support of student participation in science competitions. Following the
great depression and World War II, the project method (PBL) was abandoned by parents and
educational leaders as not meeting the needs of then modern society as they reflected on teaching
children (Capraro et al., 2013). The global achievement gap, termed by Wagner (2008), speaks to
the gap between what schools in suburban, urban, and rural are presenting as best teaching
practices and the needs of all students to be successful learners and lead to productive work and
productive citizenship in a global economy. In Ireland, the rapid growth of SciFest signals a
movement from traditional approaches to science learning to a more investigative model of
learning (Intel Corporation, 2011).
All schools in the case study were anticipated to have taken part in @School and
@College science competitions. Students reported that support from teachers and the school was
a great motivator and helped them to determine whether science was a field they wished to
pursue in Level 3 University. A review of the data from all students collected by the research
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cohort demonstrates that 58% of the students agreed that their science courses had prepared them
well for science competitions. In data presented in previous pages (Table 4), of those surveyed
by the research cohort, 79% reported that they had participated in @School competitions and
19% reported they had participated in @College science competitions. All Northerly College
students reported that they had participated in @School science competitions and 17% had par-
ticipated in @College science competitions. At Northerly College, 78% of the students
responded that their science courses had prepared them well for science competitions (Table 12).

Table 12

Science Courses Prepared Students Well for Science Competitions (Percentages)

Strongly Strongly Don’t
Respondents N Agree Agree Neutral Disagree Disagree Know

All students 1,025 15 43 23 8 4 7
Northerly College students 63 24 54 14 3 3 2

Data collected from all students demonstrated that 61% of the respondents agreed that
their school had prepared them well for the science competitions. Northerly College students’
data demonstrated that 76% of the students agreed that their school had prepared them well for
science competitions. Data from all surveyed teachers showed that 64% agreed that schools
prepare students well for science and technology fairs, compared to 100% of the surveyed teach-
ers at Northerly College. Students at Northerly College were asked whether students benefited
from participating in science competitions; 84% strongly agreed or agreed to the item, compared
to 100% at Northerly College. Data collected from all surveyed teachers indicated that 64%
INFLUENCE OF GLOBALIZATION 101
agreed that, as a result of science and technology fairs, there had been an increase in teachers’
knowledge of STEM education. Further, data from all surveyed teachers indicated that 85%
strongly agreed or agreed that teachers benefit by participating in science and technology fairs.
All surveyed Northerly College teachers agreed that, as a result of science and technology fairs,
there has been an increase in teachers’ knowledge of STEM education and all strongly agreed or
agreed that teachers benefit by participating in science and technology fairs (Table 13).

Table 13

Schools Prepare Students Well for the Science Competition (Percentages)

Strongly Strongly Don’t
Respondents N Agree Agree Neutral Disagree Disagree Know

All students 1,028 18 43 23 7 3 7
Northerly College students 63 27 48 17 8 0 0
All teachers/administrators 148 18 46 19 13 3 1
Northerly College teachers/
administrators 5 40 60 0 0 0 0

Northerly College requires all students to participate in @School science competitions
during their Junior Cycle. Further, all students are required to complete the Transition Year,
wherein they explore their interests for future study before they enter the last 2 years of study in
Senior Cycle. The Northerly College teacher who coordinates the @School science competitions
stated,
We have had a positive success in the way we run it; it is complete engagement. It is not
an option they must work together and do a project . . . once they get into the project and
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research skills kick in . . . . Truly inquiry-based learning makes it relevant by making
everyone participate . . . . All students get to talk about their work . . . . When students
discover for themselves they own the knowledge. (S. Claire, personal communication,
April 21, 2016)
This coordinator gives of his time before and after school to support the learning of science at
Northerly College. His efforts include development and coordination of a schoolwide @School
science competition at his school. This dedication is shared by his peers who are involved in the
coordination of this schoolwide event. Also, the Principal is highly supportive and stated that
school support to the @School science competition is highly important to the development of
student interest in science and 21st-century learning.
Ms. Kavanagh, the Northerly College Principal shared,
We produce our SciFest competition here at the school and listening to the students talk
about their projects that have been wonderful . . . if you produce in science, you must dis-
cover and investigate. . . . We have all of the sciences here. . . . In my first year, we strug-
gled in the numbers of higher science . . . but we have seen that number rise in physics
and chemistry. (K. Kavanagh, personal communication, April 21, 2016)
A Northerly College student shared in the interview,
My teacher spent a lot of time in class talking about SciFest and what is needed, and we
were shown examples through videos and how to be successful. Our teachers are enthusi-
astic about the presentations, and it was good that all students had to do it and it was not a
choice. It promotes an interest in science. (H. Robinson, personal communication, April
21, 2016)
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Noreen McMorrow, Post Primary School Inspector of Science & Biology with the
Department and Education and Skills, stated that school and teacher engagement in science com-
petitions is critical. Ms. McMorrow stated in her interview,
I find really that in any school that I visited where the teachers and students have engaged
with science competitions such as SciFest, there is greater interest and students have
more autonomy to work on projects. In Ireland, teachers don’t have . . . it’s not part of the
curriculum that students would engage with competitions such as SciFest. It’s voluntary.
. . . Teachers promote engagement in science competitions. (N. McMorrow, personal
communication, April 21, 2016)
Dr. Barry Gordon, Vice President at Cork Institute, expressed a need for greater support
of science in schools. “It [science support] is happening a little bit, we are bringing a bit more
science into the primary school. I’m a chair on the primary school board, so there’s a little bit
more science getting in there” (personal communication, April 22, 2016).
Summary, Research Question 2
Exposure to science competitions may bring about a systemic learning process whereby
students are exposed to 21st-century learning, such as critical thinking, communication, collabo-
ration, as they prepare for the competitions. STEM has been adopted by many in the global
economy at the national, state, and local governmental levels, as well as in the scientific com-
munities, as an important focus for educational reform, given the renewed global conversation
after the recession of 2008 (Breiner et al., 2012). This learning is taking place in classrooms
where the teacher may implement inquiry-based learning that allows for student discovery,
which is then transferable to individual projects. This exposure to STEM and 21st-century
INFLUENCE OF GLOBALIZATION 104
learning strategies may help to build confidence and a belief by students that they can succeed in
a STEM-related career.
Schools that promote science competitions and support their active engagement on
campus by all students increase the opportunities for students to develop 21st-century skills and
development of inquiry-based instructional learning in STEM. STEM-related clubs that are often
provided in after-school programs assist in providing students with the opportunity to explore
and gain skill and interest in STEM-related learning (Sahin, 2013). School and teacher support
for these activities requires effort by the entire school community. This collaborative effort is
often completed in planning meetings that are held after school. The teacher and administrator
interviews, as well as supporting data, indicate that this support provided by the school staff to
support science and technology competitions has a positive impact on the promotion of STEM
and the students’ grasp of 21st-century skills.
Findings 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? Ireland is
seeking ways to enhance education in STEM subjects (Ritz & Fan, 2014). Careers today, as well
as those for the future, will require an educated work force that is grounded in 21st-century
skills. The engagement of students in SciFest and other science competitions supports the growth
of students in developing the skills of critical thinking, collaboration with peers, creative
problem solving, and oral presentation of their thoughts. Darling-Hammond (2010) stated, “Most
high-achieving nations focus their curriculum on critical thinking and problem solving, using
examinations that require students to conduct research and scientific investigations, solve
INFLUENCE OF GLOBALIZATION 105
complex world problems in mathematics, and defend their ideas orally and in writing” (p. 329).
A focus on 21st-century skills seeks to nurture students’ analytical abilities, collaborative skills,
creative thought, greater curiosity, and personal initiative, as well as perseverance, caring for
others, and dignity of their peers (Wagner, 2012).
Theme 1: Science Competition Exposure Provides Students With Career Options
Science clubs seek to find ways to encourage students to participate in STEM, and this
theme is supported by the literature that was reviewed for this case study. Science competitions,
which are fueled by after-school efforts on the part of teachers and students, continue today to
promote student interests and supplement the regular school day (Sahin, 2013). Sahin (2013)
posited that these after-school science activities seek to excite students with the exposure of
science discovery and an interest in STEM develops out of this positive experience, which
further promotes a desire to learn more.
Northerly College requires all students to participate in @School science competitions.
This mandatory practice, where the school spends 1 month preparing student projects and pre-
senting projects, creates significant exposure to science. Data collected from Northerly College
students who were surveyed and shown in Table 14 indicate that 70% found that science and
technology fairs have been beneficial in preparing students for Senior Cycle education. Data
from these students and shown in Table 15 indicate that 67% of the respondents found that their
interest in STEM and the development of 21st-century skills had increased as a result of the
science competitions. Data from all students surveyed by the research cohort indicated that 57%
of surveyed students agreed that science competitions have been beneficial in preparing students
for Senior Cycle education (Table 14).
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Table 14

