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Establishing domestic science, technology, engineering, and mathematics (STEM) programs in the global market: an innovation study

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Establishing domestic science, technology, engineering, and mathematics (STEM) programs in the global market: an innovation study

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Content Running head: DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 1

ESTABLISHING DOMESTIC SCIENCE, TECHNOLOGY, ENGINEERING, AND
MATHEMATICS (STEM) PROGRAMS IN THE GLOBAL MARKET:
AN INNOVATION STUDY

by

Kiley M. Adolph

_______________________________________________________________________

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2016

Copyright 2016 Kiley M. Adolph

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 2

Acknowledgements
First and foremost, I would like to thank my amazing parents, Craig and Debbie Adolph.
Being your daughter has been one of the greatest blessings in this life. Thank you for giving me
my wings and allowing me to fly. To my brother and sister, Chad and Stacey, I am beyond
grateful for you. To your beautiful children, Emma, Ryan, Adler, and Mick, your curiosity and
love inspires me daily. Thank you to my dear friends who have inspired me, laughed with me,
and encouraged me throughout not just this doctoral journey, but life.
I would like to extend my sincere appreciation for my organization, Project Lead The
Way. I cannot thank you enough for your support in pursuing my doctorate degree. Specifically,
I would like to thank Dr. Vince Bertram. Thank you for our guidance and encouragement. Your
leadership is an inspiration to us all.
I would like to thank my dissertation committee, Dr. Lawrence Picus, Dr. Jenifer
Crawford, and Dr. Cathy Krop. I would like to specifically thank Dr. Lawrence Picus. I truly
appreciate your support and perspective throughout the entire program. I would also like to thank
the professors of the Global Executive Doctor of Education program. Throughout my time in the
program, I had incredible learning opportunities. Specifically, I would like to thank Dr. Cathy
Krop. I am grateful for your thoughtfulness in your instruction. You brought lessons to life. Also,
I would like to thank Robyn Lewis and Dr. Nadine Bentis for your incredible work to ensure we
all had everything we needed to be successful throughout the program.
To my colleagues in my cohort, thank you for sharing your experiences and your
perspectives throughout this doctoral journey together. I would like to extend an abundance of
appreciation to Ruth Claire Black, Ameena Hussain, and Alexandra McDermott Wilcox. I am
beyond grateful for your friendships. Epictetus once wrote, “The key is to keep company only
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 3

with people who uplift you, whose presence calls forth your best.” Simply being in the presence
of each of you calls forth all of our best. Your brilliance and perspectives have truly inspired me.
I look forward to witnessing the ways you change the world and supporting you on that journey.
Throughout this journey, I have learned so much, not just academically, but about myself
and this incredible world we live in. I am beyond grateful for this experience. To all those who
have and will continue to be a part of my journey, thank you. I have incalculable gratitude for
each of you. To my remarkable family, wonderful friends, brilliant colleagues, the excellent staff
and professors at the University of Southern California, and my supportive organization, thank
you. Thank you for your guidance. Thank you for your support. Thank you for your
encouragement. Thank you for sharing your knowledge and wisdom. Most importantly, thank
you for believing in me.
XXXI: XXV

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 4

Table of Contents
Acknowledgements 2
List of Tables 6
List of Figures 7
Abstract 8
Chapter One: Overview of the Study 9
Introduction of the Problem of Practice 9
Organizational Context and Mission 10
Organizational Performance Status 10
Related Literature 11
Importance of the Innovation 13
Organizational Performance Goal 14
Stakeholders and Stakeholders’ Performance Goals 14
Stakeholder for the Study 15
Purpose of the Project and Questions 16
Methodological Framework 16
Definitions 17
Organization of the Dissertation 19
Chapter Two: Review of the Literature 20
Globalization and Education 20
Development of Knowledge Economies 22
Science, Technology, Engineering, Mathematics (STEM) Education 27
STEM Education Globally 29
Role of Science, Technology, Engineering, and Math (STEM) in Knowledge Economies32
Internationalization of Domestic Organizations 34
Internationalization of Educational Organizations 34
Learning and Motivation Theory 35
Knowledge 35
Motivation 36
Organization 36
Conclusion 37
Chapter Three: Methodology 38
Methodological Framework 38
Assumed Needs 39
Preliminary Scanning Data 40
Assumed Needs from Review of the Literature 41
Assumed Needs from Learning and Motivation Theory 43
Sample and Population 45
Data Collection 46
Document Analysis 46
Validation of Performance Needs 47
Knowledge 47
Motivation 47
Organization 48
Data Analysis 49
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 5

Trustworthiness of Data 50
Role of Investigator 50
Limitations and Delimitations 51
Chapter Four: Results and Findings 52
Results and Findings for Knowledge Needs 52
Factual Knowledge About Mission and Current Strategy 52
Conceptual Knowledge and Procedural Knowledge 54
Metacognitive Knowledge 56
Synthesis of Results and Findings of Knowledge Needs 57
Results and Findings for Motivation Needs 58
Value 60
Synthesis of Results and Findings for Motivation Needs 68
Results and Findings for Organization Needs 69
Cultural Setting 70
Synthesis of Results and Findings for Organization Needs 76
Summary of Knowledge, Motivation, and Organizational Needs 77
Chapter Five: Solutions, Implementation and Evaluation 79
Validated Needs 79
Solutions 82
Present State 83
Change and Innovation 83
Organizational Development 84
Subsidiary 86
Summary of Solutions 88
Implementation Plan 89
Implementation Action Steps 90
New Organizational Structure 94
Timeline 95
Evaluation Plan 98
Level One: Reaction 103
Level Two: Learning 103
Level Three: Transfer 105
Level Four: Results 106
Limitations 107
Future Research 107
Conclusion 108
References 110
Appendix A: Survey 120

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 6

List of Tables
Table 1: Organizational Mission, Organizational Performance Goal and Stakeholder Goals 15
Table 2: Summary Validation Method of Assumed Needs 48
Table 3: Assumed Motivation Needs Validated and Not Validated 59
Table 4: Assumed Organization Needs Validated and Not Validated 70
Table 5: Summary of Validated Needs for Knowledge, Motivation, and Organization 80
Table 6: Key Validated Needs 82
Table 7: Proposed Solution and Action Steps 93
Table 8: Proposed Solution Timeline 96
Table 9: Validated Knowledge, Motivation, Organizational Needs, Proposed Actions, and
Evaluation Plan 100

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 7

List of Figures
Figure 1: Survey Results: Understanding of the Organization’s Strategic Plan 54
Figure 2: Reflection of the Effects of Globalization on Work and Mission 57
Figure 3: Survey Results: International Expansion Aligned With Mission 61
Figure 4: Survey Results: International Program Expansion Worth Time and Effort 62
Figure 5: Survey Results: Members of Senior Leadership Intrinsic Motivation to Expand
Internationally 64
Figure 6: Survey Results: Members of Senior Leadership Interested in Discussing Impact
of Globalization on K-12 Education 65
Figure 7: Survey Results: Effective Implementation Internationally 66
Figure 8: Survey Results: Confidence in Team’s Skills to Expand Internationally 67
Figure 9: Survey Results: Adequate Resources to Expand Internationally 71
Figure 10: Survey Results: International Expansion Straining Resources 72
Figure 11: Survey Results: Organizational Culture That Values Change and Growth 74
Figure 12: Survey Results: International Expansion Will Be Accepted by Organization 75
Figure 13: Organizational Structure 95

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 8

ABSTRACT
Adeptness of science and mathematics is connected to economic growth and development,
national security and innovation, and competitiveness in the global market. Science, technology,
engineering, and mathematics (STEM) education is vital for economic and social progress
around the world. The STEM disciplines are seen as essential for work. There is a correlation
between nations with leading and dynamic economies, and the nations with the strongest
performing education and/or research science systems. The global labor market demands
technical skills, knowledge, and the ability to innovate. Education is critical to the development
of skills. Thus, it is vital to equip students around the world with the skills necessary to thrive in
the global economy. Applying a gap analysis framework, this case study examined the
propensity for a domestic STEM educational nonprofit, Project Lead The Way, to expand and
offer programs internationally. The primary purpose of this study was to identify the knowledge,
motivation, and organizational needs necessary for Project Lead The Way to expand
internationally. Data was collected through surveys, observations, and document analysis. The
study confirmed multiple assumed needs. Specifically, the study confirmed key stakeholders’
motivational needs including: expectancy and value needs. Moreover, the study confirmed
organizational needs including: goal alignment, resources, norms, beliefs, behaviors, and values.
An extensive literature review of organizational behavior along with the internationalization of
small to medium enterprises indicated that values, goal alignment, norms, beliefs and behaviors
have significant impact on an organization. As a result, the proposed solution, a subsidiary of
Project Lead The Way to pilot programs internationally, addresses the confirmed needs and
allows the organization to pursue offering programs worldwide. The dissertation concludes with
a detailed plan for implementation and an evaluation framework of the proposed solution.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 9

CHAPTER ONE: OVERVIEW OF THE STUDY
Introduction of the Problem of Practice
The economy is increasingly driven by complex knowledge and advanced cognitive skills
(Organization for Economic Co-operation and Development [OECD], 2006). Increasing student
enrollment in science, technology, engineering, and mathematics (STEM) along with improving
achievement in science and mathematics at various levels of the education system, have been
issues of considerable interest in many countries over recent years. The production of scientific
knowledge is shifting from a national to an international scope (OECD, 2012).
The STEM fields play a pivotal role in economic and social progress around the world.
Globalization and the augmented role of knowledge in society present substantial opportunities
for social and economic development (Chen & Dahlman, 2005). The globalization of education,
mobilization of people and ideas, and access to emerging technologies force countries to
prioritize a skilled STEM workforce. Prioritization of a skilled STEM workforce increases the
likelihood of future economic prosperity in a competitive global economy (Office of the Chief
Scientist, 2012). Although priority, gaps in both STEM enrollment and achievement exist. For
example, in the United States, “Economic projections point to a need for approximately one
million more STEM professionals than the US will produce at the current rate over the next
decade” (President’s Council of Advisors on Science and Technology [PCAST], 2012, p. i). In
India, the technology sector is estimated to grow more than six fold in seven years (Vivek,
2010). In the United Kingdom, experts forecast a 49% increase in demand for mathematical
science and computing graduates and an 80% increase in demand for biological science
graduates between 2007 and 2017 (Wilson, 2009). The lack of people with the appropriate skills
could stifle economic growth, especially in developed economies (Atkinson & Mayo, 2011). The
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 10

shortage of STEM professionals in many countries around the world threatens to undermine
economic growth and hold back scientific advances needed to meet the world’s most urgent
challenges (Goldberger, Kramer, Lund, & Tallat, 2014).
Organizational Context and Mission
Project Lead The Way (PLTW) is a 501 (c)(3) nonprofit organization that provides
STEM programs for students in kindergarten through twelfth grade. PLTW K-12 pathway
programs focus on engineering, biomedical science, and computer science. PLTW begins with
an elementary program, Launch, followed by a middle school program, Gateway. PLTW has
three high school programs: Engineering, Computer Science, and Biomedical Science. The
mission of PLTW is to empower students to thrive in an evolving world. To meet this mission,
PLTW focuses on activities, projects, problem-based curriculum, teacher professional
development, and a network consisting of educators along with corporate and community
partners. PLTW has more than 9,000 programs operating in more than 8,000 elementary, middle,
and high schools in all fifty states and the District of Columbia. PLTW schools can be found in
rural, urban, and suburban districts; across all income levels; as well as in public, private, and
charter schools. Additionally, PLTW has trained more than 29,000 teachers since 1997.
Organizational Performance Need
In order to fulfill its mission and continue to help students develop the skills necessary to
thrive in an evolving world and the global economy, it is important for PLTW to focus on
providing programs in both developing and developed economies. Currently, PLTW does not
have presence in education internationally.

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 11

Related Literature
Globalization and the augmented role of knowledge in society present substantial
opportunities for social and economic development (Chen & Dahlman, 2005). As economies
grow, they become dependent upon the creation, acquisition, use and distribution of knowledge
(Aubert & Dahlman, 2001). A knowledge economy utilizes knowledge as the foremost driver of
economic growth (Chen & Dahlman, 2005, p. 4). The pillars of the knowledge economy, as
defined by the World Bank, include an economic incentive and institutional regime, an educated
and skilled workforce, an effective innovation system, and a modern and adequate information
infrastructure (Chen & Dahlman, 2005). The effective development and use of knowledge are
critical for economic activity, competitiveness, and growth. Critical to the knowledge economy
is greater investment in education, training, research, and development (Crawford, Farley, &
Watson, 2003).
Human capital theory sees training and education as an “investment that can yield social
and private returns through increased knowledge and skills for economic development and social
progress” (Schultz, 1963, p. 9). The argument for such training and education is based on the
idea that development and economic growth are driven by knowledge and dependent upon
human capital (Abdullah & Mustapha, 2004). Knowledge has become the most important facet
of production, surpassing labor and capital (Evers, 2001).
As research conducted by the World Bank asserts, science and technology are critical
contributions to economic development (Crawford et al., 2003). Specifically, engineering plays
an important role in human, social, and economic development. Engineers use both mathematics
and scientific knowledge to create technologies and infrastructure to address human, social, and
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 12

economic issues. Engineering is a core underpinning of infrastructure and critical for innovation
and the advancement of societies (UNESCO, 2010).
Substantial improvements in the quality of life and significant declines of poverty are
made possible by advances in scientific and technological knowledge in both developing and
developed countries. Prosperity for countries will be dependent upon their ability to develop,
access, comprehend and apply scientific and technological knowledge (Crawford et al,, 2003).
STEM education has been recognized as a critical global need. Countries around the
world are experiencing increasing employment gaps in STEM fields. Both emerging and
developed economies have millions of unfilled positions that require STEM skills (Goldberger et
al., 2014). Numerous studies highlighted the shortage of STEM professionals in countries around
the world (World Economic Forum, 2012). The world labor market is becoming increasingly
dependent on STEM skills. There is a growing need, worldwide, for such skills. In particular,
there is a need for computing skills (World Economic Forum, 2012).
Research suggests that there is a significant shortage of people around the world
equipped with STEM-related skills. In the United States, the Bureau of Labor Statistics (2014)
estimates that ten of the thirty fastest growing occupations are STEM occupations. Europe is in a
similar position as the United States with a shortage of skilled talent in STEM fields. It is
predicted that there will be a shortage of between 380,000 to 700,000 STEM-skilled workers in
Europe. In 2011, Germany alone was short 114,000 STEM-skilled workers (Business Europe,
2011). In Sub-Saharan Africa 2.5 million more engineers are needed to address development
(World Bank, 2014). As the literature suggests, excellence in STEM plays a pivotal role in
promoting economic growth as well as establishing a sustainable development trajectory in
developing economies (UNESCO, 2010).
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 13

Importance of the Innovation
PLTW programs could contribute to the vitality of STEM education internationally and
the global labor force. The STEM disciplines are seen as essential for work. They provide a link
in global economic competition and social creativity. There is a correlation between nations with
leading and dynamic economies, and the nations with the strongest performing education and/or
research science systems (Marginson et al., 2013). The global labor market demands technical
skills, knowledge, and the ability to innovate. Technical advancements place a premium on
technical skills and knowledge, along with requiring an ability to continuously adapt.
Education is critical to the development of skills. Beyond cognitive skills, competencies
such as communication and collaboration are necessary in knowledge societies (Ananiadou &
Claro, 2009). Countries with effective systems of education see faster per capita economic
growth. (Bloom et al., 2014). In order to compete, a country must have a well-educated
population with both the aforementioned skills needed for the global economy and the capacity
to adapt such skills.
Research asserts that it is unlikely for any country to realize its full potential in the global
economy without nurturing young people’s interest in STEM (Bloom et al., 2014). The roles of
a country’s STEM capacities are seen as “critical drivers for achieving sustainable development
and gaining access to the knowledge economy and society” (UNESCO, 2010, p. 7). Thus,
opportunities provided by PLTW programs can play a key role in helping students around the
world in the STEM fields and contribute to the vitality of the global economy. For students, an
opportunity to engage in a PLTW program could play a critical role in academic success,
developing skills for the workplace, and career development. From an organizational
perspective, not offering programs internationally can lead to missed partnership opportunities
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 14

with international organizations along with missed opportunities to fulfill the mission of helping
to empower students to thrive in an evolving world.
Organizational Performance Goal
The goal for PLTW is to develop a strategic plan to offer programs internationally.
Specifically, by September 2017, members of the senior leadership team will establish a plan to
offer PLTW programs outside of the United States.
Stakeholders and Stakeholders’ Performance Goals
The stakeholders at PLTW include staff members and the board of directors. Staff
stakeholders include members of the senior leadership team along with members of various
teams from across the organization including engagement, development, school support,
communications, finance, policy, strategy, programs, and operations.
Members of the senior leadership team at PLTW are the president and chief executive
officer, chief development officer, chief engagement officer, chief technology officer, chief
programs officer, chief communications officer, chief financial officer, chief strategy officer,
chief policy officer and chief of staff. The senior leadership team, at the time the research was
conducted, was comprised of six males and four females. The board of directors has nine
members: seven males and two females. The president and chief executive officer from PLTW is
a member of the board of directors.