Science Competitions Have Been Beneficial in Preparing Students for Senior Cycle Education
(Percentages)

Strongly Strongly Don’t
Respondents N Agree Agree Neutral Disagree Disagree Know

All students 1,023 15 42 19 8 3 13
Northerly College students 63 22 49 16 2 0 11
All teachers/administrators 146 14 45 23 14 1 3
Northerly College teachers/
administrators 5 20 60 20 0 0 0

Table 15

Interest in Science, Technology, Engineering, and Mathematics (STEM) and Development of
21st-Century Skills Increased as a Result of the Science Competitions (Percentages)

Strongly Strongly Don’t
Respondents N Agree Agree Neutral Disagree Disagree Know

All students 1,029 15 37 21 12 4 12
Northerly College students 63 24 43 19 5 0 10

Data from all students surveyed by the research cohort indicate that 52% of the students
surveyed agreed that their interest in STEM and development of 21st-century skills had
increased as a result of the science competitions. Survey data collected from all participating
students and survey data collected from students at Northerly College are comparable, with 53%
of all students and 54% of Northerly College students reporting that, after participating in the
INFLUENCE OF GLOBALIZATION 107
science competitions, they had increased interest in studying STEM-related subjects in Senior
Cycle.
Regarding the survey question of whether, after participating in the science competitions,
students had increased interest in studying a STEM-related field in college, 47% of all students
strongly agreed or agreed and 47 % of Northerly College students strongly agreed or agreed to
the question. When asked whether the science competitions had been beneficial in preparing
them for the labor force, 37% of all participating students and 40% of Northerly College students
strongly agreed or agreed.
Students reported in the survey responses that participation in science competitions had
helped them to identify whether a STEM-related career was an option for them at university.
These students indicated that exposure to science competitions had helped them to narrow their
future career plans. A student interview elicited this response:
In the right direction. After I did science, I realized that I don’t think I’m going to go and
do something “sciency” but then I picked biology because I was interested in doing it
since the science fair. In Ireland, in biology, you have to have biology to have most
courses. Just have the options open. (personal communication, April 21, 2016)
Another student who was interviewed in a group gave a similar response:
I know the projects that we’re doing were only like a small fraction of what you’d be
doing in STEM-related careers, but we could see even with those, how much work have
to go into it. So that’s kind of preparing you for STEM-related careers in some way. (S.
Smiles, personal communication, April 21, 2016)
These students were clearly stating that participation in @School science competitions
had helped them to understand and begin to formulate what it will take to pursue a career in a
INFLUENCE OF GLOBALIZATION 108
STEM-related career. Further, students who participate begin to develop a personal understand-
ing of their intrinsic abilities and begin to develop an understanding of their own thinking
regarding strengths, likes, and dislikes as they relate to possible career choices.
Damian English, Minister for Skills, Research and Innovation, shared his thoughts on
how STEM study has begun to open up and include other possibilities for students, specifically
in the arts.
I was in a school last week, and they’ve opened their first STEAM room, which is STEM
plus Art. I think there’s a lot of . . . I would have said probably we’re developing new
science strategies, there was a lot of commentaries around allowing for A in the STEM
and including the arts. To raise, there’s a good link over there [sic], but we’re back to
imagination and presentation and communication, and that’s what the art is meant to do
as well. (D. English, personal communication, April 20, 2016)
Cathay McLaughlin of Medtronics, shared her thoughts on the opportunities that STEM
education had on the skills that students would develop and how they relate to the world of work.
One part of it is the academic side of studying but then this is much more about the
practical side, the team building within the team working on the projects, collaboration,
so I think that all better helps prepare them. (C. McLaughlin, personal communication,
April 18, 2016)
The data indicate that exposure to science competitions such as @ School and @College
science competitions elicits ideas for students on possible STEM career paths. These paths are
varied as reported by students in this study, and in some cases students decided that a STEM-
related career was not the path after having participated in the @School science competition. The
data show that students’ involvement in @School science competitions exposes them to greater
INFLUENCE OF GLOBALIZATION 109
inquiry-based learning and thereby helps to develop their 21st-century skills, such as creative
thought, problem solving, working in teams, and communication through oral and written forms.
Theme 2: MNCs Have an Interest in Students Selecting STEM-Related Careers
Globalization has brought about a shift in nationalist thinking and this theme regarding
MNCs and their interest for greater STEM education is supported by the literature reviewed for
this case study. Chanda (2007) stated, “Economic integration, and with it cultural globalization,
has far outpaced our global mindset, which is still rooted in nationalist terms” (p.139). Foreign-
owned firms operating in Ireland account for 94% of current output from the manufacturing
sector in Ireland (O’Hagan & Newman, 2014). Further, O’Hagan and Newman stated, “Foreign
firms exported 94 percent of their output in 2011 compared with only 55% of domestic firms”
(p. 253). According to IDA Ireland (2011), Ireland is home to 9 of the top 10 global pharmaceu-
ticals and biotechnology companies, 15 of the top 20 medical technology companies, and 8 of
the top Internet companies. Foreign-owned firms, or MNCs specifically in the technology indus-
try, have a great stake in ensuring that the educational system of Ireland is promoting students to
Level 3 and making them ready to move into the technology sector.
Data from surveys of all students in the study indicated that 64% strongly agreed or
agreed that MNCs have influenced the demand for STEM education and development of 21st-
century skills. Data collected from students at Northerly College indicate that 51% strongly
agreed or agreed that MNCs have influenced the demand for STEM education. Data from all
teachers/administrators surveyed in the study indicate that 92% strongly agreed or agreed that
MNC has influenced the demand for STEM education and the development of 21st-century
skills. All Northerly College teachers and administrators strongly agreed or agreed that MNC
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has influenced the demand for STEM education and development of 21st-century skills
(Table 16).

Table 16

Multinational Corporations (MNCs) Have Influenced the Demand for Education in Science,
Technology, Engineering, and Mathematics (STEM) and Development of 21st-Century Skills
(Percentages)

Strongly Strongly Don’t
Respondents N Agree Agree Neutral Disagree Disagree Know

All students 1,022 22 42 19 2 1 13
Northerly College students 64 17 36 19 3 0 25
All teachers/administrators 146 45 47 7 0 0 1
Northerly College teachers/
administrators 5 60 40 0 0 0 0

Data from all participating students indicate that 75% strongly agreed or agreed that
MNCs should support and promote STEM education and development of 21st-century skills in
Ireland, compared to 73% of Northerly College students. Data from all teachers/administrators
surveyed in the study indicate that 90% strongly agreed or agreed that MNCs should support and
promote STEM education and development of 21st-century skills in Ireland, compared to 100%
of Northerly College teachers/administrators (Table 17).
Teachers/administrators, business/political leaders, and policymakers were interviewed
regarding whether MNC should support and promote STEM education and the development of
21st-century skills in schools in Ireland. A Northerly College teacher shared the following:
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Table 17

Multinational Corporations (MNCs) Should Support and Promote Education in Science, Tech-
nology, Engineering, and Mathematics (STEM) and Development of 21st-Century Skills in
Schools in Ireland (Percentages)

Strongly Strongly Don’t
Respondents N Agree Agree Neutral Disagree Disagree Know

All students 1,032 34 41 14 2 1 7
Northerly College students 64 31 42 20 2 0 5
All teachers/administrators 148 52 38 7 2 1 0
Northerly College teachers/
administrators 5 60 40 0 0 0 0
Educational policymakers 8 43 43 14 0 0 0
Political/business leaders 12 92 8 0 0 0 0