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 15

Table 1
Organizational Mission, Organizational Performance Goal and Stakeholder Goals
Organizational Mission
Project Lead The Way’s mission is to empower students to thrive in an evolving world
Organizational Performance Goal
By September 2017, Project Lead The Way will have a strategic plan to expand
internationally
Senior Leadership Team
(Project Lead The Way)
By January 2017, the Senior
Leadership Team will
develop a plan to offer
PLTW programs
internationally
Board of Directors
(Project Lead The Way)
By August 2017, the Board of
Directors will approve
international expansion of
PLTW programs
Staff
(Project Lead The Way)
By September 2017, PLTW
will develop strategies to
implement and support
international program
expansion

Stakeholder for the Study
While the united efforts of all stakeholders will contribute to the achievement of the
organizational goal of implementing PLTW programs internationally, it is imperative to
understand the needs of the senior leadership team as they are the senior administration who
outline the vision for the organization. Moreover, the senior leadership team initiates and
develops strategy for the organization. Therefore, the members of the senior leadership team at
PLTW were the stakeholders for this study. Members of the senior leadership team at PLTW are
the president and chief executive officer, chief development officer, chief engagement officer,
chief technology officer, chief programs officer, chief communications officer, chief financial
officer, chief strategy officer, chief policy officer and chief of staff. The senior leadership team,
at the time the research was conducted, was comprised of 10 members: six males and four
females.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 16

Purpose of the Project and Questions
The purpose of this project was to conduct a needs’ analysis in the areas of knowledge,
motivation, and organizational needs necessary to reach the organizational performance goal.
The analysis began by generating a list of possible needs and then transitioned to examining
these needs systemically. While a complete needs’ analysis would focus on all stakeholders, for
practical purposes the stakeholders of focus in this analysis were the senior leadership team
members at PLTW.
As such, the questions that guided this study were the following:
1. What are the knowledge, motivation, and organizational needs necessary for Project
Lead The Way to expand educational programs internationally?
2. What are the recommended knowledge, motivation, and organizational solutions to
expand Project Lead The Way programs internationally?
Methodological Framework
Clark and Estes’ (2008) gap analysis was adapted for the needs’ analysis. Gap analysis is
a systematic, analytical method that helps to clarify organizational goals and identify the gap
between the actual performance level and the preferred performance level within an
organization. Assumed knowledge, motivation, and organizational needs were generated based
on personal knowledge and related literature. The needs were evaluated by means of surveys,
content analysis, and literature review. Research-based solutions were recommended and
evaluated in a comprehensive manner.

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 17

Definitions
Adaptive Capacity: ability of an organization to take the initiative in making adjustments
that will result in improved performance, relevance, and impact.
Curriculum: the aggregate of courses of study given in a school, college or university.
Diversification: to invest in or produce different types of products; enter into new market
which the business is not currently in.
Domestic: of or relating to one’s own particular country as apart from other countries.
Education: the act or process of imparting or acquiring general knowledge or skills,
developing the powers of reasoning and judgment, and preparing oneself or others intellectually.
Globalization: increasing internationalization of markets for goods and services, the
means of production, financial systems, competition, corporations, technology, and industries.
Human capital: the knowledge individuals acquire during their life and use to produce
goods, services, or ideas in market or non-market situations.
Internationalization: the process of adapting firms’ operations (strategy, structure,
resources, etc.) to international environments.
Knowledge: facts, information, skills, and awareness acquired through experience or
education.
Knowledge economy: economies which are directly based on the production, distribution
and use of knowledge and information.
Learning: the acquisition of knowledge or skills through study, experience, or by being
taught.

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 18

Market: group of organizations or consumers who are interested in a product, have the
resources to purchase the product, and are permitted by law and other regulations to acquire the
product.
Motivation: the general desire or willingness of someone to do something.
Organizational Development: theory and practice of planned, systematic, change in
attitudes, beliefs, and values of employees through the creation and reinforcement of long-term
training programs.
Program for International Student Assessment (PISA): international assessment
facilitated by the Organization for Economic Development (OECD) measuring student
performance in mathematics, science, and literacy.
Project Lead The Way (PLTW): 501 (c)(3) nonprofit organization that provides STEM
programs spanning kindergarten through twelfth grade.
Science, Technology, Engineering, Mathematics (STEM) education: individual subjects,
a stand-alone course, a sequence of courses, activities involving any of the four areas, a STEM-
related course, or an interconnected or integrated program of study.
Small and Medium-Sized Enterprises (SMEs): non-subsidiary, independent firms
employing less than a set number of employees.
STEM-literate: individual’s ability to ability to demonstrate knowledge and
understanding of fundamental concepts in science, technology, engineering, and mathematics.
Subsidiary: an organization created and partially or completely controlled by a parent
company.

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 19

Organization of the Dissertation
Five chapters are used to organize this dissertation. This chapter provides key concepts
and terminology commonly found in a discussion about STEM education globally. The
organization’s mission, goals, and stakeholders, as well as the initial concepts of gap analysis
adapted to needs analysis, were introduced. Chapter Two provides a review of current literature
surrounding the scope of the study. Topics of globalization, knowledge economies, STEM
education, along with the internationalization of domestic organizations are addressed. Chapter
Three details assumed needs for this study. Additionally, Chapter Three presents the
methodology for data collection and analysis. In Chapter Four, the data and results are assessed
and analyzed. Chapter Five provides solutions, based on data and literature, for addressing the
needs and closing the performance gap. Additionally, recommendations for an implementation
plan and an evaluation plan for the solutions are provided in Chapter 5.

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 20

CHAPTER TWO: REVIEW OF THE LITERATURE
Development of the global economy and the transition to knowledge economies
strengthened the significance of education. Preparing students, through education as a means of
social investment, is critical to advancement in the global economy. Specifically, STEM
education is viewed as imperative in the development of the knowledge and skills of the
workforce for the global economy.
The review of the literature frames this study providing a background on globalization
and the effects on education along with the development of knowledge economies. Additional
research on STEM education is presented. Research on the internationalization of small and
medium-sized organizations is also shared. The chapter concludes with an analysis of learning
and motivation theory as it applies to expanding a domestic educational nonprofit,
internationally.
Globalization and Education
Globalization encompasses intensified economic integration, transmission of knowledge,
distribution of goods, ideas, and products worldwide, thus referring to “transformations of
capital, labor, markets, communications, scientific and technological innovations, and ideas
stretching across the globe” (Carter, 2008, p. 8). The European Commission (1998) identifies
three causes of globalization: scientific and technical civilization, the introduction of the
information society, and the internationalization of the economy. Increased international mobility
of goods, services, technology, communication, and people, along with increased trade, implies
countries are becoming increasingly interdependent socially, politically, and economically
(Bloom, 2004). As a result, a global economy has emerged.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 21

Global interdependence has pressed education around the world toward
internationalization (Biddle, 2002). Spring (2009) identifies the components of educational
globalization. They include nations’ adoption of comparable educational practices, such as
pedagogies and curricula. Additional components include: global discourses influencing both
local and national policymakers, global networks and flow of ideas and practices, and the effect
of global migration of people on local and national school policies. Furthermore, the adoption of
English as the global language of instruction and commerce is a component of educational
globalization (Spring, 2009).
The global economy forced educators around the world to assess and revise educational
agendas. The characteristics of education shift due to technological and communication
advances, migration of people, and workforce needs. Many of the governments around the world
develop educational agendas to cultivate human capital and in turn stimulate economic progress
(Spring, 2008). Specifically, globalization caused countries to provide economic opportunity for
future generations through the expansion of education (Stewart, 2012). Additionally, values of
market economies such as productivity, accountability, effectiveness, and competitiveness have
become increasingly a part of global education reform (Sahlberg, 2006). Upon the realization of
the necessity for a highly educated workforce in the global economy, nations also began to
expand their higher education systems (Stewart, 2012).
Due to globalization, students around the world today need to develop higher order
cognitive skills and interpersonal skills to work and learn with others, who are progressively
more likely to be of different backgrounds linguistically, religiously, racially, and culturally
(Gardner & Suarez-Orozco, 2002). Prosperity in the global economy is increasingly defined by
discovery and application of new knowledge and ideas (Stewart, 2012). Education has the ability
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 22

to raise productivity and foster creativity. A strong education prepares people with the
appropriate cognitive skills to quickly learn new tasks and adjust to new jobs in the evolving
globalization process (Bloom, 2004). Definitively, competence in science and mathematics
remains an “educational imperative” in the global economy (Martin, Mullis, & Stanco, 2012, p.
11).
Development of Knowledge Economies
Throughout the history of the world knowledge has been imperative in development.
Dating as far back as primitive societies, knowledge was amassed and transferred to ensuing
generations. The Industrial Revolution was critical to development around the world during the
19
th
and 20
th
centuries. Industrialization combined entrepreneurship with sources of knowledge
and creation (World Bank, 2007). Today, in the post-industrial world, knowledge is even more
significant in the development of local and national economies.
Knowledge is central to a country’s competitive advantage in the global economy (World
Bank, 2002). Globalization has strengthened the economic significance of knowledge (Bloom,
2004). Sustained growth, economically, in the post-industrial period is dependent upon effective
strategies involving the creation and unremitting use of knowledge. Constructing and using
knowledge is central to the economic development process (Chen & Dahlman, 2005). Training,
education, transfer of knowledge, technological advancements, along with innovations are
elements influencing economic productivity (Foray, 2006). Moreover, these elements have an
impact on the quality of goods and services around the world. Therefore, economic structures are
being transformed. Hence, the knowledge-based economy has evolved. To illustrate this point,
the World Bank (1999) highlighted statistics comparing the pivotal role knowledge plays in
economic development. In this World Bank study, the per capita gross domestic product (GDP)
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 23

profiles illustrating the growth of Ghana and the Republic of Korea were compared. The study
concluded that nearly two-thirds of the discrepancies in growth between the countries were due
to sources of productivity and growth in which knowledge was critical. The differences were not
due to the amassing of labor and other physical capital (World Bank, 1999: 2007). The
differences were, in part, due to the production and evolution of knowledge.
Producing and disseminating knowledge globally is expeditiously evolving due to rapid
advances in communications and information technologies and greater scientific understanding
(OECD, 2000). A knowledge economy, as defined by the World Bank, “is an economy in which
knowledge is created, acquired, transmitted, and used more effectively by individuals,
enterprises, organizations, organizations, and communities to promote economic and social
development” (World Bank, 2003, p. 1). Furthermore, the ability of a society to create, select,
adjust, commercialize, and utilize knowledge is vital for persistent economic growth (World
Bank, 2002). In the global knowledge economy, there is greater opportunity to access, generate,
and transfer information. Features of the knowledge economy, including the novel development
of knowledge and its application, along with the necessity for innovation, have direct
implications on education (World Bank, 2003).
According to the World Bank (2004), in order for knowledge to serve as an “affective
engine of growth” four preconditions must exist (p. 4). The preconditions include an institutional
and economic establishment that incentivizes the efficient use of both existing and new
knowledge along with the promotion of entrepreneurship. An additional precondition is a skilled
and educated population who is able to effectively create, use, and share knowledge.
Furthermore, infrastructure to enable effective communication and distribution of information is
a precondition of the knowledge economy. The final precondition is an innovation system that
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 24

includes a variety of stakeholders such as research centers, universities, and other organizations.
This system must access the immense stock of knowledge from around the world, adapt the
knowledge to local needs, and create new knowledge and technology (World Bank, 2004).
Investing in each of the existing preconditions is imperative for the use of knowledge for
creating higher value goods and services. By creating goods and services of higher value, the
probability of economic success and competitiveness in the global economy would increase
(Chen & Dahlman, 2005).
Although complicated, researchers have attempted to measure knowledge in economic
terms. Means of measurement include the flow of knowledge and the degree in which certain
knowledge is vital (Foray, 2006; Henderson, Jaffe, & Trajenberg, 1998; Jaffe & Trajenberg,
1996). Researchers use that which can be observed, including patents and citations. According to
Foray (2006), the possibility exists to observe and calculate resources apportioned to activities
where knowledge is produced. Specifically, research and development spending can be
measured. The results of knowledge producing activities include publications, patents, new
products and software can be calculated. Essentially, the yields of knowledge include both social
and private outputs and innovation (Foray, 2006).
The economics of knowledge is comprised of forms of knowledge procurement and
production as a result of education and research (Foray, 2006). Moreover, the economics of
knowledge includes the immense realm of learning processes. According to Garrouste (2001),
the economics of knowledge includes the “competency and capacity to learn” (Foray, 2004;
Garrouste, 2001, p. 3).
Foray (2006) articulates two circumstances contributing to the evolution of the
knowledge-based economy. The first circumstance is the increase of investments and activities
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 25

related to knowledge. The second circumstance is the revolutionized state which knowledge is
produced and transmitted due to rapid technological advancements. Additionally, the cost to
transmit and acquire knowledge has lessened. Therefore, the immense potential for knowledge
growth exists.
Human capital development, in which education is central, is fundamental to the
development of knowledge economies. Moreover, human capital development is critical in the
advancement in the global economy (OECD, 2012). According to the OECD, human capital is
defined as “the knowledge individuals acquire during their life and use to produce goods,
services or ideas in market or non-market situations” (OECD, 2012). Education, in human capital
theory, is a social investment that prepares students to augment economic growth (Spring, 1998).
Therefore, the association between human capital and economic growth places a premium on
education (World Bank, 2003).
A critical factor of economic outcomes, including productivity, is human capital (De la
Fuente & Ciccone, 2002; Kwon, 2009). It is especially the case in the global, knowledge-driven
economy. According to Spring (2008), “The human resource (capital) model makes education
and the curriculum an instrument of economic growth” (p. 223). Education has been a focal point
of development, growth, and labor economists (Judson, 1998). At both the microeconomic and
macroeconomics levels, the role of education has been a focus of investigation (Judson, 1998).
Evidence suggests, at the microeconomic level, school attainment is a key contributing factor to
individual earnings (De la Fuente & Ciccone, 2002). Generally, the amount of education
possessed by an individual is positively associated with personal earnings. At the
macroeconomic level, evidence suggests an additional year of schooling proliferates collective
productivity by approximately 5% on impact and an additional 5% long term (De la Fuente &
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 26

Ciccone, 2002; Judson, 1998; Kwon, 2009). Consequentially, a more educated workforce, with
the ability to learn and create new knowledge and develop and adopt advanced technologies, will
have an impact on knowledge-based economies (De la Fuente & Ciccone, 2002; Patrinos &
Psacharopoulous, 2004).
The rapid acceleration of both societal and technological changes due to globalization
necessitates a response in education. Evidence suggests that investing in primary and secondary
education contributes considerably to economic vitality, including development and growth
(Sahlberg, 2006). Specifically, this research identifies people as human capital. The research
articulates the correlation between increased investments in knowledge and skills and future
returns to the economy (Sahlberg, 2006).
Given education and curriculum are “instruments for economic growth,” nations around
the world are transforming their systems, including their models of education and training to
meet the demands of the knowledge economy (Spring, 2008, p. 223; World Bank, 2003). Both
formal and informal programs are included in the revised models of education and training. In
order to function in the knowledge economy, education systems must consider the adoption of a
revised pedagogical model focused on “learning by doing” and complex thinking (World Bank,
2002). In the knowledge economy, systems of education must emphasize the development of
critical thinking and problem solving skills (World Bank, 2002). These skills, habits, and
dispositions include critical thinking, creativity, collaboration, cross-cultural understanding,
communication, computing, and career and lifelong learning (Wegerif, & Mansour, 2010;
Trilling & Hood, 2001).
To address the need for revision in models of education to meet the demands of the
knowledge economy, including the development of critical thinking and problem solving skills,
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 27

countries around the world developed strategies addressing instruction in science. Additionally,
the centrality of science and technology on the growth of the economy encourages nations to
address models of education (Foray, 2006). For example, in the United Kingdom students who
were taught critical thinking skills in science improved performance (Adey & Shayer, 1994;
World Bank 2002).
Knowledge and innovation have been pivotal in countries’ development (World Bank,
2007). Due to globalization and the rapid advancement of technology, knowledge has become a
critical component of competiveness. Around the world, knowledge influences economic
development, growth, and sustainability. Therefore, countries are evaluating their systems,
including systems of education, to ensure success as a knowledge economy in a rapidly evolving
world.
Science, Technology, Engineering, Mathematics (STEM) Education
Research presents variation in the definition of science, technology, engineering,
mathematics (STEM) education. Disparity in the definition and concept of STEM education
exists due to the variance in stakeholder groups (Briener et. al., 2012). For example, in Australia
health fields are included in the STEM domain (Marginson et al,, 2013). Health fields, including
medicine, are incorporated in the definition of STEM in countries such as China, Israel,
Argentina, New Zealand, and the United States (Marginson, Tytler, & Roberts, 2013). In Russia
and East Asia health professions are omitted from the definition of STEM (Marginson et al.,
2013). The National Science Foundation (NSF), an independent federal agency in the United
States, utilizes a broader definition of STEM, including both “social and core sciences” (Briener
et al., 2012; NSF, 2015). It is agreed upon that science, technology, engineering, and
mathematics are fundamental to the concept of STEM. STEM education, according to the
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 28

California Department of Education (2015), is “used to identify individual subjects, a stand-alone
course, a sequence of courses, activities involving any of the four areas, a STEM-related course,
or an integrated program of study.” Instruction in STEM, specifically science and mathematics,
is pertinent regardless of the scope of the definition of STEM. The goals of STEM education aim
to develop a workforce with the 21
st
century competencies, a STEM-literate society, and a
workforce focused on advanced research, development, and innovation (Bybee, 2013).
Science, mathematics, and technical education subjects have been viewed as necessary
knowledge for national development. Throughout the 21
st
century citizens’ STEM educational
needs have changed due to the increase in complexity in technology and the skills necessary to
perform in a knowledge-based economy (Bybee, 2013). Due to the rapid evolution of technology
and the increased complexity in the skills necessary for the world of work, educational systems
around the world have been challenged to sufficiently prepare students for the 21
st
century
workforce. Many politicians and business leaders believe the lack of qualified STEM workers is
a threat to national competitiveness (Williams, 2011). Thus, STEM education has become a
focus in educational reform in both developing and developed countries. The purposes of STEM
reform are to prepare students to apply knowledge to solve real-world complex problems through
the use of higher order thinking skills and develop proficiency in STEM competencies
(American Society of American Engineers, 2011).
Government agencies, politicians, business leaders, and educators suggest reforms in
STEM education need to take place to better prepare students with the knowledge and skills
necessary to meet the requirements of the 21
st
century workforce (Salinger & Zuga, 2009).
Moreover, STEM education reforms seek to solve global problems and respond to global
economic challenges that nations face (Bybee 2013; Fan & Ritz, 2013).
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 29

In some countries, the aims of STEM reform have led to the establishment of
commissions and task forces, formation of coordinated agendas, drafting and implementation of
policies, strategy recommendations, development and adoption of education programs, and
shifts in the teaching practice (Bybee, 2013; Griffiths & Cahill, 2009). For example, in the
United States federal policymakers have had a lasting interest in STEM education. Policymakers
often refer to STEM education when discussing issues such as workforce, national security, and
immigration policy (Gonzalez & Kuenzi, 2012). This is illustrated by more than 200 bills
referring to science education that were presented in Congress between 1987 and 2009
(Gonzalez & Kuenzi, 2012). Specifically, in August 2007, the United States Congress passed the
America COMPETES Act, which was then signed into law by the president (Stine, 2008). The
aim of the legislation intended to address concerns that the United States may experience
difficulty competing economically with other nations due to inadequate current investment in
STEM education, research, and workforce development (Stine, 2008). The America
COMPETES Act approved an increase in the United States’ investment in research along with an
investment in STEM education spanning kindergarten to postsecondary education (Stine, 2008).
STEM Education Globally
Both developing and developed countries around the world recognize the critical
importance of STEM education. Countries have established strategies concentrated on STEM
education. According to a three year study focused on international comparisons of STEM
education, commissioned by the Australian Research Council and Australian Council of Learned
Academies (2013), “STEM is a central preoccupation of policy makers around the world” (p.
13). Governments are seeking to boost scientific literacy (Marginson et al., 2013). Therefore,
nations are seeking to increase math and science achievement as well as increase enrollment in
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 30

STEM subjects. Ultimately, by focusing on STEM education, nations intend to promote
productivity, grow economies, and foster innovation.
STEM education initiatives in countries around the world have included the development
of in-school programs and curricula, publishing of national reports, drafting of national policies
by the government, allocation of government research funding, and providing informal learning
opportunities for students. For example, England, Australia, United States, Taiwan, Korea, and
China have been developing K-12 curriculum focused on STEM (Kim, 2011; Office of the Chief
Scientist, 2013; Pitt, 2009). Institutions in countries such as England, Scotland, Australia, United
States, Portugal, France, China, Japan, Korea, Canada, New Zealand, Brazil, Argentina, Israel,
South Africa and Taiwan, have published reports on the state of STEM education in their
respective countries. Professional organizations in several countries, such as Japan, France, and
South Africa, are dedicating efforts to informal learning opportunities for students (American
Society for Engineering Education, 2011).
Countries around the world have developed national policies, solidifying a government
commitment to STEM (Marginson et al., 2013). National policies establish a framework for
objectives related to STEM and support the implementation of STEM strategies and programs.
For example, in Northern Ireland the Department of Education created a program aimed at
improving young people’s knowledge and understanding of the opportunities in STEM careers
(Department of Education Northern Ireland, 2011). Moreover, the government has made efforts
to assist schools in delivering STEM education (Carron, 2014). In Canada, efforts have identified
the citizens’ STEM needs, including career needs. Strategies have been developed on the
national level (Milford et. al., 2010).
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 31

In Korea, the Myung-Bak administration established the Ministry of Education, Science
and Technology (MEST) (Chung & Jon, 2013). The goal of the Ministry of Education, Science
and Technology was to foster creativity by connecting science and technology with education
(Chung & Jon, 2013).The government has commenced strategies and policies aimed at elevating
student interest in pursuit of studies in STEM and as result work in STEM. The Korean
government also aspires to educate citizens in science and technology with the goal of advancing
development and competitiveness (Chung & Jon, 2013; Lee et al., 2012).
Research identifies when examining the divergence between educational policy aims and
outcomes, the reason proposed policies or recommended strategies fail is due to the fact they
were unclearly stated and never implemented (Psacharopoulos, 1989). One of the biggest
challenges identified in global education policy is building capacity and the management of
knowledge (Zajda, 2005).
Although a number of countries are focusing on developing strategies and policies to
address STEM education in their respective educational systems, research suggests a lag in
implementation exists. Therefore, insufficient gains in achievement, a lack of interest in STEM,
and a shortage of skilled workers persist (Clark, 2013). For example, in Korea, students in
general education in both primary and secondary education displayed low levels of interest and
satisfaction in science classes (Korea Science Foundation, 2004; Lee et al., 2012). Additionally,
Korean companies have expressed concern about the potential avoidance of science and
technology by students. Because of this, some companies in Korea have called for policy to train
and educate people in science and technology fields (Lee, 2008; Chung & Jon, 2013). According
to research in Australia, a decline in participating in STEM subjects has created concern (Tytler,
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 32

2007). As a result, a contention in Australia is that the workforce is facing a general STEM skills
shortage (Anlezark, Lim, Nguyen, & Semo, 2008).
Role of Science, Technology, Engineering, and Math (STEM) in Knowledge Economies
Knowledge economies are rooted in science and technology, interdependent globally, and
driven by innovation (Stewart, 2012). Furthermore, a vibrant and innovative economy relies
heavily on the knowledge and skills of the workforce (Oxford Economics, 2009). In the
workforce, benefits of STEM education are applicable in both non-STEM and STEM disciplines.
Growing sectors of the knowledge economy will require an increasing number of workers with
STEM competencies. For example, data from the United States Bureau of Labor Statistics states
that employment in STEM-related occupations is projected to grow to more than 9 million
between 2012 and 2022. That is an increase of approximately 1 million STEM jobs over the
employment levels in 2012 (Vilorio, 2014). In Canada, according to a report authored by a
branch of the government, Human Resources and Skills Development Canada (HRSDC), the
economy is anticipated to require an increase in high skill jobs in both natural and applied
sciences (HRSDC, 2008). Occupations in the natural and applied sciences sector include
computer and information systems professionals, life science professionals, physical science
professionals, computer and information systems professionals, and engineers (HRSDC, 2008).
In 2007, HRDSC reported the aforementioned occupations totaled approximately 1.2 million
workers. This sector is anticipated to total 14% of new job growth between 2008 and 2017
(HRSDC, 2008).
Adeptness of science and mathematics is connected to economic growth and
development, national security and innovation, and competitiveness in the global market
(Committee on Maximizing the Potential of Women in Academic Science, Engineering &
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 33

Committee on Science, & Public Policy, 2007). According to Vicenti (1990) design and
engineering are vital in the development of knowledge. Additionally, design is necessary for the
independent production of knowledge.
Globally, there is a close connection between nations with the top performing education
and science research systems and nations with dynamic economies (Marginson et al., 2011). The
OECD administers an assessment, the Program for International Student Assessment (PISA),
comparing student achievement in science and mathematics. The top performing nations on the
PISA in 2012 were Shanghai (China), Singapore, Hong Kong SAR (China), South Korea,
Taiwan, and Finland (OECD, 2012). The aforementioned nations are also strong in research and
development (R&D) and are rapidly increasing their scientific output. These nations have also
experienced positive economic performance (Marginson et al., 2011). Specifically, in Korea
achievements in science and technology were considered pivotal in economic development
(Chung & Jon, 2013).
The returns on the investment in mathematics and science education have an impact on
both individuals and society. According to the OECD, member countries invest over 230 billion
U.S. dollars in mathematics education each year (OECD, 2014). The OECD’s Survey of Adult
Skills reveals that an inequitable distribution of mathematical skills across populations is
connected to how wealth is shared within nations (OECD, 2014). For example, leaders in
Singapore identified a strong link between education and economic growth (Stewart, 2012). The
economic imperative led leaders in Singapore to focus on math and science education (Stewart,
2012). India, in 2006, established a National Knowledge Commission in effort to create a
knowledge-based economy. The Commission focused on, specifically, achievement in science,
math, and technology (National Commission, 2009).
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 34

Internationalization of Domestic Organizations
Organizations, specifically small and medium-sized enterprises (SMEs), are
progressively entering the global market. Due to the transformation of markets, increased
mobility of goods, services, technology and communication, along with the migration of people,
small and medium-sized enterprises are confronted with increased opportunities (Olejnik, 2014).
Internationalization offers opportunity for growth. Internationalization can expand the market for
products and services provided by small and medium-sized enterprises, expand their client base,
and enable them to become competitive in the global market (Lee et al., 2012).
According to research, small and medium-sized enterprises are suppliers of
entrepreneurship and innovation (Juian & Keng, 1989). This can be attributed to small and
medium-sized enterprises’ quicker response to market conditions when compared to large,
multinational enterprises (Lee et al., 2012; Olejnik, 2014). Moreover, small and medium-sized
enterprises tend to be more flexible and can adapt quickly to varying market conditions (Lee et
al., 2012).
Internationalization of Educational Organizations
With regard to education, there are rationales for domestic organizations, including small
and medium-sized enterprises, to internationalize. An internationalization policy for an
educational institution reaches beyond educational and academic motives. An international
policy can have political, economic, scientific, and cultural dimensions (Blumenthal et al, 1996).
Specifically, economic and political rationales include economic growth, foreign policy, the
labor market, financial incentives, investment in the imminent economy, and educational demand
internationally (Knight & DeWitt, 1995).
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 35

The internationalization of a domestic educational organization encompasses rationales
for expansion while considering a varied stakeholder group. Amongst the assorted stakeholders
are the education, government, and private sectors. The government sector encompasses varying
levels of administration including national, regional, and local bodies (Qiang, 2003).
Additionally, the government sector includes the education departments. Moreover, other
government units have interest in the internalization of education, including units such as
economic development, trade, science and technology, foreign affairs, and culture (Qiang, 2003).
The education sector comprises the various types of institutions that make up the system in the
respective country. In addition to the institutions, included in the education sector, are the
students, teachers, and administrators (Qiang, 2003). The private sector comprises a portion of a
country’s economic system run by the innumerable individuals and companies, instead of
government.
Learning and Motivation Theory
Focusing on elements such as people’s knowledge along with their motivation, and
organizational attributes is critical to an organization’s success in the global economy (Clark &
Estes, 2008). Applied to PLTW’s domestic STEM education programs potential expansion
internationally, the gap analysis framework aids in identifying knowledge, motivation, and
organizational needs.
Knowledge
The knowledge dimension consists of four categories: factual knowledge, conceptual
knowledge, procedural knowledge, and metacognitive knowledge (Krathwohl, 2002). Factual
knowledge includes basic elements of a discipline including specific details and terminology.
(Krathwohl, 2002). Therefore, factual knowledge is the least cognitively demanding. Conceptual
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 36

knowledge, as defined by Krathwohl (2002), is the knowledge of principles and generalizations,
knowledge of classification and categories, along with knowledge of theories, structures, and
models. Krathwohl (2002) states procedural knowledge is the knowledge of techniques and
methods along with knowledge for determining when to use apposite procedures. Metacognitive
knowledge is the most cognitively demanding. Metacognitive knowledge denotes strategic
knowledge (Krathwohl, 2002).
Motivation
Motivation helps regulate, direct, and maintain achievement (Clark & Estes, 2008).
Motivational indicators are choice, persistence, and mental effort (Clark & Estes, 2008).
Assessing individuals’ motivation provides insight on why people behave in certain ways.
Recognizing the impetus for decision-making informs strategy and the direction of an
organization.
Organization
An organization is a structure or system of interactions, including relationships, roles,
activities, external factors, and internal factors (Hecht, 1980). Resources, policies, procedures,
values, goals, and culture dictate an organization’s performance.
Culture encompasses a myriad of characteristics learned as people develop in their
environment (Clark & Estes, 2008). Features of culture include the core values, principles,
emotions, goals, and processes. Organizational culture directs how people within the
organization interact (Clark & Estes, 2008). Moreover, organizational culture guides how people
carry out the mission of the organization.

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 37

Conclusion
The review of the literature in this chapter revealed the role of education, specifically
STEM education, in the global economy. Although the definition of STEM education varies, it is
known that investments in STEM education are considered imperative to boost economic
development and competitiveness. Furthermore, this chapter provided background on
globalization and the effects on education along with the development of knowledge economies.
Research on the internationalization of small and medium-sized organizations was also
addressed. The chapter concluded with an analysis of learning and motivation theory as it applies
to expanding a domestic educational nonprofit internationally. The following chapter outlines a
framework of analysis that was utilized in this study for the potential expansion of PLTW’s
educational programs internationally.