We are very much aware that we have MNC . . . and not too far away is Intel that
employs 6000 people, and I do believe they have a role . . . they need an educated work
force . . . we need students to be enthused about STEM subject at the time of certs or
MNC may leave. . . . They have a role in promoting careers that are STEM-based on a
sponsorship level or more proactive in going into schools enthusing the teachers and the
students. (P. Smith, personal communication, April 21, 2016)
Another teacher at Northerly College shared, “I suppose MNC have a financial role in
giving something back to help [schools] deliver these skills; obviously we have to educate them
to gain employment in the MNCs, so the financial role of MNC is important” (C. Fengel, per-
sonal communication, April 21, 2016). Michael Hallissy, co-founder and owner of Digital Hub—
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Future Creators, responded in this way when asked what support MNCs should provide to
schools:
I asked this question to the kids, “What role should the MNCs play?” Their responses are
really good. They said, “You know, it’d be nice if they did a summer camp during the
week to just kind of show us what does ICT look like when you go out into the work
force? What does this job look like when you actually go out there?” The kids are hungry
for that knowledge. (M. Hallissy, personal communication, April 20, 2016)
The prevailing theme is that MNCs, attracted to Ireland by the government’s aggressive
FDI policies, have reshaped the work force needs of the country. The data indicate that the per-
ception that MNCs have had a great influence in the shaping of STEM-related curriculum and
the growing demand for a highly skilled work force mean that MNCs have an interest in pro-
moting STEM and 21st-century skill development in schools. MNCs have an interest in sup-
porting the government in the shift to a KBE by becoming directly involved in the schools in
their communities. O’Hagan and Newman (2014) spoke to the focus on educational policy in
Ireland:
Education policy in Ireland can be divided into two strands, each of which attempts to
achieve different objectives for the economy. First, education policy aims to facilitate the
accumulation of human capital in the economy for the purpose of fueling economic
growth. Second, education policy aims to contribute to the government’s policy objective
of equity by ensuring equal access to and opportunities with the system for all. (O’Hagan
& Newman, 2014, p. 346)
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Summary, Research Question 3
Students who are exposed to science competitions gain experience in working in groups
and applying the concepts of 21st-century learning. Students at Northerly College demonstrated
in their survey responses and interview comments that exposure to @School science competi-
tions had helped them to gain clarity on career options in STEM-related fields. The experience in
@School competitions was found to be beneficial due to the skills that were developed even by
those who had decided that the field of science was not a viable option for them as they pursued
Senior Cycle or the world of work.
MNCs, particularly those in the technology and pharmaceutical industries, demand highly
skilled workers to fill highly skilled positions. Chanda (2007) stated, “Individual workers must
be ready to learn new skills and start new careers if they wish to remain competitive” (p. 312).
MNC have a place in supporting the educational system of Ireland so that students, during their
formative primary, secondary, and third-level years, have an opportunity to enter the knowledge-
based work force with 21st-century skills. More important, they have the skills to be continuous
learners, with the knowledge base to adapt to an ever-changing work landscape.
Chapter Summary
Results of data analysis reported in Chapter 4 combined citations from the literature
reviewed for this case study, respondent data collected from surveys, recordings of interview
data, and limited observations of “class-alike” classrooms. Data collected in this case study, both
by the research group and at this researcher’s specific school, were reviewed and analysis was
applied to address the three research questions:
1. How have globalization and MNCs influenced educational policy in the area of STEM
education and the development of 21st-century skills?
INFLUENCE OF GLOBALIZATION 114
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?
Analysis of data related to Research Question 1 identified three themes: (a) STEM edu-
cation, (b) 21st-century skills and job fulfillment, and (c) the reliance of Ireland’s economic
future on STEM and 21st-century educational development. First, STEM education has become
a critical skill development in the 21st century. The literature and this case study indicated that
the jobs of the future require students to have a firm understanding of what is required to enter
the world of work in STEM-related fields. Second, the literature and this case study identified a
connection between development of 21st-century skills and attainment of jobs in the MNCs
residing in Ireland. MNCs such as Apple, Cisco Systems, and others seek to develop employees
to become innovators who can think critically and creatively, communicate, and collaborate in
the work force (Wagner, 2012). Third, the literature and case study data indicated that Ireland
relies heavily on MNCs to maintain its economic standing in a global world. Ireland’s economic
growth is dependent on the skilled labour that it can offer and the extent to which Ireland can
provide the quantity of skilled labor and high-technology workers (Paus, 2005). To maintain
Ireland’s position in the global economy, STEM and 21st-century development will need signifi-
cant support in Ireland’s educational system.
Analysis of data related to Research Question 2 identified two themes: (a) student
exposure to science competitions, and (b) school support of science competitions. First, the liter-
ature reviewed and data revealed in this case study supports that students who are exposed to
INFLUENCE OF GLOBALIZATION 115
science competitions are more likely to engage in learning activities that teach them 21st-century
skills such as collaborating with peers, communicating orally and in written form, critical
thinking, and creative thought. Real-life issues that present relevant problems engage students’
interests and demonstrate to them what scientists do in the work place (Krajcik & Blumenfeld,
2006). The exercises that students undertake to compete in science competitions lead to greater
opportunities for inquiry-based learning to take place in the students’ educational experience.
Second, the data indicate that school environments that support development and implementation
of science fairs have a greater number of students who engage in 21st-century skills and inquiry-
based learning. Northerly College requires all students during their Junior Cycle to participate in
the @School science competition. This experience exposes the Junior Cycle cohort to experience
development of science projects and thereby experience elements of inquiry-based learning.
Analysis of data related to Research Question 3 identified two themes: (a) science com-
petition exposure provides career options, and (b) MNC and student interest in STEM-related
careers. First, survey and interview data from students, business leaders, and policymakers indi-
cated that exposure to science competitions exposed students to expectations in the working
world. STEM instruction veers from traditional lecture-style lessons to an enhanced use of
strategies that incorporate inquiry and project-based lessons (Breiner et al., 2012). These students
indicated that participation had helped them to decide whether a STEM-related career was the
proper choice for them in the future. Also, it helped them to focus their thoughts on what careers
might be beneficial to study in Senior Cycle and Level 3 at the university. Second, the data from
this case study support the reviewed literature by emphasizing that MNCs continue to have a
direct benefit in the engagement of educational leaders in the educational development of
students. As O’Hagan and Newman (2014) pointed out, “Linkages between higher education
INFLUENCE OF GLOBALIZATION 116
institutions and industry are highlighted as potentially playing an important role in facilitating
economic growth” (p. 348). Further, MNCs have a role in reaching out to students, engaging
them in understanding what they produce and how they can plan their education experience to
gain access to these highly skilled jobs of the 21st century.
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CHAPTER 5: CONCLUSION AND RECOMMENDATIONS
Chapter 5 presents conclusions identified in the case study and recommendations for
future research. The chapter addresses the following: the purpose of the study, research
questions, methodology, a summary of the findings summary, implications of the case study,
recommendations for practice, and areas for future research.
Purpose of the Study
The case study examined the impact of globalization and how this process has shaped
Ireland’s actions regarding FDI, the attraction of MNCs, and the need to build capacity in its
educational system to meet the needs of a new KBE. Creswell (2013) stated, “The purpose
statement sets forth the intent of the study” (p. 123). This case study examined the development
of STEM and 21st-century skills as a capacity-building strategy to meet the needs of students to
compete in the 21st century. The study examined the use of science and technology competitions
as a means to develop interest in STEM-related careers.
Research Questions
This case study was guided by three research questions:
1. How have the science and technology competitions, such as SciFest, influenced devel-
opment 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, 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?
3. How have globalization and MNCs influenced educational policy in the area of STEM
education and the development of 21st-century skills?
INFLUENCE OF GLOBALIZATION 118
Review of the Methodology
This case study used a qualitative research approach. A qualitative study design is
founded in the researcher as the instrument in analyzing collected data (Merriam, 2009). This
researcher used data that were collected in surveys, interviews, and observations. The purpose
was to understand the effects of globalization, whereby highly technical MNCs have moved into
Ireland and created a need for highly skilled labor. Specifically, this case study looked at STEM
education and the development of 21st-century skills to meet these labor needs. Further, the case
study examined the question of how science competitions promote development of STEM inter-
est and 21st-century skills. Qualitative research allows a researcher to compare two or more vari-
ables and make comparisons and formulate ideas on the subject (Creswell, 2013). The use of