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 38

CHAPTER THREE: METHODOLOGY
The purpose of this study was to understand PLTW’s knowledge, motivation, and
organizational needs in order to expand educational programs internationally. Currently, PLTW
offers K-12 educational programs domestically, in the United States. The mission at PLTW is to
prepare students to thrive in an evolving world. Therefore, markets outside the United States
provide opportunity for expansion for PLTW. In order to expand internationally, a strategic plan
will need to be devised by the senior leadership team. Members of the senior leadership team at
PLTW were, therefore, key stakeholders in this study. The following questions guided this study:
1. What are the knowledge, motivation, and organizational needs necessary for Project
Lead The Way to expand educational programs internationally?
2. What are the recommended knowledge, motivation, and organizational solutions to
expand Project Lead The Way programs internationally?
Methodological Framework
The Clark and Estes (2008) framework is a systemic approach to problem solving. This
model of problem solving is referred to as gap analysis. The purpose of gap analysis was to
identify gaps between goals and current performance, and then generate solutions to close the
gaps (Clark & Estes, 2008). Gap analysis focuses on “identifying knowledge, motivation, and
organizational barriers to their achievement” (Clark & Estes, 2008, p. 42).
Clark and Estes (2008) identify knowledge, motivation, and organization as three major
causes of performance problems. The knowledge dimension involves four categories including:
factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge
(Krathwohl, 2002). Motivation refers to persistence, choice, or mental effort (Clark & Estes,
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 39

2008). The organizational context of the gap analysis refers to barriers such as inadequate
resources or defective procedures and processes (Clark & Estes, 2008).
Gap analysis is a cyclical problem solving approach allowing organizations to assess
goals and performance, identify solutions, and evaluate impact (Clark & Estes, 2008). More
specifically, the gap analysis process includes the following steps: identify business goals,
identify individual goals, determine performance gaps, analyze gaps to determine causes,
identify knowledge/skill solutions and implement, identify motivation solutions and implement,
identify organizational process and material solutions and implement, and evaluate results (Clark
& Estes, 2008). The Clark and Estes (2008) framework enables organizations to address gaps
and, as a result, improve performance.
For this study, assumed needs were developed based on personal knowledge, related
literature, and learning theories. Assumed needs were validated by a mixed methods approach,
employing a survey and document analysis. Data from the survey and documents were
examined. Data analysis included both quantitative and qualitative methods. Recommendations
and solutions were made based upon data collection and research.
Assumed Needs
Organizations tend to take action based on assumed causes without validation (Clark &
Estes, 2008). Therefore, a mismatch between problems and solutions exist (Rueda, 2011). The
gap analysis framework offers a means to examine and validate assumed needs, rather than
relying on conjecture (Clark & Estes, 2008). The framework utilizes evidence to evaluate needs.
Knowledge, motivation, and organizational needs were identified based on personal observation
and review of the literature to date. Assumed needs were generated in attempt to identify the gap
between the actual performance level and the preferred performance level within PLTW.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 40

Preliminary Scanning Data
Prior to data collection, this study originated with informal conversations with members
of the senior leadership team at PLTW. Assumed knowledge, motivation, and organizational
needs were identified.
Knowledge and skills. As a domestic organization, located in the United States, PLTW
has little brand presence, internationally. Moreover, team members at PLTW need significant
knowledge of science, technology, engineering, and mathematics education, internationally.
Further still, team members need to understand the alignment of potential international
expansion and PLTW’s mission.
Motivation. A presumed motivation need was that team members do not value potential
international expansion. Team members at PLTW may not view international expansion as a
precedence for the organization. As the mission is to empower students to thrive in an evolving
world, team members may view domestic students as an economic imperative. Moreover, team
members may highly value preparing students in the United States for college and career.
Therefore, team members may not find international expansion beneficial.
Organization. International expansion has been discussed by members of the senior
leadership team and board of directors at PLTW. There has not been direct conversation or
promotion of international expansion with members of the organization. Therefore, team
members are not aware that PLTW has discussed international expansion.

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 41

Assumed Needs from Review of the Literature
Based on the review of literature, it is evident countries around the world view STEM
education of critical importance for success in the global economy. Therefore, opportunity for
PLTW to enter the global market exists. Additionally, the review of the literature suggests how
domestic small to medium organizations operate is becoming increasingly less segmented in the
marketplace. Organizations are progressively entering the global economy. The challenge in
entering the global market is that knowledge and skills developed in the domestic market may
not be applicable to new markets (Beamish & Calof, 1995). As domestic organizations
internationalize, various factors are driving organizational development in the global economy
including knowledge of the new markets, critical awareness and use of resources, and the
organization’s characteristics enabling or deterring expansion.
Knowledge and skills. Globalization has removed obstructions that segmented national
and international markets (Etemad, 2004). Firms are forced to compete, regardless of size,
regionally, if not globally, in an interconnected market (Etemad, 2004). As Etemad (2004) points
out, when considering international expansion, organizations, such as PLTW, consider a myriad
of factors including those that “push” enterprises to internationalize faster, along with factors
“pulling” enterprises to internationalization, and interactive or mediating forces. Components of
push factors include: manager characteristics, economics of operations, characteristics of
competition and strategy, economics of research and development, innovation, and technological
change, along with characteristics of high-technology products and markets, and strategic logic
of international operations (Etemad, 2004, p. 7). Components of pull factors include: advances in
information and communication technologies, liberalization of international markets, attraction
and resources of partners, and attraction of serving current buyers’ and supplier’s international
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 42

needs (Etemad, 2004, p. 8). Additionally, components of interactive forces impacting
internationalization include: industry characteristics and drivers, the dynamics of learning
organizations, and leveraging capabilities, products, and resources (Etemad, 2004, p. 10).
Lacking such understanding of the factors impacting the internationalization process can bear
insufficient results in the global market for PLTW. Therefore, PLTW must develop distinct
competencies if they are to compete effectively in international markets (Etemad, 2004).
Given domestic small to medium–sized enterprises engage in different process, including
the structure of decision making, along with differences in culture, challenges may arise in
internationalization (Olejnik, 2014; Coviello & McAuley, 1999). Thus, PLTW must solidify
processes and develop an understanding of the culture of the regions in which they wish to
expand.
Due to globalization, nations around the world are transforming educational systems
(World Bank, 2003). Education and curriculum are seen as “instruments for economic growth”
(Spring, 2008., p. 223). Specifically, STEM education is viewed as an economic imperative in
countries around the world. Given this, an understanding of globalization and the
internationalization process of small and medium-sized firms along with an understanding
STEM education globally, and of the features of the knowledge economy, including the new
development of knowledge and its application, is necessary for members of the senior leadership
team at PLTW.
Motivation. At the center of internationalization efforts is the organization’s own
characteristics (Etemad, 2004). A major characteristic affecting expansion is motivation. The
organization’s internal dynamics along with external forces drive behavior and motivation
(Etemad, 2004). Internal resources such as capabilities, competencies, group self-efficacy,
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 43

expectancy outcome, and value affect organizational outcomes. An organization’s fear of failure
is a deterrent to international expansion (Etemad, 2004).
Organization. Policies and procedures within an organization may impede growth. This
may manifest as an organization, such as PLTW, considers international expansion. Small to
medium enterprises have more critical resource constraints, including information, finance, and
managerial skills than larger organizations (Jones, 2006). Awareness of resources, along with
understanding the purpose and value of expansion as it relates to the mission and organizational
support, are paramount within an enterprise.
Assumed Needs from Learning and Motivation Theory
Organizational performance is influenced by knowledge and skills, along with
motivational factors, and organizational factors (Rueda, 2011). Furthermore, cultural factors
influence organizational performance. Additional assumed needs pertaining to international
expansion were generated based on learning theory.
Knowledge and Skills. The knowledge dimension consists of four categories including:
factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge
(Krathwohl, 2002). For the purpose of this innovation study, it was significant to focus on all
knowledge dimensions.
Factual knowledge. Factual knowledge refers to recognizing or recalling information.
Factual knowledge includes basic elements required to become acquainted with a discipline,
including knowledge of specific details and terminology (Krathwohl, 2002). Moreover, factual
knowledge refers to basic elements required to solve problems within a specified discipline
(Krathwohl, 2002). The senior leadership team at PLTW needs to know the strategic plan for the
organization.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 44

Conceptual knowledge. Conceptual knowledge is the knowledge of principles and
generalizations, knowledge of classification and categories, along with knowledge of theories,
structures, and models (Krathwohl, 2002). The senior leadership team at PLTW needs to know
the globalization trends affecting STEM education. Additionally, the senior leadership team
needs to understand the needs and varying contexts of potential international clients.
Procedural knowledge. Procedural knowledge refers to knowledge of techniques and
methods along with knowledge for determining when to use apposite procedures (Krathwohl,
2002). Procedurally, the senior leadership team at PLTW needs to know how to implement
PLTW programs internationally. Furthermore, the senior leadership team needs to know how to
monitor international implementation of PLTW programs.
Metacognitive knowledge. Metacognitive knowledge denotes strategic knowledge
(Krathwohl, 2002). Metacognitive knowledge includes conditional and contextual knowledge
(Krathwohl, 2002). The senior leadership team needs to identify and discern the value of
expanding PLTW programs internationally. Members of the senior leadership team need to
understand the importance of reflection and self-monitoring throughout international program
implementation.
Motivation. Choice, persistence, and mental effort are indicators of motivation (Clark &
Estes, 2008). Motivation is influenced by both internal and external factors. Lack of motivation
is attributed to interests, beliefs, and goals (Clark & Estes, 2008). Value is a key component of
motivation. Wigfield and Eccles (1992) delineate types of value including utility value,
attainment value, along with intrinsic and extrinsic value and cost value. Utility value refers to
the usefulness of a task or activity (Rueda, 2011). Meanwhile, attainment value refers to the
importance of a task or activity (Rueda, 2011). The senior leadership team at PLTW may simply
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 45

not see the value in expanding programs internationally. The senior leadership team may lack
extrinsic and intrinsic value in expanding internationally. Additionally, the senior leadership
team needs to develop group self-efficacy.
Organization. Policies and practices, along with interactions amongst people, and how
the setting is structured comprise an organization (Rueda, 2011). The senior leadership team at
PLTW needs to develop a strategic plan to expand programs internationally. Moreover, the
senior leadership team at PLTW needs create a cultural model that values innovation,
inquisitiveness, along with change and growth.
Sample and Population
The senior leadership team at PLTW was the population identified for this study.
Members of the senior leadership team at PLTW include the president and chief executive
officer, chief development officer, chief engagement officer, chief technology officer, chief
programs officer, chief communications officer, chief financial officer, chief strategy officer,
chief policy officer, and chief of staff. At the time of the study, the senior leadership team was
comprised of 10 members: six males and four females. The assumed knowledge, motivation, and
organizational needs of members of the senior leadership team were assessed.
The senior leadership team develops and executes strategy for the organization. The
senior leadership team would initiate establishing the presence of PLTW programs in the global
market. It was critical to study members of the senior leadership team and their knowledge of the
international education market, along with their motivation to expand programs internationally.
Moreover, it was imperative to study the barriers the senior leadership team may face by
expanding programs into the international market. Assessing the knowledge, motivation, and
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 46

organizational needs of the senior leadership team at Project Lead The Way identified the gap
between the actual performance level and the preferred performance level within PLTW.
Data Collection
Upon the University of Southern California’s Institutional Review Board (IRB) approval,
the knowledge, motivation, and assumed organizational needs of the senior leadership team at
PLTW were measured. An online survey and document review were conducted. Data analysis
included both quantitative and qualitative methods.
Instrumentation in the form of a survey and document analysis were utilized to test
knowledge, motivation, and organizational needs. A survey was developed to validate assumed
needs outlined in Appendix A. The survey was comprised of 29 questions. The survey utilized
both Likert scale and open-ended questions to collect data.
Surveys
Given the multiple locations of the stakeholders across the United States surveys were
distributed online via Qualtrics, a software tool. The survey was in English. The survey was
distributed to all members of the senior leadership team. The survey consisted of 29 items and
included a combination of Likert scale items and open-ended questions. Survey items assessed
knowledge, motivation, and organizational factors. No identifiable data was collected.
Calculations and analysis were conducted through Qualtrics. All results were kept on a
password protected laptop.
Document Analysis
Multiple documents were analyzed during data collection. Documents that were analyzed
included PLTW’s strategic plan and strategic frameworks.

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 47

Validation of Performance Needs
The remaining sections of Chapter 3 describe how the assumed needs were validated.
Upon validation of the assumed needs, appropriate solutions were then determined.
Knowledge
Assumed knowledge, motivation, and organizational needs were validated utilizing a
mixed methods approach, by means of a survey and document analysis for assessment. Assumed
needs were validated in order to determine the appropriate solutions. For example, the various
levels of knowledge including factual, conceptual, procedural, and metacognitive were validated.
Specifically, to validate factual knowledge needs members of the senior leadership team at
PLTW were asked to complete survey utilizing Likert scale and open ended questions. In attempt
to validate conceptual knowledge needs, members of the senior leadership team were asked to
complete a survey that addresses issues related to PLTW’s goals and initiatives, along with the
effects of globalization on STEM education. To validate procedural knowledge needs, members
of the senior leadership team were surveyed to assess their procedural knowledge. With the
intention of validating metacognitive knowledge needs, senior leadership team members
answered survey questions assessing their ability to reflect upon and monitor strategies they
would use to expand PLTW programs internationally.
Motivation
Motivation needs were validated. In order to validate motivation needs members of the
senior leadership team did complete a survey. The survey illumed interest, value, and
attributions. Specifically, the survey addressed types of value including utility value, attainment
value, cost value, and intrinsic value. In addition, group self-efficacy and expectancy outcome
were addressed.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 48

Organization
Assumed organizational needs were validated. With the aim of validating the
organizational needs, senior leadership team members completed a survey. Documents were also
analyzed to validate organizational needs.
Table 2
Summary Validation Method of Assumed Needs
Assumed Need Survey
Document
Analysis
Knowledge
Stakeholders need to know the goals of Project Lead The Way (F) x x
Stakeholders need to understand Project Lead The Way’s strategic plan (C) x x
Stakeholders need to understand characteristics of foreign markets including
countries’ infrastructure, educational systems, culture, laws, and regulations, along
with political context (C)
x --
Stakeholders need to understand of the goals for respective team initiatives as they
relate to strategic plan (C)
x x
Stakeholders need to know how to effectively implement and monitor international
program implementation (P)
x --
Stakeholders need to properly reflect upon the effect of globalization on the mission
and work of Project Lead The Way (M)
x ---
Stakeholders need to understand globalization trends (including development of
knowledge economies) effects on STEM education (C)
x ---

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 49

Table 2, continued
Motivation
Stakeholders need to view domestic programs as relevant n the international context
(Utility Value)
x ---
Stakeholders need to view international expansion as a priority (Attainment Value) x ---
Stakeholders need to view international expansion in alignment with the mission of
the organization (Utility Value)
x ---
Stakeholders need to view international expansion as worthy of time and resources
needed to expand (Cost Value)
x ---
Stakeholders need to have confidence in the organization’s ability to expand
internationally (Group Self-Efficacy)
x ---
Stakeholders need to realize the organization will implement an international
program efficaciously and effectively (Expectancy Outcome)
x ---
Stakeholders need to personally value international expansion, finding it important
and of interest (Intrinsic Value)
Stakeholders need to see value in expanding programs internationally (Task Value)
x
x
---
---
Organization
Stakeholders need adequate resources to expand internationally (Cultural Setting) x ---
Stakeholders need to believe the organization will be successful in expanding
programs internationally (Cultural Model)
x ---
Stakeholders need to view offering of programs internationally in alignment with
current goals of the organization (Cultural Setting)
x ---
Stakeholders need to view international expansion in alignment with the mission of
the organization (Cultural Setting)
x ---
(F) Factual Knowledge; (C) Conceptual Knowledge; (P) Procedural Knowledge; (M) Metacognitive Knowledge

Data Analysis
A mixed methods approach, by means of a survey and document analysis, allowed for
quantitative and qualitative assessment. Descriptive statistical analysis, including report
frequencies, was conducted once all survey results are submitted. Documents, such as the PLTW
strategic plan, were examined further to validate survey results, providing an in-depth assessment
that complemented the statistical output.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 50

When gaps were detected due to the need for knowledge and skills, types of knowledge
were classified as factual (F), procedural (P), conceptual (C), and metacognitive (M). Upon
analyzing the data and a need for motivation was identified, elements of motivation including
utility value, attainment value, cost value, group self-efficacy, expectancy outcome, and intrinsic
value were assessed.
Data gathered provided insight into the knowledge, motivation, and organizational needs
that will enable the facilitation of PLTW programs internationally. The data that was collected,
utilizing the gap analysis framework, was used to discern assumed needs. The results of the data
analysis aided in formulating the solutions.
Trustworthiness of Data
To ensure data from this study is reliable the following steps were taken: validation of
data between surveys and document analysis, survey items were based on existing and reliable
instruments, and confidentiality and anonymity were assured. The survey was pilot tested prior
to distribution to the senior leadership team at PLTW.
Role of Investigator
I am the Senior Director of Engagement at PLTW. As principal investigator in this study,
my role was to conduct a needs assessment and propose solutions to aid PLTW in expanding
programs globally. Expanding programs internationally will enable PLTW to train STEM
teachers around the world, empower students worldwide, and continue to meet its mission in
preparing students to thrive in the global, knowledge economy.
For this study, team members were made aware of my role as principal investigator. The
appropriate steps were taken to ensure anonymity of survey respondents. The survey protocols
informed team members that the primary objective of this study was to gather information for the
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 51

purpose of improving the organization and that any data collected during this process was
anonymous and used for that purpose only. Team members were also informed that no
identifiable data was collected to ensure the utmost level of confidentiality. Team members were
made aware that I was performing this study as a doctoral candidate.
Limitations and Delimitations
This study focused on a relatively small sample size deliberately including only members
of the senior leadership team at PLTW. Clark and Estes (2008) framework recommends the
inclusion of all stakeholders, including all staff members. Delimiting to one key stakeholder
group may not be representative of the entire organization. Furthermore, the responses of
additional stakeholders could potentially affect research results pertaining to the knowledge,
motivation, and organizational culture attributes of the organization. While additional
stakeholders’ contributions are vital to PLTW, an investigation of such influences is beyond the
scope of this study.
The researcher serves as Senior Director at PLTW, thus the potential for bias does exist.
Selecting PLTW to conduct research provides an opportunity to address an identified need for
the organization. In effort to reduce bias, survey protocols were drafted.
The focus of this study is delimiting given it is context specific to PLTW. However, the
context in which PLTW functions allows for the researcher to make broad generalizations and
recommendations to domestic educational nongovernment organizations, or educational
nonprofits, expanding internationally. Therefore, the gap analysis framework may assist other
organizations in outlining future needs to develop strategies to expand and operate multi-
nationally.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 52

CHAPTER FOUR: RESULTS AND FINDINGS
The purpose of this study was to examine the knowledge, motivation, and organizational
needs required for PLTW to expand programs internationally. A needs analysis was conducted
using Clark and Estes’ (2008) gap analysis framework. Assumed knowledge, motivation and
organizational needs were generated and validated using a survey and document analysis.
This chapter presents the results and findings from data collection, including a survey and
document analysis. The data was examined with regard to knowledge, motivation, and
organizational needs. This chapter presents the synthesized key findings. Finally, this chapter
concludes by summarizing the findings and providing the basis for the development of
recommended solutions presented in the proceeding chapter.
Results and Findings for Knowledge Needs
Assumed knowledge needs were validated or not validated utilizing a mixed methods
approach including a survey and document analysis for assessment. The knowledge dimension
consists of four categories. The categories include: factual knowledge, conceptual knowledge,
procedural knowledge, and metacognitive knowledge (Anderson & Krathwohl, 2001). Using
Anderson and Krathwohl’s (2001) framework, survey questions were posed pertaining to various
dimensions of knowledge including: factual, conceptual, procedural, and metacognitive.
Documents, consisting of the strategic framework as well as content from the PLTW website,
were analyzed.
Factual Knowledge about Mission and Current Strategy
Factual knowledge denotes basic elements required to become acquainted with a
discipline. Basic elements include details and terminology (Anderson & Krathwohl, 2001). The
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 53

assumed factual need in this study was the prerequisite to have the foundational knowledge of
the organization’s strategic plan.
To assess factual knowledge, key stakeholders (members of senior leadership) were
asked about their factual knowledge pertaining to the strategic plan. Of the members of senior
leadership who responded, 7 out of 7 or one hundred percent, indicated they have an
understanding of the organization’s strategic plan. Furthermore, 7 out 7 of the stakeholders
surveyed identified an understanding of the goals for the team they lead as they relate to
organization’s strategic plan. The survey results suggest that members of senior leadership are
familiar or believe they are familiar with components of the strategic plan and recognize their
relationship to the goals for the team in which they lead. Additionally, the document analysis
revealed that there is sufficient basic knowledge of the organization’s strategic plan. Specifically,
this was illustrated in the strategic framework documents. The documents contain extensive
information on the strategic framework that describes the plan for sustainability and growth for
the organization. Moreover, the strategic framework provides members of the leadership team
with plans specific to the respective teams within the organization including Programs,
Operations, Engagement, Finance, and Communications.
The following figure (Figure 1) shows the stakeholders’ responses to the survey question
assessing factual knowledge about the organization’s strategic plan. Figure 1 illustrates
stakeholders self-reported an understanding of the organization’s strategic plan.

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 54

Figure 1. Survey Results: Understanding of the Organization’s Strategic Plan
The findings illustrate that members of senior leadership have the requisite factual
knowledge of PLTW’s strategic plan. Therefore, it was not validated that members of senior
leadership need information pertaining to the strategic plan for the organization.
Conceptual Knowledge and Procedural Knowledge
Anderson and Krathwohl (2001) define conceptual knowledge as the understanding of
theories, structures, and models. Moreover, conceptual knowledge is knowledge of principles
and generalizations specific to a certain subject (Anderson & Krathwohl, 2001). The assumed
conceptual needs in this study pertained to globalization trends affecting STEM education.
Additionally, assumed needs were connected to attributes of the global market. Specifically, the
assumed needs were related to the political, economic, and social context of potential markets if
the organization was to expand internationally. Furthermore, the assumed conceptual needs of
the suitability of PLTW’s programs in the international market were evaluated. A survey was
Strongly
Disagree
Disagree Agree Strongly
Agree
Members of Senior
Leadership
0 0 2 5
N= 7
I have a firm understanding of the organization's strategic plan.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 55

used to assess conceptual knowledge of elements of globalization and its relation to STEM
education along with the legitimacy of expanding PLTW programs internationally.
The survey results demonstrated a conceptual understanding that globalization effects
STEM education. Of the 7 members of senior leadership who responded to the survey, 4 agreed
that globalization affects STEM education. Additionally, 3 members of senior leadership
strongly agreed that globalization trends affect STEM education. Specifically, 6 out of 7
members of senior leadership surveyed agreed that globalization and the development of
knowledge economies affects PLTW. The conceptual understanding that globalization and its
effects on STEM education therefore does not validate the assumed need.
The assumed conceptual and procedural knowledge needs as they related to an
understanding of international expansion of a domestic organization, specifically PLTW, were
validated. Six out of 7 members of senior leadership surveyed shared conceptual knowledge and
procedural knowledge needs when considering international program expansion. Needs indicated
included an understanding of culture, laws, regulations, and infrastructure. The need for capacity
along with organizational competency in international markets were shared. Moreover, the need
to understand policy and delivery challenges was expressed. For example, one member of senior
leadership expressed the following foreseen challenges pertaining to knowledge, “Localization
of materials, support of languages in curriculum and technology, staff experience with global
expansion challenges.” Another member of senior leadership stated, “There would be a steep
learning curve regarding culture, laws and regulations, and education systems and structure.” To
further illustrate the validation of the need for conceptual and procedural knowledge, a member
of senior leadership stated, “We don’t understand the legal structures of other countries and of
course each is different (tax implications, intellectual property protections, cross-border
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 56

contracting, employment practices, data protection, etc.). We don’t understand the geopolitical
context or educational systems of other nations well enough to understand the role PLTW might
play.” This data validates the assumed conceptual and procedural knowledge needs pertaining to
international expansion of PLTW.
Metacognitive Knowledge
Metacognitive knowledge plays a pivotal role in strategic behavior (Rueda, 2011).
Metacognitive knowledge is the cognizance of one’s thinking along with the processes of
cognition. Reflection is a critical aspect of metacognitive knowledge Moreover, metacognitive
knowledge includes contextual and conditional knowledge (Anderson & Krathwohl, 2001).
Thus, metacognitive knowledge facilitates the understanding of “when and why to do
something” (Rueda, 2011, p. 28).
Initial scanning interviews revealed an assumed metacognitive knowledge need.
Specifically, based on scanning interviews, the assumed need was that members of senior
leadership must have the requisite metacognitive knowledge to properly reflect upon the effects
of globalization on the mission and work of PLTW. The survey results validated the assumed
metacognitive knowledge requisite that members of senior leadership need to reflect upon the
effect of globalization on the mission and work of PLTW. The members of senior leadership, as
a whole, did not demonstrate that there is sufficient metacognitive knowledge needed to reflect
on upon the effects of globalization on the work of PLTW.
Among the stakeholders surveyed, 4 out of 7 stated they do not often reflect upon the
effects of globalization on the mission and work of PLTW. As the survey earlier revealed, with
regard to conceptual and procedural knowledge, globalization and the development of
knowledge economies has implications on the mission and work of PLTW. Consequently, there
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 57

is a need for members of senior leadership to reflect upon the effects of globalization on the
mission and work of PLTW. Therefore, there is a need for metacognitive knowledge.

Figure 2. Reflection of the Effects of Globalization on Work and Mission

Synthesis of Results and Findings of Knowledge Needs
The findings from the data collected revealed mixed results with regard to knowledge
needs for the senior leadership team at PLTW. Members of the senior leadership team possess
factual knowledge about the current strategic plan for the organization. The senior leadership
team is knowledgeable about the strategic plan as it relates to the team they lead. Moreover,
members of the senior leadership team have conceptual knowledge of the effects of globalization
and development of knowledge economies on the mission and work of PLTW. Although there is
knowledge of the connection between globalization and the work of PLTW, conceptual
knowledge and procedural knowledge needs do exist. Specifically, knowledge of other countries’
infrastructure, educational systems, culture, along with laws and regulations is needed.
Furthermore, metacognitive needs were validated. Therefore, knowledge needs do exist.
Strongly
Disagree
Disagree Agree Stronlgy
Agree
Members of Senior Leadership 0 4 1 2
N=7
I often reflect upon the effects of globalization on the mission and
work of Project Lead The Way.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 58

Results and Findings for Motivation Needs
According to Clark and Estes (2008) motivation aids in directing, regulating, and
maintaining achievement. Motivation is initiated and bolstered by both internal and external
factors. Internal factors include cognitive and affective influences. External factors include
cultural and social influences (Rueda, 2011).
Measuring motivation offers insight on why people behave in certain ways. Moreover,
recognizing the motivation, or impetus, for decision making informs strategy and the direction of
an organization. Beyond indicators of motivation including choice, persistence, and mental effort
are principles including value, self-efficacy, goal orientation, interests, and attributions. The
assumed motivational needs in this study pertained to cost value, attainment value, utility value,
group self - efficacy, intrinsic value, and expectancy outcome. The following table (Table 3)
summarizes the assumed motivation needs. The table includes the identified motivation category
along with the corresponding assumed need. Additionally, the table indicates whether the
assumed motivation need was validated or not validated.

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 59

Table 3
Assumed Motivation Needs Validated and Not Validated
Motivation
Category
Assumed Need
Validated
Not
Validated
Utility Value

Stakeholders need to view
domestic programs as relevant
in the international context

x

Utility Value Stakeholders need to view
international expansion in
alignment with mission of the
organization
x
Task Value Stakeholders need to see value
in expanding programs
internationally
x
Cost Value Stakeholders need to view
international expansion as
worthy of time and resources
needed to expand
x
Group Self-
Efficacy
Stakeholders need to have
confidence in the
organization’s ability to expand
internationally
x
Expectancy
Outcome
Stakeholders need to realize the
organization will implement an
international program
efficaciously and effectively
x
Intrinsic Value Stakeholders need to personally
value international expansion,
finding it important and of
interest
x

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 60

Value
Value, with regard to motivation, is defined by the significance associated with the task
(Rueda, 2011). Values are most prominent in beginning an activity. The assumed value needs
included utility value, cost value, intrinsic value, and task value.
Utility value. The first assumed value assessed was utility value. According to Eccles &
Wigfield (2002) utility value is decided based upon how well a task relates to goals, both current
and future. Goals play a role in motivating behavior (Bandura, 2001). In order to lead to
behavior that is more flexible, the myriad of goals within an organization must be aligned and
not in conflict (Rueda, 2011). It was assumed that the members of the senior leadership team
needed to see the importance and relevancy of expanding programs internationally. Moreover, it
was assumed that the members of the senior leadership team needed to view international
program expansion as aligned with the mission, vision, and goals of the organization. Members
of the senior leadership team were surveyed to validate or not validate this need. To asses this
need, members of senior leadership were asked to respond using a Likert scale the following
statement, “Preparing students around the world for the global economy aligns with Project Lead
The Way’s mission.” Responses to the survey showed that, 3 of the 7 members of senior
leadership who responded either disagreed or disagreed strongly that preparing students around
the world for the global economy aligns with PLTW’s mission. The other four members of
senior leadership who responded to the survey agreed with the statement as shown in Figure 3.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 61

Figure 3. Survey Results: International Expansion Aligned With Mission

Additionally, on the survey, members of the senior leadership team were asked to
respond to the following open-ended question, “In your opinion, is the potential expansion of
Project Lead The Way programs internationally aligned with the mission of Project Lead The
Way? If so, in what ways? If not, why?” One member of the senior leadership team stated, “No,
we have far too much expansion to do in the US before we give away our competitive advantage
to other countries.” Interestingly, it was mentioned by multiple members of the senior leadership
team that the broad, general nature of the mission statement allows for alignment but does
necessitate international expansion. For example, a member of the senior leadership team
responded to this question by stating, “Given that the mission statement is very general and
broad, it does align.” Moreover, another member of senior leadership stated, “Our mission
permits, but does not necessitate, international expansion.” Furthermore, another member of the
senior leadership team stated, in response to this question, “PLTW’s stated mission, vision, and
goals do not preclude international expansion. It is the unstated philosophical beliefs, and unmet
Strongly
Disagree
Disagree Agree Strongly
Agree
Members of Senior
Leadership
1 2 4 0
N=7
Expanding Project Lead The Way programs internationally is
consistent with the organization's mission.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 62

needs in the U.S. that influence the decision.” Therefore, the ambiguity in the mission is
affecting motivation amongst senior leadership. In particular, it is affecting utility value.
Cost value. The second type of assumed value need is cost value. Cost is an imperative
element of value (Eccles & Wigfield, 2002). Cost is perceived with regard to finances, time, and
effort (Rueda, 2011). Moreover, cost refers to the lost opportunities based upon making one
choice over another (Eccles & Wigfield, 2002). The findings from the survey suggest that
members of the senior leadership team do not view international expansion of PLTW programs
as worth the time and effort. According to the survey, 6 out 7 members of senior leadership
indicated that they did not believe expanding programs internationally was worth time and
resources. Therefore, the assumed cost value need was validated.