qualitative data allowed this researcher to triangulate data collected from respondents in surveys,
interviews, and observations and identify themes that emerged from the data responses. Table 1
indicates the respondents in this case study and the corresponding data sources.
Summary of Findings
A review of the data and subsequent analysis, which consisted of reviewing and coding
surveys, interviews, and observations, identified seven themes. These themes, as they relate to
each research question, are as follows.
1. How have globalization and MNCs influenced educational policy in the area of STEM
education and the development of 21st-century skills? Themes were (a) STEM education is
important, (b) 21st-century skills and development enhance career fulfillment, and (c) Ireland’s
economic future relies on STEM and 21st-century educational development.
2. How have science and technology competitions, such as SciFest, influenced develop-
ment of 21st-century skills through the use of inquiry-based instructional strategies in STEM?
INFLUENCE OF GLOBALIZATION 119
Themes were (a) student exposure to science competitions increases development in STEM and
21st-century skills, and (b) school support of science competitions is important.
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? Themes were (a) science competition
exposure provides students with career options, and (b) MNCs have an interest in students
selecting STEM-related careers.
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? A review of
the data indicates that Ireland has been undergoing a transformation toward greater reliance on
MNCs. This reliance has developed out of a robust drive by Ireland to attract FDI. Ireland has
moved from an agrarian society to a technology-driven society. Chanda (2007) defined reliance
as a putting-into-play the universal interdependency of countries from an older notion of a local
and secluded idea of nation self-sufficiency. Friedman (2007) and Spring (2008) identified
globalization as the impetus to understanding that, for nations to succeed in a global economy,
they must attend to the “flat” world and prepare an educational system to develop students who
are resilient and life-long learners. To ensure that knowledge-based labor is available, countries
must provide a good generalized education that moves the student into specialized training in
higher education and work site-related training (Paus, 2005). The data in this study indicate a
strong belief that STEM education is important to the development of Ireland and its position in
the global economy. STEM education provides students with the opportunity to practice inquiry-
based learning. Science competitions have been developed in schools to provide students an
INFLUENCE OF GLOBALIZATION 120
avenue for students to learn about the career paths in STEM fields. Mr. Leonard Hobbs, Public
Affairs Director of Intel, who is very interested in Irish educational initiatives, stated,
Any society needs to have a certain core heart of STEM. Not everybody has STEM, but
you [need] a certain amount of STEM. I think it’s essential to any economy, any society
of what you have, people who are good at STEM projects. (L. Hobbs, personal communi-
cation, April 18, 2016)
Ireland, like other countries, has been seeking ways to enhance STEM studies in their
educational system. Science, technology, and engineering education have been added to the list
of training opportunities in STEM (Ritz & Fan, 2014). Ireland has begun to seek doctoral
students in the fields of science and engineering with the hope that by 2010 it can double the
number of doctoral applicants (Friedman, 2007). To further attest to the importance, the govern-
ment has set up funds to attract global companies and a highly skilled work force that can com-
plete research, which will draw more global companies to the island nation (Freidman, 2005).
Another theme is that the attainment of 21st-century skills can lead to job fulfillment. In
interviews with students, they indicated that they were well aware that popular career choices
were to be found in MNCs such as Intel and Pfizer. Wagner (2008) identified seven survival
skills that are needed in the education of the new global work force: critical thinking, collabora-
tion, agility and adaptability, initiative and entrepreneurialism, oral and written communication,
accessing and analyzing information, and curiosity and imagination. It is critical that Ireland
finds means to ensure that the educational system creates opportunities for students to gain the
skills identified above if they are to access the desirable jobs of the future. Ms. Margie
McCarthy, Head of Engineering and Public Engagement Strategy and Communications Direc-
torate of Engineering Ireland, shared,
INFLUENCE OF GLOBALIZATION 121
I think there’s been an awful lot of talk about Ireland becoming a knowledge economy as
we lost an awful lot of our manufacturing base to China, Brazil, et cetera, so the future of
Ireland is absolutely critically aligned now with the multinationals that are all in the
majority in either the tech or the engineering space. So we have to be able to . . . have the
numbers coming through the college system. (M. McCarthy, personal communication,
April 20, 2016)
The third theme is that Ireland’s economic future relies on STEM and 21st-century edu-
cational development. The data indicate an increased effort on the part of MNCs and the gov-
ernment to seek ways to ensure that the educational system is producing a work force that is
highly skilled and ready to move into the jobs of the future. Independent of political party lines,
Ireland has developed an aggressive tax system that is supportive of business and FDI (Fried-
man, 2007). If Ireland wishes to retain its growth, it will need to seek ways to bridge indigenous
companies and those that rely heavily on a knowledge-based work force (Paus, 2005). The data
indicate that students, teachers, business leaders, and policymakers agree not only that the devel-
opment of STEM education and 21st-century skills are driven by MNCs but that the relationship
is mutual and interdependent. Ms. Deidre Kennedy, Information and Technology Services of
Smart Futures, Science Foundation, identified this symbiosis when interviewed regarding the
importance of MNCs and their influence on STEM and 21st-century skill development.
I suppose they’ve accelerated the requirement for the students coming out with STEM
subjects and the 21st-century skills. As I said, it is government policy to build this higher
knowledge economy so that we’re moving away from manufacturing and pulling in jobs
that’re higher level. I don’t know specifically, but I presume the multinationals are the
same that they want these educated work force. That’s one of the strengths that Ireland
INFLUENCE OF GLOBALIZATION 122
would have had over the years with the multinationals is that the well-educated work
force available to them. (D. Kennedy, personal communication, April 19, 2016)
As identified in the data and supported by other research, a large KBE has been born in
Ireland. The opportunities for greater growth are dependent on the relationship that is developed
and nurtured by triangulating the efforts of the educational system, government, and the MNCs
that have moved into the nation state.
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? A review of the data indicates that participating respondents who
have been involved in @School and @College science competitions have found that 21st-
century skills and instructional strategies in STEM have been influenced by these science com-
petitions. This is supported by the reviewed literature in that Ireland has experienced a rapid
growth of science competitions. Growth in @School science competitions indicates a shift from
traditional forms of instruction to a more student-centered investigative model of education (Intel
Corporation, 2011). @School and @College SciFest were designed to engage students in
inquiry-based learning and collaboration and to promote pride in presenting their science investi-
gations (SFI, 2013).
The first theme related to Research Question 2 is that student exposure to science compe-
titions is an important activity to promote 21st-century skills and STEM. Students, teachers,
business officials, and policymakers agreed that student exposure to science and technology
competitions provides an opportunity for students to develop 21st-century skills. Wagner (2012)
stated, “For students to become innovators in the twenty-first century, they need a different
INFLUENCE OF GLOBALIZATION 123
education, not merely more education” (p. 201). Northerly College has mandated @School
science competitions to expose students to the rigors of developing, testing, and reporting their
science findings during Junior Cycle. Student A shared,
That’s what inquiry is. You’re trying to do your analysis, and say, “Hmm, what is this?”
And then resolve it, and do it on your own, though. That’s what we’re heading toward.
That’s really what we’re focusing on, is trying to adapt those 21st-century skills, and
apply it to a work environment. (Student A, personal communication, April 21, 2016)
STEM PBL seeks to develop a student’s ability to engage others, demonstrate intrinsic
motivation, seek to solve problems, and collaborate with peers in a group setting (Morgan &
Slough, 2013). These same qualities are sought by the teaching staff at Northerly College in
designing the month-long @School science competitions. Science and technology competitions
expose students to 21st-century skills. Wagner (2008) identified seven survival skills that are
needed in the education of students: critical thinking, collaboration, agility and adaptability, ini-
tiative and entrepreneurialism, oral and written communication, accessing and analyzing infor-
mation, and curiosity and imagination. Slough and Milam (2013) promoted the understanding of
science inquiry in their design principles stating, “Students must be encouraged to organize
ideas, construct arguments, add new evidence, and revisit phenomena in new contexts” (p. 17).
The data indicate that students who are exposed to science and technology competitions use the
scientific method of hypothesis, discovery, and feedback as they seek a desired outcome. Teach-
ers work with the students as they process these steps, acting as mentor and coach along the way
toward the conclusion desired.
The second theme related to Research Question 2 is that school support of science com-
petitions is critical in promoting student access to 21st-century skills and STEM learning
INFLUENCE OF GLOBALIZATION 124
strategies. Northerly College requires all students in Junior Cycle to participate in @Science
competition. Students indicated that this is a beneficial activity that helped to develop their skills
as learners by taking them through the scientific method. The data also indicate that students
gained insight into their learning and desire for a future STEM-related career. Teachers who are
engaged in the process inspire students to stretch in their learning. Student B shared the follow-
ing in an interview when questioned about scientific method and activity in SciFest:
The whole scientific method. How we would do any science experiment did through the
Junior Cycle. We’d use the scientific method, quite structured. Method, results, conclu-
sion, that kind of thing. So when we were doing SciFest, if you were carrying out an
experiment, then you use that, and that kind of gave you structure, so you know what you
doing. (Student B, personal communication, April 21, 2016)
Effort and dedication are required by all staff on the Northerly College campus to
promote the @School science competition. Teachers agreed that the @School science competi-
tion activity adds to the students’ experience and promotes the desire to enter STEM-related
fields of study. M. O’Brian, a teacher at Northerly College, shared the following:
It has been a fantastic experience, the communication skills, and critical thinking are
really important and parents come in for an hour or two to see what students have done.
Students who do science competition, they are a lot more responsible, they have taken the
initiative, and that comes from doing the SciFest. It is fun, and it is good, and if they like
it, they will continue with it. Further, the girls are more comfortable with the scientific
learning practices. (M. O’Brian, personal communication, April 21, 2016)
Mr. O’Brian shared the following when questioned on the preparation of inquiry learning
when preparing students for SciFest: “I am not telling girls what the results will be, they are
INFLUENCE OF GLOBALIZATION 125
doing their own inquiry, and sometimes it does not work so they have to rethink their project or
change the project, and that is critical thinking itself.” Student C, a female in Junior Cycle shared
the following:
It really shows you that it’s not all theory. That there is going to be times that you have to
apply what you know in a practical way. I think a lot of girls, when picking science
subjects, or science careers, forget that it’s not going to be always sitting in a lecture
room, sitting in a classroom, being told to learn x, y, and z. That when you go to an actual
job, you are going to be doing practical work. (Student C, personal communication, April
21, 2016)
Mr. Hensley, a teacher from Northerly College, shared,
SciFest made me more interested in having students participate in them. I like supporting
students. You see them develop in a few short weeks and their thinking begins to change,
they brainstorm ideas, their ridiculous ideas come out, and they have to think and they are
surprised. It develops their skills in teamwork and improves practical skills and their
skills in working in teams. Definitely, as a teacher, I enjoy doing SciFest, and it is the
best part of the school year. (M. Hensley, personal communication, April 21, 2016)
Students at Northerly College gain a benefit that other students may not gain because
they are required to participate in @School SciFest. @School science gives all students an
opportunity to engage in inquiry-based learning. This commitment is unique because not all
schools in the case study require students to participate in science competitions. As stated earlier,
this commitment from the staff at Northerly College helps to promote 21st-century learning
skills and engages students in STEM-related education, whereby they have an early start in
gaining STEM insight and the prerequisite learning skills.
INFLUENCE OF GLOBALIZATION 126
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? Ireland con-
tinues to seek ways to develop educational protocols and the process by which students are
prepared for the 21st-century world of work. Ireland has progressed in the past decade to add
science technology and engineering to the Level 3 University pathway for STEM careers (Ritz &
Fan, 2014). Darling-Hammond (2010) noted that most nations with progressive growth and
achievement focus their educational curriculum on creative thinking and problem solving, as
well as the ability to express ideas in both oral and written forms. Further, science competitions,
by their nature of using scientific method, promote Wagner’s (2012) belief that 21st-century
skills, or knowledge-based skills, are developed using an inquiry method that promotes problem-
solving skills, communication skills, curiosity and creativity skills, and the ability to work in
teams that provide feedback and learning support skills.
The first theme related to Research Question 3 was that science and technology competi-
tions expose students to various career options. MNCs and the technology businesses that are
indigenous to Ireland rely heavily on finding workers that have demonstrated knowledge-based
skills. Northerly College students are all exposed to science competitions in their Junior Cycle.
This exposure allows students to explore the various aspects of science and technology and the
various methods that present new ideas to career options. Students shared that SciFest helped
them to gain an understanding of science, which helped them to clarify their personal decisions
about whether science or technology is a career choice for them.
Student D shared the following,
INFLUENCE OF GLOBALIZATION 127
I concur, our SciFest project needed pack mentality, which is all about how the brain
works and everything in different situations, which actually kind of made me want to go
for psychology and stuff. It kind of sparked interest for me, so I think whatever project
you decide to for SciFest, it kind of can spark some interest in what you do in future life.
(Student D, personal communication, April 21, 2016)
Data gathered in the case study indicate that students see a benefit from participating in
science and technology competitions as an avenue to focus their thoughts on a future career. The
benefit can be measured by students responding favorably that @School science competitions
have helped to focus greater attention on careers in the future, with 67% stated that they had a
greater interest in STEM and 21st-century learning skills. Further, 57% stated that the @School
science competitions helped them to believe that this was beneficial in preparing them for Senior
Cycle. However, of those who stated that this would prepare them for Senior Cycle, many
attributed the benefits as helping them to focus on a Senior Cycle course of study in science.
The second theme related to Research Question 3 was that MNCs have an interest in the
educational curriculum that is taught in Ireland. MNCs that have moved into Ireland have been
drawn to the island-state in large part due to an attractive tax structure that makes it financially
lucrative to set up business in Ireland. Ninety-four percent of product output in manufacturing in
Ireland was produced by foreign-owned firms (O’Hagan & Newman, 2014). Of these foreign-
owned firms, a large number are technology based and require a highly skilled work force.
Ireland is a work base for 9 of the top 10 global pharmaceuticals and biotechnology, 8 of the top
10 Internet companies, and 15 of the 20 top medical companies in the world (IDA Ireland, 2011).
Paus (2005) stated, “High-tech production requires the availability of a labor force with the right
skills” (p. 67).
INFLUENCE OF GLOBALIZATION 128
MNCs have a vested interest in supporting Ireland’s educational system as the country
continues in its transition from an agrarian economy to a KBE. The work force that is needed by
these MNCs requires students who have a knowledge of STEM-based strategies and 21st-century
skills. Data analyzed in this case study indicate that some MNCs are beginning to realize this
challenge and are taking on greater responsibility. Survey and interview data indicate a growing
understanding among business officials, policymakers, and educational leaders that continued
growth in Ireland’s economy will require a partnership forged by all stakeholders. Northerly
College teacher Ms. Watson shared the following:
I suppose that MNCs have a role in giving something back to help [schools] deliver these
skills [21st-century skills]. Obviously we have to educate them to gain employment in
MNCs, so the financial role [support of school education] of MNCs is important.
IDA Ireland has been working in the area of connecting MNC with students directly in
the area of mentorships and school visitations. Raymond Bowe, Manager Skills, Energy and
Water Strategic Policy Department of IDA Ireland, expressed this relationship in an interview.
A lot of our multinationals are, have been, engaging with the current level education
system but also with the second level education system to build, to matter themselves,
effectively with those kids so that they make the right choices. If they decide that they
want to become a software engineer or a [bio-pharma] person working for one of the big
five. (R. Bowe, personal communication, April 20, 2016)
This direct interaction and support for students at the ground level by MNCs creates a
picture for students that STEM-related careers are an option. Furthermore, it creates a relation-
ship with local schools whereby students may gain real-life practical experience in the form of
INFLUENCE OF GLOBALIZATION 129
internships and visitations that lead to student’s ideas of future study and future work opportuni-
ties.
Limitations
This case study was designed to understand how globalization and FDI have shaped the
need for STEM education and 21st-century learning skills and how this is being done through the
use of science and technology competitions. This study was limited in the fact that the 10-day
visit to Ireland afforded only a 1-day visit to Northerly College. This purposeful study was
delimited to those who were identified to have participated in @School or @Science competi-
tions. Northerly College did not allow observation of classrooms, which required this researcher
to visit a separate site to gain observation data for this study. The limited time spent at Northerly
College and the comparison of surveys and interviews with observations made it inherently diffi-
cult to draw full conclusions from the same students.
Implications for Practice
The data from this case study indicate that science competitions have a positive effect on
students’ interest in STEM-related activities and 21st-century learning skills. Students who
engage in STEM follow scientific methods while they conduct experiments, which supports the
understanding of scientific concepts such as inquiry, reflection, and further study (Bellipanni &
Lily, 1999). Ireland has been working toward this development for a long time. Ireland invests
extensive funds through the use of an aggressive tax structure to onboard MNCs. This commit-
ment by government influence lends credibility to Ireland’s focus on adapting the educational
system. This willingness to adapt and design informed changes in the school system can be seen
in the curriculum reform that has enhanced the students’ experience in Junior Cycle, in which