Figure 4. Survey Results: International Program Expansion is Worth Time and Effort

Additionally, members of senior leadership were asked to respond to the following open
ended question, “In your opinion, what are the foreseen challenges that Project Lead The Way
could face in offering programs internationally?” One respondent stated, “The commitment of
Strongly
Disagree
Disagree Agree Strongly
Agree
Members of Senior
Leadership
1 5 1 0
N=7
It is worth time and resources to expand Project Lead The Way
internationally.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 63

our current resources-both human capital and financial- to develop and implement programs with
varying educational models.” This statement further validates the assumed need that members of
the senior leadership team need to see the cost value in expanding programs internationally. The
cost to expand programs internationally can also be conceptualized in terms of the loss of time
and energy for other activities. The need is evident for leadership to view expansion as worthy of
time and effort.
Intrinsic value. The third assumed motivation need is intrinsic value. Being intrinsically
motivated enables an individual to partake in an activity due to interest (Eccles & Wigfield,
2002). It was assumed that members of the senior leadership team needed to personally find
interest and value in learning about the impact of globalization on K-12 education and in
expanding programs internationally. The survey of members of the senior leadership team
revealed mixed results. Members from the senior leadership team were asked to respond to the
following statement utilizing a Likert scale, “It is important to me to expand Project Lead The
Way programs internationally.” As Figure 5 illustrates, of the 7 respondents, all 7 either strongly
disagreed or disagreed. Thus, the assumed intrinsic motivation need was validated.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 64

Figure 5. Survey Results: Members of Senior Leadership Intrinsic Motivation to Expand
Internationally

Although these results validated the assumed need for intrinsic value, additional data
collected from the survey did not validate the assumed need. Overall, the majority of senior
leadership is interested in discussing the impact of globalization on K-12 education and the
potential expansion of PLTW. However, although members of senior leadership are interested in
discussing globalization and its implications on education along with potential international
expansion, there is a lack of motivation in taking action. Even though members of the senior
leadership team do not believe it is important to them to expand internationally, the majority of
them did reveal that they are personally interested in discussing the impact of globalization on K-
12 education. Therefore, intrinsic value is validated in part. This is because members of senior
leadership see the importance of globalization and its impact on education and international
expansion, but are not motivated to take action at this point in time. Figure 6 illustrates this.
Strongly
Disagree
Disagree Agree Strongly
Agree
Members of Senior
Leadership
1 6 0 0
N= 7
It is important to me to expand Project Lead The Way programs
internationally.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 65

Figure 6. Survey Results: Members of Senior Leadership Interested in Discussing Impact of
Globalization on K-12 Education

It is interesting to note the outlier in Figure 6. While the majority of senior leadership, 6
out of 7, indicated they are interested in discussing the impact of globalization on K-12
education, one member of senior leadership strongly disagreed.
Expectancy Value. The fourth assumed motivation need is expectancy value.
Individual’s choice, perseverance, and performance can be attributed to their beliefs about how
well the activity will be carried out and the value placed on the activity (Eccles & Wigfield,
2000). While values are most important when engaging in or starting an activity, expectancies
are most influential in persisting in that activity (Rueda, 2011). It was assumed that members of
the senior leadership team needed to have confidence in the organization’s ability to implement
international programs effectively and efficaciously. Members of the senior leadership team were
asked to respond to the following statement utilizing a Likert scale, “Project Lead The Way can
effectively implement programs internationally.” Of the senior leadership members surveyed, 6
Strongly
Disagree
Disagree Agree Strongly
Agree
Members of Senior
Leadership
1 0 4 2
N= 7
I am interested in discussing the impact of globalization on K-12
education.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 66

out of 7 either strongly disagreed or disagreed to the statement. These results revealed the low
expectancy value members of the senior leadership team place on the organization’s ability to
implement programs internationally. It was assumed that members of the senior leadership team
needed a high expectancy value in order to implement programs internationally. Given 6 out 7
members of the senior leadership team strongly disagreed or disagreed that PLTW can
effectively implement programs internationally, the assumed expectancy value need was correct
due to the low expectancy value. Therefore, the assumed expectancy value need was validated.

Figure 7. Survey Results: Effective Implementation Internationally

Group Self-Efficacy. Efficacy beliefs influence the kind of activities people choose to
get involved in (Bandura, 2001). Moreover, efficacy beliefs are conclusions on capabilities to
organize and implement the course of action required to reach selected levels of performance
(Rueda, 2011; Bandura, 1986). According to Rueda (2011) self-efficacy is of critical importance
when the task or activity becomes difficult. Thus, higher self-efficacy, which means greater
belief in competence and higher expectations for positive results, equates to greater motivation
Strongly
Disagree
Disagree Agree Strongly
Agree
Members of Senior
Leadership
2 4 1 0
N= 7
Project Lead The Way can effectively implement programs
internationally.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 67

(Rueda, 2011). Therefore, a greater level of choice, persistence, and mental effort will be
evident. It was assumed that members of the senior leadership team needed to believe in the
capabilities of the team to organize and implement PLTW programs internationally. In order to
assess the assumed motivation need of group self-efficacy, members of the senior leadership
team were asked to respond to the following statement using a Likert scale, “I am confident in
the team’s skills at Project Lead The Way to expand internationally. Of the 7 respondents, all 7
disagreed. Four out of the 7 strongly disagreed while 3 out of 7 disagreed. The results are
apparent in showing the low level of group self-efficacy. Therefore, the assumed motivation
need for group self-efficacy was validated.

Figure 8. Survey Results: Confidence in Team’s Skills to Expand Internationally

Low levels of group self-efficacy can be attributed to lack of prior knowledge and
experience (Rueda, 2011). This was supported by the response to the following open-ended
statement on the survey, “In your opinion, what are three foreseen challenges that PLTW could
face in offering programs internationally?” One member of senior leadership stated, “Leadership
Strongly
Diagree
Disagree Agree Strongly
Agree
Members of Senior
Leadership
4 3 0 0
N= 7
I am confident in the team's skills at Project Lead The Way to
implement programs internationally.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 68

has limited international experience.” This response provides further evidence to validate the
assumed motivation need for group self-efficacy.
Synthesis of Results and Findings for Motivation Needs
The purpose of assessing motivation needs was to understand senior leadership’s
motivation to expand internationally; potential persistence in international expansion along with
vigor in seeing the expansion through; and performance on delivering programs internationally
(Eccles, Wigfield, & Schiefele, 1998: Pintrich & Schnuk, 1996; Eccles & Wigfield, 2000). Value
and expectancy play pivotal roles in motivation. Value is paramount in order to engage in or start
an activity. Meanwhile, expectancy is vital in persisting in an activity (Rueda, 2011). The
assumed value needs assessed included utility value, cost value, intrinsic value, and task value.
The assumed expectancy needs included expectancy outcome and group self-efficacy.
Overall, the majority of the members of the senior leadership team surveyed, 6 out 7,
believe that PLTW can aid in building capacity in other countries. Moreover, 6 out 7 members of
senior leadership believe PLTW programs would be relevant in the international context. Even
though members of senior leadership believe programs can aid in building capacity and would be
relevant internationally, 6 out of 7 do not believe it is worth and resources to expand. Motivation
needs are apparent given members of senior leadership exhibited low group self-efficacy, low
expectancy value, and low cost value. Therefore, there were multiple motivation needs validated.
The validated motivation needs included cost value, group self-efficacy, and expectancy value.

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Results and Findings for Organization Needs
Culture, context, structure, practices, and policies delineate features of an organization
(Rueda, 2011). These features of an organization define how the setting is organized and
designed, interactions of people within the setting, along with the guidelines and norms of the
setting (Rueda, 2011). The cultural setting and cultural model with an organization encompass
elements of an institution. Organizational elements such as values, norms, practices, and policies
can influence performance goals. These elements comprise the cultural model of an organization.
Meanwhile, resources and goals are features of an organization’s cultural setting. Moreover, the
cultural setting is a more concrete version of the context of an organization (Rueda, 2011). The
cultural setting includes visible aspects of the organization. For example, the “who, what, when,
where, why and how” are a part of an organization’s cultural setting (Rueda, 2011, p. 57).
According to Clark and Estes (2008) organizational barriers or needs cause performance
gaps. Therefore, it is imperative to assess organizational needs when conducting research.
Surveys were utilized to assess organizational needs in order to determine the validity of
potential international expansion of PLTW programs. The assumed organizational needs in this
study pertained to the cultural setting and cultural model at PLTW. The following table (Table 4)
summarizes the assumed organizational needs. The table includes the identified organization
category along with the corresponding assumed need. Additionally, the table indicates whether
the assumed organizational need was validated or not validated.

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Table 4
Assumed Organization Needs Validated and Not Validated
Organization
Category
Assumed Need
Validated
Validated
in Part
Cultural
Setting -
Lack of
Resources

Stakeholders need adequate
resources to expand programs
internationally

x

Cultural
Model-
Resistance to
Change
Stakeholders need to view
international expansion in
alignment with mission of the
organization
x
Cultural
Model-
Negative Belief
Stakeholders need to believe
the organization will be
successful in expanding
programs internationally
x
Cultural
Setting –
Goals
Stakeholders need to view
offering programs
internationally in alignment
with current goals of the
organization
x

Cultural Setting
It was assumed that the organization needed sufficient competency and capacity to
expand programs internationally. Therefore, the first assumed organizational need pertained to
the cultural setting of PLTW. The assumed need was that PLTW required sufficient resources to
expand programs internationally. Resources include financial and human capital resources.
Members of senior leadership were asked three questions pertaining to the need of sufficient
resources to expand internationally.
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To assess the need for resources in order to expand internationally, members of senior
leadership were asked to respond to the following statement utilizing a Likert scale, “Project
Lead The Way has adequate resources to expand internationally.” Responses to the survey
showed that 6 out of 7 either disagreed or disagreed strongly that PLTW has adequate resources
to expand internationally. Only one member of senior leadership agreed to the statement as
shown in Figure 9. Therefore, the need for adequate resources to expand internationally was
validated.

Figure 9. Survey Results: Adequate Resources to Expand Internationally

Moreover, members of senior leadership were surveyed to assess the adequacy of current
resources. Members of senior leadership were asked to respond to the following statement using
a Likert scale, “International expansion will strain resources at Project Lead The Way.” Of the
members of senior leadership surveyed, 7 out of 7, agreed or agreed strongly that international
expansion would strain resources at PLTW. As Figure 10 shows, the majority of members of
senior leadership surveyed strongly agreed.
Strongly
Disagree
Disagree Agree Strongly
Agree
Members of Senior
Leadership
3 3 1 0
N=7
Project Lead The Way has adequate resources to expand
internationally.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 72

Figure 10. Survey Results: International Expansion Straining Resources

Additionally, members of senior leadership were asked the following open-ended
question, “In your opinion, what are three foreseen challenges that Project Lead The Way could
face in offering programs internationally?” One member of senior leadership stated that
“organizational competency in international markets, and capacity” are foreseen challenges that
PLTW could face in offering programs internationally. An additional member of senior
leadership shared a similar challenge. This member of senior leadership stated, “First and
foremost, the commitment of our current resources- both human capital and financial.”
Additional challenges that were expressed involved delivery and infrastructure challenges.
To illustrate the organizational need for resources further, members of senior leadership
were asked to respond to the following open ended question, “In your opinion, is the potential
expansion of Project Lead The Way programs internationally aligned with the mission of Project
Lead The Way? If so, in what ways? If not, why?” A member of senior leadership stated, “I do
not believe the business is equipped to take on such a move.” All of these challenges expressed
Strongly
Disagree
Disagree Agree Strongly
Agree
Members of Senior
Leadership
0 0 3 4
N=7
International expansion will strain resources.
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pertain to organizational needs concerning the organization’s cultural setting. As the survey
results show, according to members of senior leadership at PLTW, the organization not only
lacks resources to expand internationally, but offering programs internationally will strain
current resources.
It was assumed that members of senior leadership needed to view international program
expansion in alignment with the goals and mission of the organization. Therefore, this was an
additional assumed need pertaining to the cultural setting of the organization. Members of the
senior leadership team were asked to respond to the following statement using a Likert scale,
“Expanding Project Lead The Way programs internationally is aligned with the organization’s
mission.” Of the 7 who responded, 2 members of senior leadership strongly disagreed, while 1
member of senior leadership disagreed. The remaining 4 members of senior leadership agreed.
No respondents strongly agreed that international expansion is aligned with the organization’s
mission. Given nearly half did not agree with this statement, the need was validated. Moreover,
there were members of senior leadership in strong disagreement to the alignment, providing
further evidence that there is a need for goal alignment.
Cultural Model
Members of senior leadership were asked to respond to questions and statements about
the beliefs and values of the organization. This was done in effort to evaluate the cultural model
of the organization. Cultural models within an organization are conveyed through cultural
practices such as behaviors, norms, and values (Rueda, 2011). Moreover, cultural models include
resistance and negative beliefs within an organization.
Members of the senior leadership team were asked to respond to the following statement
utilizing a Likert scale, “Project Lead The Way has an organizational culture that values change
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and organizational growth.” Of the seven members of senior leadership who responded, all 7
either agreed or strongly agreed. Specifically, 4 out of 7 members of senior leadership strongly
agreed that PLTW has an organization culture that values change and growth. Figure 11
illustrates these results.

Figure 11. Survey Results: Organizational Culture That Values Change and Growth

Additionally, to assess the cultural model within PLTW, members of senior leadership
were asked to respond to the following statement utilizing a Likert scale, “Expanding Project
Lead The Way programs internationally will be accepted by members of the organization.”
Three out 7 members of senior leadership disagreed to this statement. The remaining 4 members
of senior leadership who responded agreed that international expansion would be accepted by
members of PLTW. Figure 12 shows the survey results to this statement.
Strongly
Disagree
Disagree Agree Strongly
Agree
Members of Senior
Leadership
0 0 3 4
N=7
Project Lead The Way has a culture that values change and
organizational growth.
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 75

Figure 12. Survey Results: Acceptance of International Expansion by Organization

Interestingly, as the previous graph revealed, all 7 members of senior leadership agreed
or strongly agreed that PLTW has an organizational culture that values change and growth. Yet,
3 out of 7 members of senior leadership who responded stated that expanding PLTW programs
internationally, an opportunity for change and growth, will not be accepted by members of the
organization.
Elements of the cultural model within PLTW, such as unstated philosophies and beliefs,
may be attributing to these findings. For example, when members of senior leadership were
asked to respond to an open-ended question asking about the alignment of international
expansion with the organization’s mission, the following statement was made, “”PLTW’s stated
mission, vision and goals do not preclude international expansion. It is the unstated philosophical
beliefs, and unmet need in the U.S. that influence the decision.” The less visible aspects of an
organization’s culture can have incredible impact on performance or pursuit of goals, as
illustrated by this statement.
Strongly
Disagree
Disagree Agree Strongly
Agree
Members of Senior
Leadership
0 3 4 0
N=7
Expanding Project Lead The Way programs internationally will be
accepted by the majority of the organization.
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Overall, the need for the organization to be open to change was validated in part. The
acceptance of international expansion by members of the organization contradicted the findings
that PLTW is an organization that values change. Moreover, it was articulated multiple times that
the ambiguity of the mission does not hinder the organization from expanding internationally, yet
does not necessitate expansion. Multiple aspects of the cultural model of PLTW that were
examined. The data revealed mixed results with respect to behaviors, norms, values and beliefs
within PLTW. Therefore, assumed organizational needs associated with the organization’s
cultural model were validated in part.
Synthesis of Results and Findings for Organization Needs
An organization’s culture impacts performance. An organization’s culture can promote or
impede progress towards goals (Rueda, 2011). Elements of an organization’s culture include
both the cultural setting and cultural model. The purpose of assessing the organizational needs
was to understand what was promoting or impeding the progression towards offering PLTW
programs internationally. The assumed organizational needs pertained to the cultural setting and
cultural model within PLTW. Specifically, the need for resources, goal alignment, values and
beliefs were assessed.
As the findings revealed, although the resistance to change, an aspect of an organization’s
cultural model, was not validated, there was evidence to support the contrary. All members of
senior leadership stated the organization is one that values change yet some members of senior
leadership do not believe the expansion of programs internationally would be accepted by the
organization.
An additional need within the category of the organization’s cultural model, beliefs, was
validated. The need for members of senior leadership to believe the organization will be
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successful in expanding programs internationally was validated. Moreover, the data also revealed
further implications that the organization’s beliefs are having on growth outside of the United
States. According to a member of senior leadership, it is the “unstated philosophy and beliefs”
that do not allow international expansion.
The assumed needs associated with PLTW’s cultural setting were validated. They
included the need for resources. Additionally, the cultural stetting includes goal alignment in
order to expand programs internationally.
Overall, multiple organizational needs were validated. These needs included those which
are more visible elements of the cultural setting. The validated needs also included elements of
the cultural model, which are typically less visible. Features of an organization’s culture are not
always transparent. Therefore, addressing cultural needs with an organization can be challenging
to operationalize (Rueda, 2011). The aspects of cultural model and cultural setting including
resources, norms, values, beliefs, and behaviors were validated. These needs should be addressed
in order to make progress towards the goal of expanding programs internationally.
Summary of Knowledge, Motivation, and Organizational Needs
The research verified knowledge, motivation, and organizational needs that were
identified in order for PLTW to expand programs internationally. The survey results and
document analysis conducted with members of the senior leadership team at PLTW validated
multiple assumed knowledge, motivation, and organizational needs.
The findings from the data collected revealed mixed results with regard to knowledge
needs for members of the senior leadership team. Factual needs were not validated given
members of senior leadership possess factual knowledge of the current strategic plan for the
organization. Conceptual and procedural needs were validated. Specifically, knowledge of other
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countries’ infrastructure, educational systems, culture along with laws and regulations were
identified as knowledge needs. Moreover, metacognitive knowledge needs were validated.
The data collected revealed multiple motivation needs. According to the data, members
of senior leadership exhibited low group efficacy, low expectancy value, and low cost value.
Therefore, motivation needs were validated, including expectancy and value needs.
The assumed organizational needs identified pertained to the cultural setting and cultural
model within PLTW. Specifically, the need for resources, goal alignment, values and beliefs
were assessed. The data validated organizational needs including goal alignment, resources,
norms, beliefs, behaviors, and values.
The following chapter will provide solutions, based on data and literature, for addressing
the needs and closing the performance gap, as well as recommendations for an implementation
and evaluation plan for the solutions.

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CHAPTER FIVE: SOLUTIONS, IMPLEMENTATION AND EVALUATION
The purpose of this chapter is to present evidence-based recommendations for addressing
the validated knowledge, motivation, and organizational needs stated in Chapter 4. Specifically,
Chapter 5 addresses the second research question, “What are the recommended knowledge,
motivation, and organizational solutions to expand Project Lead The Way programs
internationally?”
This chapter has been divided into four sections. The first section presents the validated
needs. Additionally, the first section presents the justification for selecting the key validated
needs. The second section provides solutions supported by empirical evidence. The third section
outlines an implementation plan for the recommended solution to address the key validated
knowledge, motivation, and organizational needs. The fourth section presents an implementation
plan along with an evaluation plan for the recommended solution. This particular section
provides direction for implementing the proposed solution along with assessing progress towards
achieving the proposed solution.
Validated Needs
A total of eleven assumed knowledge, motivation, and organizational needs were
validated as a result of data collection. These results were shared in Chapter 4. Table 5 presents a
summary of the validated needs. Additionally, the table indicates the type of validated need
along with its appropriate category.

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Table 5
Summary of Validated Needs for Knowledge, Motivation, and Organization
Validated Need Type of Validated Need Category
Stakeholders need to know
how to effectively implement
and monitor international
program implementation
Knowledge Procedural
Stakeholders need to know
characteristics of foreign
markets including countries’
infrastructure, educational
systems, culture, laws and
regulations, along with
political context
Knowledge Conceptual
Stakeholders need to properly
reflect upon the effect of
globalization on the mission
and work of Project Lead The
Way
Knowledge Metacognitive
Stakeholders need to view
international expansion in
alignment with the mission of
the organization
Motivation Utility Value
Stakeholders need to view
international expansion as
worthy of time and resources
needed to expand
Motivation Cost Value
Stakeholders need to have
confidence in the
organization’s ability to
expand internationally
Motivation Group Self-Efficacy
Stakeholders need to realize
the organization will
implement programs
internationally efficaciously
and effectively
Motivation Expectancy Outcome
Stakeholders need to
personally value international
expansion, finding it important
and of interest
Motivation Intrinsic Motivation

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Table 5, continued
Validated Need Type of Validated Need Category
Stakeholders need adequate
resources to expand programs
internationally
Organization Cultural Setting

Stakeholders need to view
international expansion in
alignment with the mission of
the organization
Organization Cultural Model
Stakeholders need to believe
the organization will be
successful in expanding
programs internationally
Organization Cultural Model

Table 5 illustrates the validated knowledge, motivation, and organizational needs. As the
table exhibits, each category has multiple validated needs. In total, there are 3 validated
knowledge needs, 5 validated motivation needs, and 3 validated organization needs. In order to
make recommendations and develop proposed solutions, key validated needs were chosen. These
key validated needs represent significant issues and needs that might inhibit PLTW from
expanding programs internationally.
Five key validated needs were chosen in order to make appropriate recommendations and
develop proposed solutions (Table 6). The majority of the validated needs fell into the category
of motivation. Three out of the 5 key validated needs are motivation needs. Of the remaining key
validated needs, one is a validated knowledge need and one is a key validated organizational
need. These 5 validated needs were chosen because of their significance. Specifically, the key
validated needs chosen address knowledge, value, alignment, and expectancy. It is imperative to
address the perceived value, the worthiness and importance, of the goal. Additionally, it is of
great importance to address needs similar to value, including alignment and expectancy.
Moreover, these key validated needs were chosen as they are interrelated and in totality would
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have significant influence on success. Therefore, the 5 key validated needs were chosen as they
would have the greatest impact on addressing the knowledge, motivation, and organizational
needs.
Table 6
Key Validated Needs
Validated Need Type of Validated Need Category
Stakeholders need to know
characteristics of foreign
markets including countries’
infrastructure, educational
systems, culture, laws and
regulations, along with
political context
Knowledge Conceptual
Stakeholders need to view
international expansion as
worthy of time and resources
needed to expand
Motivation Cost Value
Stakeholders need to realize
the organization will
implement programs
internationally efficaciously
and effectively
Motivation Expectancy Outcome
Stakeholders need to
personally value international
expansion, finding it
important and of interest
Motivation Intrinsic Motivation

Stakeholders need to view
international expansion in
alignment with the mission of
the organization
Organization Cultural Model

Solutions
Based on the validated knowledge, motivation, and organizational needs, there are three
solutions for PLTW. The first solution is to do nothing. Additional solutions require
organizational change and innovation. The second solution is to shift the organizational culture
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within PLTW through an organizational development plan. The third solution is to create a
subsidiary of PLTW to pilot the implementation of programs internationally.
Current State
The first solution is to simply do nothing. When considering solutions to the identified
needs of an organization, doing nothing is a possible alternative. This means the business will
continue with the work as is. By doing nothing, no changes will be made within the organization.
For PLTW, this means focusing on the current strategies set forth by the senior leadership team.
There are immediate benefits to not making any changes, or doing nothing. The main benefit is
financial. By doing nothing, an organization saves immediate capital. Conversely, there are
disadvantages for an organization if they choose to do nothing. First, an organization risks
becoming stagnant by doing nothing. Continuous improvement and innovation would not be
evident within an organization if they chose to do nothing. Moreover, by doing nothing, an
organization risks not building capacity or increasing potential, both human and fiscal. Although
an organization saves presently on capital by doing nothing, there are future costs to inaction.
Change and Innovation
Change for a nonprofit is vital to success as they are often confronted with new ways to
achieve their mission (Tschirhart & Bielefeld, 2012). Change can come in many forms for an
organization. There are a myriad of causes for a nonprofit to want to or need to change
(Tschirhart & Bielefeld, 2012). According to research on strategic organizational change, there
are four types of change connected to foremost components of an organization. They include:
change in people and culture, change in products and services, change in technology, change in
strategy and structures (Yukl, 1989; Tschirhart & Bielefeld, 2012). Additional proposed
solutions for PLTW involve organizational change and innovation. The second proposed solution
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focuses on a change in people or culture. Specifically, this solution focuses on shifting the
culture within PLTW. This will be accomplished through an organizational development plan.
The third proposed solution focuses on strategy and structure. Specifically, it concentrates on the
creation of a subsidiary for piloting PLTW programs internationally.
Organizational Development
The second proposed solution is to shift the organizational culture. People and culture
change within an organization includes change connected to values, attitudes, or beliefs of
employees (Tschirhart & Bielefeld, 2012). Attempting to shift the culture within an organization
is generally the most difficult change to make in comparison to other aspects of an organization.
There are several contributing factors to the complexity and challenges to changing culture in an
organization. Specifically, values and norms entrenched in an organization and its practices make
changing culture challenging (Tschirhart & Bielefeld, 2012). Internal factors affecting
organizational culture include values and leadership (Tschirhart & Bielefeld, 2012). The data
revealed differences in values amongst senior leadership at Project Lead The Way. In the
nonprofit sector, value drives the mission and strategy of the organization (Tschirhart &
Bielefeld, 2012). Therefore, the differences in value revealed in the data collection along with
the research highlight the effect people and culture can have on the mission and strategy of
PLTW.
One approach utilized to create change in the culture of an organization, including human
and social aspects, is organizational development (Tschirhart & Bielefeld, 2012). A cultural shift
can be accomplished through an organizational development plan. Specifically, PLTW can focus
on building adaptive capacity as part of the organizational development plan. Adaptive capacity,
as defined by Tschirhart & Bielefeld (2012) is “the ability of a nonprofit to take the initiative in
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making adjustments that will result in improved performance, relevance, and impact” (p. 403).
Moreover, adaptive capacity is the organization’s ability to assess change, respond to change,
and initiate or stimulate change (Tschirhart & Bielefeld, 2012; Letts, Ryan, & Grossman, 1999).
In order to develop adaptive capacity, PLTW needs a dynamic environment in which
everyone is connected. Moreover, this environment must be innovate and inquisitive (Tschirhart
& Bielefeld, 2012). As an inquisitive nonprofit, PLTW must seek out knowledge, data and
information. Members of PLTW then must use the knowledge, data and information to learn,
apply what they learned, and share what they have learned. PLTW can achieve and maintain this
through the management of knowledge and organizational learning (Tschirhart & Bielefeld,
2012).
An organizational development plan directly addresses the validated key knowledge,
motivation, and organizational needs. Specifically, it addresses the key needs pertaining to
knowledge, value, beliefs, and the cultural model of PLTW. Creating an organizational
development plan will aid in developing knowledge, enhancing motivation, creating value, and
broadening the perspective of both individuals within the organization and the organization as a
whole. Moreover, an organizational development plan would enable the culture of PLTW to
become more adaptive, inquisitive, innovative, and global minded.

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Subsidiary
The third solution requires PLTW to be innovative. Given the literature on the pivotal
role STEM education plays in economic and social progress around the world, along with the
data collected from the senior leadership team at PLTW, there is opportunity to be innovative.
Specifically, there is opportunity to be innovative through diversifying the organization and the
implementation of programs internationally. The recommended solution is the creation of
subsidiary of PLTW to implement programs internationally. Out of the three solutions presented,
due to the literature, research, and data collection, creating a subsidiary to pilot programs
internationally is the most viable and highly suggested solution.
Out of necessity to survive the changing markets and meet societal needs, nonprofits
must be innovative (Tschirhart & Bielefeld, 2012). Innovation in the nonprofit sector includes
creation of new programs or services. Focusing on innovation allows an organization to initiate
change as opposed to simply reacting to it (Tschirhart & Bielefeld, 2012). Creating a subsidiary
of PLTW would be means of innovation for PLTW. Moreover, a subsidiary would be the result
of adaptive capacity. Therefore, the creation of subsidiary incorporates elements of the proposed
solution of creating an organizational development plan.
Creating a subsidiary of PLTW to implement programs internationally would allow the
organization to work internationally without diverting substantial resources from the parent
company. Additionally, the subsidiary can implement programs internationally without
substantial liability for the parent organization, PLTW. A subsidiary focused on implementing
programs internationally has the ability to attract financial contributions that the parent company
cannot. Moreover, the subsidiary would allow for innovation at PLTW. Furthermore, a
subsidiary would enable diversification of PLTW. Specifically, it would allow programs to be
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expanded and offered internationally without veering from those the organization currently
serves. This includes schools, teachers, and students in the United States.
Subsidiaries are strategy driven. Both internal and external drivers have implications on
an organization’s strategy. External drivers such as the globalization of markets present new
opportunities for organizations. External factors such as the need for complex knowledge and
advanced cognitive skills in the global economy affect PLTW (OECD, 2006). Moreover, the
increase in student enrollment in STEM education, along with the necessity to improve
achievement in science and mathematics at various levels of education systems around the world,
present opportunities for PLTW. Additionally, STEM fields play a pivotal role in economic and
social progress around the world.
Globalization has been a focus for businesses in recent years. Due to globalization,
internationalization of business activities is important to consider for the success of the
organization (Tsai, Yu, & Lee, 2006). Nonprofit organizations are not exempt from the impact of
globalization. Globalization and the augmented role of knowledge in society present substantial
opportunities for social and economic development (Chen & Dahlman, 2005). The globalization
of education, mobilization of people and ideas, along with access to emerging technologies
forced countries to prioritize a skilled STEM workforce. PLTW can aid in development by
creating a subsidiary focused on implementing programs internationally. As the data indicated,
members of senior leadership believe PLTW programs can aid in building capacity.
The subsidiary of PLTW would pilot expanding programs internationally. Moreover, the
subsidiary would aid countries outside of the United States with their STEM education planning,
curriculum development, and teacher training. The rationale for the development of the
subsidiary is due to research, related literature, along with data collected from key stakeholders
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on the senior leadership team at PLTW. The findings from the data collected revealed mixed
results. The members of the senior leadership team are divided on the legitimacy and necessity to
expand and offer PLTW programs internationally. While some see it as aligned with the mission
and vision of the organization, others do not see it as a priority. Moreover, some members of the
senior leadership team see potential expansion as a strain on resources. While some members of
the senior leadership team saw it as a potential strain of resources, other members of senior
leadership viewed potential expansion as a great opportunity to build capacity in other countries.
Specifically, the majority of the members of the senior leadership team surveyed, 6 out 7, believe
PLTW can aid in building capacity in other countries. Moreover, 6 out 7 members of senior
leadership believe PLTW programs would be relevant in the international context.
By creating a subsidiary of PLTW, with its own operating budget, there would not be a
severe conflict of resource allocation. Additionally, creating a subsidiary of the organization does
not veer from the mission and vision of the organization. A subsidiary to pilot programs
internationally is a solid compromise amongst the divided senior leadership team.
Summary of Solutions
Solutions for the validated knowledge, motivation, and organizational needs were
identified through the application of Clark and Estes (2008) gap analysis. Findings revealed in
Chapter 4 identified eleven validated needs. Of those eleven validated needs, 5 key validated
needs were chosen to develop proposed solutions for PLTW. Key validated needs included
conceptual knowledge, value, beliefs, and expectancy.
Three solutions were proposed to address the validated knowledge, motivation, and
organizational needs. The most viable solution to implement, the development of a subsidiary to
expand PLTW programs internationally, is a result of data collected through a survey of
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members of the senior leadership team at PLTW. Moreover, the review of the literature indicated
the need for countries around the world to prioritize and develop a STEM workforce. Creating a
subsidiary, as an independent operating entity of PLTW, will address the mixed results amongst
senior leadership on the validity of expanding programs internationally. Given it is a self-
operating team, under the supervision of the chief executive officer of PLTW, it will not present
a conflict of resources. Moreover, the subsidiary does not veer from the mission of the
organization of equipping students with the knowledge and skills necessary to thrive in the
evolving world.
The following section presents an implementation plan for the recommended solution, the
development of a subsidiary to pilot PLTW programs internationally. The proposed
implementation plan will aid in the successful creation and development of the subsidiary.
Moreover, it will contribute to achieving success in implementing PLTW programs
internationally.
Implementation Plan
Prior to considering moving forward with the creation of a subsidiary, it is important to
note pertinent aspects of the organization that could have implications on the development and
design of a subsidiary along with its implementation. First, it is important to realize that PLTW is
an organization that makes decisions from the top-down. Currently, the chief executive officer of
PLTW is open to discussing the potential to pilot programs internationally. Given this, there is
potential support for the development of a subsidiary in order to pilot programs internationally.
Although there is some support, there is not a designated or clear leader for this team. There are
constraints or potential barriers to the development of a subsidiary. One of the biggest barriers
worth considering is the lack of value placed on international expansion by some members of the
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 90

senior leadership team. Moreover, certain members of the team, according to the data collected,
lack group self-efficacy. Therefore, a lack of buy-in by 100% of the key stakeholder’s exists. It is
also important to note that the majority the leadership team lacks significant international
experience. Due to their inexperience, they may view international expansions as a greater
challenge. Additionally, as trivial as it may seem, the majority of the leadership team has not
spent ample time outside of the United States. Therefore, due to the lack of experience outside of
the United States, they may lack a global perspective.
Creating a subsidiary would allow members of the organization an opportunity to create
value in international expansion. This team could conduct research and provide market studies to
justify the value in expanding internationally. This team could also pursue funding and grant
development for the purpose of expanding internationally. Specifically, this team could work
with multi-national organizations based in the United States to enter viable educational markets
in countries, particularly developing countries, in which they are located.
Implementation Action Steps
In order to operationalize the proposed solution, the development of subsidiary, specific
actions must take place. These actions include garnering leadership support, working to shift the
organizational culture, identifying organizational, human and fiscal capacity, recognizing key
stakeholders both internally and externally, and examining the political, social and economic
contexts of target markets. These actions are necessary for the development of the subsidiary and
the implementation of pilot programs. Moreover, the outlined actions are essential to the success
of not just the subsidiary, but to the success of international expansion of PLTW.
First, PLTW must identify team members for the subsidiary. It is recommended that the
organization conduct an internal talent scan in attempt to find qualified candidates. Additionally,
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 91

PLTW should consider hiring from outside the organization. Creating a subsidiary from diverse
backgrounds and experiences allows for a unique and more global perspective. Specifically, a
leader for the subsidiary should be identified along with project managers.
The next action step, in order to operationalize the proposed solution, involves financial
investment. Initial seed money in order to build the pilot team will be necessary. Additionally,
research and planning must be conducted along with the identification of external partners and
external funding. The subsidiary team should determine available external funding. The
subsidiary team should research and identify sources of funding. Given this team is
recommended to have its own operating budget, identifying and securing funding is critical.
The next action step outlined focuses on research. The subsidiary, in order to
operationalize the solution, should conduct market research. The goals of the market research
include identifying target countries, understanding the culture and educational systems in target
countries, along with examining laws and regulations in target countries. By conducting market
research, the subsidiary team can determine the feasibility of offering PLTW programs
internationally.
In order to move towards pilot of PLTW programs internationally, an additional action
step is to determine scale of the pilot and identify initial target markets and partners. In
partnership with the chief executive officer of PLTW, the subsidiary team should determine
initial scale for the purpose of the pilot. Example organizations and partners could include
organizations such as the America Schools, Department of Defense schools, along with multi-
national organizations working in both developed and developing countries. Specifically, an
American company who is currently conducting business in one of the target countries could be
ideal to partner with. By partnering with a multi-national organization, uncertainty and risk are
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 92

mitigated. Moreover, partnering with a multi-national organization who has established ties in a
target country aids in building capacity, navigating the complexities of the country, and
establishing legitimacy.
Additionally, a key action step is periodic check-ins with the chief executive officer of
PLTW. These check-ins will serve as an opportunity to develop targets for the pilot team
alongside members of the senior leadership team. These meetings will also serve as benchmarks
to update on the progress of the pilot. Table 7 illustrates the proposed solution along with the
necessary action steps.