INFLUENCE OF GLOBALIZATION 130
they gain inquiry-based skills and participate in activities that are aligned to 21st-century
learning techniques.
This study lends support to the literature that Ireland and its citizens are aware of the
importance of MNCs in the economic growth of Ireland. Paus (2005) stated, “The high economic
growth rates in the 1990s—which earned Ireland the title of Celtic Tiger—were driven by large
inflows of foreign investment into the electronics, software, medical appliances, and pharmaceu-
tical sectors” (p. 3). Students, teachers, administrators, and policymakers are keenly aware that
MNCs can go just as easily as they come. Ireland is very dependent on maintaining and growing
their MNCs base to ensure that its citizens have an option by which to make a living and main-
tain their homes in Ireland.
This case study adds to the literature that has identified a need for policymakers and
business officials to aggressively find ways to collaborate and strengthen the Irish education
system. To do this, all stakeholders must assess the use of technology in Ireland’s schools and
seek ways to increase technology opportunities for students. Student and teacher interviews
identified that technology simply has not been a focus in education. The Principal at Northerly
College shared that educators and students sorely lack technology as a tool to bring this 21st-
century learning fully into the classroom.
The data from this case study also point to an even greater need for collaboration among
MNCs, educational policymakers, and school officials. O’Hagan and Newman (2014) stated, “A
key role of education is to produce a well-educated work force that can meet the demands of an
expanding economy” (p. 346). The student respondents in this case study demonstrated an
awareness of the importance of STEM education and the development of 21st-century skills.
Students are naturally curious about their STEM career options, outside of the “white lab coat”
INFLUENCE OF GLOBALIZATION 131
they see in modern culture. Ireland’s students would benefit from greater social awareness and
practical guidance from their MNCs on the many facets of STEM-related careers available to
their businesses. This partnership with local schools and representatives from MNCs would give
students greater insight into the peripheral positions that are available in STEM-related careers.
Implementation of coaching, mentoring, and school-sponsored talking events would assist
students in understanding their responsibilities in the 21st-century world of work. Ireland has
many opportunities through partnerships to create an understanding of what Wagner (2008)
identified as survival skills for the modern workplace: promoting problem-solving skills, com-
munication skills, curiosity and creativity skills, flexibility and adaptability, and the ability to
work in teams that provide feedback and learning support skills.
Themes for Future Research
This case study identified two areas where future study might be beneficial for a research
team in Ireland to investigate. The data from this case study made it evident that students value
exposure and training in strategies that support STEM-related learning and 21st-century skills.
Since the transition year was mandatory for students who attend Northerly College, many indi-
cated that this “free” year was a time to explore science opportunities before moving into their
assessment-driven Senior Cycle. Senior Cycle appears to allow time only for preparing students
for the Leaving Certification. It would be beneficial for a team to explore those schools that
make transition year mandatory and those schools that do not make this time mandatory. It
would be interesting to know whether this transition year, if designed to nurture and support
students in STEM-related careers, made a significant difference in students entering Senior
Cycle. Further, it would be interesting to determine whether a focus on STEM studies during the
INFLUENCE OF GLOBALIZATION 132
transition year would promote a higher numbers of students onto Level 3 University with a
science or technology focus.
The second interesting aspect that this case study revealed was that not all schools indi-
cated that they had support from MNCs or knew much about them, given they did not have an
MNC in their area. This case study was undertaken primarily in Dublin, Ireland, where schools
were purposely selected for their SciFest focus and based on an assumption of their appreciation
and understanding of the demand for 21st-century thinkers to enter a KBE. It may be beneficial
for a future study to determine whether schools in proximity to MNCs provide more knowledge
and incentives for students to study and enter into Level 3 University with a STEM-related focus.
A study could be completed in rural area schools with limited access to MNCs or limited job
opportunity in one of the many MNCs operating in Ireland. The study could compare schools in
proximity to MNCs and those not in proximity and with no family, neighbors, or friends who
work in MNCs.
Conclusion
Globalization has had a profound impact on Ireland. Ireland has aggressively worked to
attract FDI that has moved Ireland from an agrarian economy to a KBE. Net inflows of FDI
increased during the 1990s and reached unprecedented levels of knowledge-based assets flowing
into Ireland by the end of that decade (Paus, 2005). Ireland has decreased the number of working
farms from 142,000 to 140,000 during 2000 through 2010 (O’Hagan & Newman, 2014). This
transition has created a shift from manual labor to a highly skilled knowledge-based work force.
This new work force requires an educational system that can develop the human capital with the
capacity to assume future employment. The capacity needed by a present and future work force
INFLUENCE OF GLOBALIZATION 133
requires the ability of the worker to solve problems, persevere, and adapt learning to continued
changes and new technologies.
Students, teachers, administrators, and policymakers know that the continued growth of
the Irish economy relies on a population that is ready to assume the highly skilled work force of
the MNCs of today and those of the future. Ireland, a proud country that wishes to set its course,
knows that if MNCs were to leave the country, so would the highly lucrative jobs that support
the people and the economy. Governments, eager to provide a good life for its citizens, are
finding ways draw in MNCs and are investing in FDI structures and their educational systems
(Thurow, 2000).
It has been evident from this case study that greater development of STEM-related skills,
which incorporate inquiry-based strategies that draw on 21st-century skills, is the way forward
for Ireland. However, the development of STEM and 21st-century skills that provide MNCs with
skilled labor alone does not address the uneasy position of Ireland in a globalized world: heavily
reliant on foreign-owned companies.
As Ireland continues to strengthen its educational system, the country will need to look at
its reliance on MNCs and address the need for studies that seek ways to develop entrepreneurial
businesses that are developed in Ireland for Ireland. Recently, Ireland has started to embrace the
idea that development of STEM strategies with an emphasis on entrepreneurial development of
indigenous business may be the way forward. O’Hagan and Newman (2014) pointed out, “The
government’s strategy for a smart economy sets the stage for Irish entrepreneurs and foreign
investors to engage in emerging sectors such as green technology or advanced computer software
industries like cloud computing” (p. 257). In the meantime, SciFest and other science and tech-
nology competitions should continue to support the focus of all stakeholders, including students,
INFLUENCE OF GLOBALIZATION 134
teachers, administrator, business professionals, and policymakers, on building the capacity of
Ireland’s work force and thereby continuing the economic growth of Ireland.
INFLUENCE OF GLOBALIZATION 135
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Collins, E., & Rose, K. (2011). Equity, diversity and economic competitiveness. Dublin, Ireland:
Gay and Lesbian Equity Network and Dublin City Council.
Creswell, J. W. (2013). Research design: Qualitative, quantitative and mixed-methods
approaches (4th ed.). Los Angeles, CA: Sage.
Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to
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emy of Political and Social Science, 581, 133-143.
Fink, A. (2013). How to conduct surveys: A step-by-step guide. Thousand Oaks, CA: Sage.
Fischer, K. (2009). Adapting the school system to the globalization of Ireland’s population: An
Irish solution to an Irish problem. The Irish Review, 40/41, 141-154.
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Friedman, T. L. (2007). The world is flat: A brief history of the twenty-first century (3rd ed.).
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Hegarty, N. (2011). The story of Ireland: A history of the Irish people. New York, NY: St.
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Hyland, A. (1989). The multi-denominational experience in the national school system in
Ireland. Irish Educational Studies, 8(1), 89-114.
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en_ie/blog/authors/Intel_Ireland
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Ireland. Dublin, Ireland: New Island Books.
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Lentin, R., & McVeigh, R. (2006). After optimism? Ireland, racism and globalisation. Dublin,
Ireland: Metro Eireann.
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Li, X., & Liu, X. (2005). Foreign direct investment and economic growth: an increasingly
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18-27.
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cisco, CA: Jossey-Bass.
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INFLUENCE OF GLOBALIZATION 141
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Sage.
INFLUENCE OF GLOBALIZATION 142
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 143
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 work force 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 144
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 145
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 work force 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 146
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 147
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 work force 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 148
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 149
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 work force 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 150
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 151
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 work force 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 152
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 153
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 154

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 155
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 156
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 157

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 158
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 159
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 work force 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 160
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 161
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 work force 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 162
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 163
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 work force 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 164
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 165
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 work force 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 166
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 167
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

GLOBALIZATION AND ITS INFLUENCE ON IRELAND’S EDUCATIONAL POLICY
AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS AND EDUCATION
IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS
AND SCIENCE FAIRS IN IRELAND SCHOOLS
SUCH AS NORTHERLY COLLEGE

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
work force 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
INFLUENCE OF GLOBALIZATION 168
policymakers will collect identifiers (participant names/job titles/time in position, and contact
information) but only names and titles will be identifiable in the study. The audio tapes will be
destroyed once they have been transcribed.

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

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

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

Co-investigators:
Kevin Hryciw, Assistant Superintendent, Arcadia Unified School District, hryciw@usc.edu
Alejandro Alvarez, Deputy Superintendent, Compton Unified School District, alva332@usc.edu
Colleen Hawkins, Assistant Superintendent, Compton Unified School District, chawkin@usc.edu
Arthur Cunha, Assistant Superintendent, Temple City Unified School District, acunha@usc.edu
Mathew Holton, Superintendent, Chaffey Joint Union High School District, mgholton@usc.edu
Owen Crosby, Assistant Superintendent, Huntington Beach Union High School District,
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 169
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 has seen significant economic growth through development of a competitive tax structure that has placed the nation-state on center stage in a globalized world. Multinational corporations (MNCs), eager to take advantage of the tax support provided by the Irish government, have moved manufacturing into Ireland. Ireland, once a primarily agrarian nation, is now one of the great technology hubs of the world. From the 1990s, when it was proclaimed the Celtic Tiger for its aggressive growth in technological inflows, Ireland has sought to develop an educational system that would support this expanding work force focused on science, technology, engineering, and mathematics (STEM). With a steadfast vision for an economy that would support its citizens, Ireland continues to change into a knowledge-based economy. ❧ This case study describes how MNCs, developed by an aggressive foreign direct investment (FDI) focus brought about by the Irish government, have influenced the nation-state’s educational policy, specifically in the areas of STEM education and 21st-century learning skills. The promotion of science and technology competitions, such as SciFest, has brought about greater understanding of STEM-related careers and the possibilities for further STEM studies in Level 3 (university). Ireland, like other nations that have sought to understand the process of building a STEM pipeline within the educational system, has faced challenges with identity and how to ensure that all of its citizens benefit from an educational system that develops a work force with 21st-century skills. Ireland has a bright future, but much more work is needed to continue the country’s development toward a knowledge-based economy. Critical to the development of institutional restructuring is collaboration by the nation’s educational leaders, policymakers, political leaders, and business leaders.

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Asset Metadata

Creator Miller, Steven R. (author)

Core Title Globalization and its influence on Ireland's educational policy and the development of 21st-century skills and education in science, technology, engineering, and mathematics and science fairs in ...

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 03/02/2017

Defense Date 02/03/2017

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

Tag Engineering,Ireland schools,mathematics,OAI-PMH Harvest,Science,science fairs,Technology

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Escalante, Michael (committee chair)

Creator Email millersr@usc.edu,smiller045@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-344975

Unique identifier UC11255893

Identifier etd-MillerStev-5110.pdf (filename),usctheses-c40-344975 (legacy record id)

Legacy Identifier etd-MillerStev-5110.pdf

Dmrecord 344975

Document Type Dissertation

Rights Miller, Steven R.

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