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Table 7
Proposed Solution and Action Steps
Proposed Solution(s) Action Steps
Develop subsidiary to explore and pilot PLTW
internationally
Identify team members for subsidiary
Fill all positions for subsidiary including
external hires
Determine available funding and sources
of funding
Check-in with CEO of PLTW
Conduct market research
Identify target markets
Identify multi-national organizations as
potential partners
Vet current internal systems (purchasing,
IT, supply chain, data) for use in
international implementation
Check-in with CEO of PLTW
Explore types of programs best suited for
identified target country/countries
Share findings with Senior Leadership
Pilot programs in identified target markets

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The preceding action steps operationalize the recommended solution. By taking the
preceding recommended action steps for the recommended solution, developing a subsidiary for
the purpose of piloting PLTW programs internationally, the knowledge, motivation, and
organizational needs of PLTW were addressed.
New Organizational Structure
The chief executive officer of PLTW must develop job descriptions for the pilot team.
Example roles could include: Director of International Development, Director of International
Policy, Advocacy and Research, and Project Managers. Additionally, the chief executive officer
must designate a team member to oversee this subsidiary team.
The implementation of this strategy will require tools in order to move forward. One
important tool will be capacity building. The subsidiary will consist of internal team member
hires and external hires. Therefore, it is important to build capacity to pilot programs
internationally.
Figure 13 illustrates the current organizational structure. All of the current teams are in
blue. The proposed subsidiary is in yellow. This team will be an independent operating entity
during the pilot with direction and oversight from the chief executive officer of PLTW. The chief
executive officer will decide initial funding, hiring, and direction of the subsidiary. By operating
as an independent team, the subsidiary does strain resources from current teams at PLTW.
Therefore, the organization can maintain its commitment to the mission of the institution.

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 95

Figure 13. Organizational Structure

Timeline
The following table (Table 8) illustrates the proposed timeline for the recommended
policy solution, creating a subsidiary to pilot PLTW programs internationally.

Senior Leadership
Team
Finance Development Communications Engagement Programs Strategy
Policy, Advocacy
& Research
Subsidiary
Board of
Directors
Chief
Executive
Officer
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Table 8
Proposed Solution Timeline
Proposed Solution(s) Action Steps Timeframe
Develop subsidiary to pilot
PLTW internationally
Identify team members
for subsidiary
9/16-12/16 (4 months)
Fill all positions for
subsidiary including
outside hires
9/16-12/16 (4 months)
Determine available
funding and sources of
funding
12/16- 5/17 (6 months)
Check-in with CEO of
PLTW

Conduct market research 2/17-7/17 (6 months)
Identify target countries
for pilot
2/17-7/17 (6 months)
Identify multi-national
organizations as potential
partners
2/17 – 7/17 (6 months)
Present findings to senior
leadership team at PLTW
7/17
Vet current internal
systems (purchasing, IT,
supply chain, data) for
use in international
implementation
4/17-7/17 (3 months)
Check-in with CEO of
PLTW

Explore types of
programs best suited for
identified target
country/countries
6/17 – 8/17 (3 months)
Share findings with
Senior Leadership Team

Pilot programs in
identified target markets
9/17 – 6/18 (One academic
year in target market(s), 10
months)

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The initial steps in piloting PLTW programs internationally involve developing the team
to carry out the policy recommendation. The team will be comprised of both internal employees
and external hires. The timeframe for this process, identifying team members and hiring
externally to fill the positions, will take approximately 4 months. The process will begin in late
September of 2016 and will take until approximately December 2016. The four- month
timeframe is based on previous experience in hiring for specific roles. Moreover, allowing ample
time will ensure the right candidates are identified and vetted for each position. Once the team
has been created and all positions have been filled, the team will then determine available
funding and sources of funding for the pilot of PLTW programs internationally. The initial
determination will take approximately 6 months. The identification of funds will be an ongoing
process.
As the table illustrates, there will be periodic formal check-ins with the chief executive
officer at PLTW. Although there will be constant communication between the subsidiary team
and the chief executive officer of PLTW, formal check-ins to discuss progress will allow for in
depth discussion about progress and the plan for the pilot. After the initial formal check-in with
the chief executive officer of PLTW, the next step in the timeline of the subsidiary development
and pilot implementation is to conduct market research. This research will enable the subsidiary
team to identify target countries for the pilot of programs internationally. Moreover, the research
would examine the political, social, and economic contexts of target markets. This will take
approximately 6 months. While conducting this research, the team will simultaneously identify
multi-national organizations as potential partners. This research will be conducted
simultaneously. It will fit in the time frame of approximately 6 months. Additionally, the team
will be vetting internal systems including but not limited to supply chain, IT, data, and
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 98

purchasing. The purpose of this step in the action plan is to ensure the capabilities of current
internal systems. It is imperative the systems can handle international implementation of
programs. Following these important milestones, an additional formal check-in with the chief
executive officer of PLTW will occur.
The next critical step in the proposed timeline is the exploration of PLTW programs that
might be best suited for the target markets (country/countries) that have been identified. During
this step, current PLTW programs will be examined for suitability for international expansion.
Recommendations will be made based upon research. This step will take approximately 3
months. This will serve as the culminating step in the timeline prior to the actual pilot. Following
this step, the team will share findings with the senior leadership team at PLTW.
The final step in the proposed timeline is to pilot PLTW programs in the identified target
countries. This step will begin in September of 2017 and culminate around June of 2018. The
pilot will last one academic year in the respective target countries.
By taking the recommended action steps and remaining cognizant of the proposed
timeline, the subsidiary will address the validated knowledge, motivation and organizational
needs that the data revealed. The next section presents the evaluation plan for the recommended
solution, creating a subsidiary of PLTW.
Evaluation Plan
Kirkpatrick and Kirkpatrick (2006) contend that there are four levels to evaluate
effectiveness. They include: reaction, learning, behavior, and results. Each level contains
valuable information pertaining to the program it is evaluating (Kirkpatrick & Kirkpatrick,
2006). Thus, achieving the organization’s goals is dependent upon evaluating results and turning
learning into behavior.
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The evaluation plan for the proposed solution, creating a subsidiary to pilot
implementation of PLTW programs internationally, will be multi-faceted. Although the
subsidiary will be overseen by the chief executive officer of PLTW, outside the jurisdiction of
other members of senior leadership, it is important to present the value of piloting programs
internationally. The value will be presented by the subsidiary team. The team will share
knowledge, evidence, and data. Therefore, the evaluation plan will focus on the work of the
subsidiary, from its inception to the next stage of research, how well it is functioning, and
success in meeting pilot implementation goals. The first stage of the evaluation plan will
primarily focus on inception and research. Moreover, the first stage of the evaluation plan will
address how the subsidiary is informing leadership of the parent organization. The final stages of
the evaluation plan will focus on the performance of the subsidiary. Specifically, it will focus on
how well the subsidiary is meeting its goals, including the evaluation of the pilot implementation
and its impact. Table 9 articulates the needs to be addressed, the proposed actions, and the
evaluation plan.

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Table 9
Validated Knowledge, Motivation, Organizational Needs, Proposed Actions, and Evaluation
Plan
Need to be
Addressed
Proposed Action Evaluation Plan
Stakeholders need
to understand
culture, laws,
regulations, and
infrastructure of
foreign
educational
markets

Subsidiary team will
conduct market
analysis – assigned
markets would be
analyzed: educational
landscape, data on
jobs, environmental
analysis, industry
analysis, and
competitor analysis

Assessment during senior leadership meeting of
value of market analysis (Level 1)

Evidence in data/reports of progress towards
goals (Level 4)

Stakeholders need
to understand and
be able to reflect
upon the impact
of globalization
on the mission
and work of
Project Lead The
Way

Subsidiary team will
inventory and present
to members of senior
leadership evidence
and data

Assessment (questions) during senior leadership
meeting of inventory of existing perceptions and
understanding of markets and impacts of
globalization on mission and work (Level 1)

Pre-post awareness of impact of globalization on
mission and work of the organization (Level 2)

Informally check with members of senior
leadership about reflections upon impact of
mission and organization (Level 3)

Checklist to evaluate stakeholders understanding
of impact of globalization on mission and work
of the organization (Level 2)

Observation of senior leadership team to identify
products and collaboration reflecting transfer of
knowledge and skills (Level 3)

Evidence of broader perspective and
understanding of the impact of globalization on
the organization and various markets (survey)
(Level 4)

Reaction sheet distributed to senior leadership to
measure effectiveness of data (Level 1)
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 101

Table 9, continued
Need to be
Addressed
Proposed Action Evaluation Plan
Stakeholders need
to view
international
expansion in
alignment with
the mission and
vision of the
organization

Subsidiary team will
present evidence on
how international
expansion aids in
meeting mission

Review sessions to gauge extent in which
members of senior leadership have changed
behaviors (Level 3)

Evidence of acceptance of international
expansion (Observations, informal interviews,
collaboration, strategy development for
international implementation) (Level 4)

Stakeholders need
to see value in
expanding
programs
internationally

Subsidiary team will
present evidence and
data highlighting
impact and benefits of
expansion

Cost-benefit analysis (Level 4)

Stakeholders need
to view
international
expansion as
worthy of time
and resources
needed to expand

Subsidiary team will
present evidence and
data highlighting
impact and benefits of
expansion and impact

Reaction sheet distributed to senior leadership to
measure effectiveness of data (Level 1)

Evidence of acceptance of international
expansion (Observations, informal interviews,
collaboration, strategy development for
international implementation) (Level 4)

Stakeholders need
to have
confidence in the
organization’s
ability to expand
internationally

Increase individual
and team confidence
and interpersonal and
organizational trust
through creation of
subsidiary and
implementation of
pilot

Self-report of changes of attitudes and behaviors
(Level 1)

Evidence of acceptance of international
expansion (Observations, informal interviews,
collaboration, strategy development for
international implementation) (Level 4)

Stakeholders need
to realize the
organization will
implement an
international
program
efficaciously and
effectively
Foster culture of
positive beliefs and
expectations

CEO reiterate
organization’s vision
and mission

Self-report of changes of attitudes and behaviors
(Level 1)

Evidence of acceptance of international
expansion (Observations, informal interviews,
collaboration, strategy development for
international implementation) (Level 4)

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Table 9, continued
Need to be
Addressed
Proposed Action Evaluation Plan
Stakeholders need
to personally value
international
expansion, finding
it important and of
interest

Foster a culture of
interest and reflection
through the use of data
and evidence

Evidence in data/reports of progress towards goals
(Level 4)

Self-report of changes of attitudes and behaviors
(Level 1)

Evidence of acceptance of international expansion
(Observations, informal interviews, collaboration,
strategy development for international
implementation) (Level 4)

Stakeholders need
adequate resources
to expand
internationally

CEO to announce pilot
of international
expansion through the
creation of subsidiary
along with declaring
support for broader
implementation

Evidence of acceptance of international expansion
(Observations, informal interviews, collaboration,
strategy development for international
implementation) (Level 4)

Stakeholders need
to believe the
organization will be
successful in
expanding
programs
internationally

Subsidiary pilot in an
identified market(s) to
illustrate capabilities of
expanding
internationally

Assessment of subsidiary team prior to pilot
measuring validity of identified target market(s)
(Level 1)

Cost-benefit analysis conducted by subsidiary team
of target market(s) (Level 4)

Checklist to evaluate progress toward
implementation of pilot by subsidiary team (Level 2)

Checklist to evaluate implementation of pilot in
identified target market(s) (Level 2)

Evidence in data/reports of progress toward pilot
goals and impact (Level 4)

Stakeholders need
to view offering
programs
internationally in
alignment with
current goals of the
organization

Evidence of acceptance of international expansion
(Observations, informal interviews, collaboration,
strategy development for international
implementation) (Level 4)

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Level One: Reaction
The first level of evaluation in the performance evaluation system created by Kirkpatrick
is reaction. Reaction evaluation measures satisfaction, motivation, and value (Clark & Estes,
2008; Kirkpatrick & Kirkpatrick, 2006). Satisfaction, motivation, and commitment are directly
connected to attitude, confidence, and commitment of each stakeholder. The reaction level will
be measured utilizing surveys and reaction sheets to assess satisfaction, motivation, and value.
Members of senior leadership will be asked to respond to statements similar to the following
utilizing a Likert scale (Kirkpatrick & Kirkpatrick, 2006):
 The data and evidence presented was pertinent to my needs and interests.
 I feel like the data and evidence will help the organization in meeting its mission.
 I believe international expansion is important.
 I feel the organization is ready to consider international expansion.
 The organization has clear goals that align with international expansion.
 I plan to continue to research, discuss, and learn about the impact of globalization on
education and the mission of PLTW.
Furthermore, members of senior leadership will also be asked to provide additional
comments and suggestions. Moreover, members of senior leadership will self-report things such
as changes in attitudes and behaviors from the inception of the subsidiary to the pilot of PLTW
programs internationally.
Level Two: Learning
Learning, as defined by Kirkpatrick & Kirkpatrick (2006), is the degree in which
changes, improvements, and increases are made. Specifically, learning is the degree in which
participants have changes in attitude, improvements in knowledge, and/or an increase in skill.
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The assessment of learning at PLTW will be multidimensional. The assessment of
learning will measure multiple benchmarks. It will focus on the changes in attitudes regarding
globalization and the impact it has on the mission and objectives of the organization. Moreover,
changes in attitudes towards international expansion will be assessed. Part of the assessment will
focus on changes in attitude along with improvement in knowledge. Additionally, members of
the subsidiary team will assess learning throughout the research stage and implementation
process.
Attitudes towards the concept of globalization and its impact on the mission and vision of
PLTW are imperative to measure. Given this performance improvement requires motivational
and organizational change, learning measures the progress of changes that have taken place
(Clark & Estes, 2008). Specifically, these include changes in attitudes, confidence, and
commitment of members of senior leadership at PLTW.
Surveys will be utilized to assess the attitudes, confidence, and commitment of members
of senior leadership in expanding programs internationally at PLTW. Moreover, surveys of
learning can be utilized as an organizational audit of behaviors to assess motivational and
organizational change (Clark & Estes, 2008).
The leader of the subsidiary will measure learning amongst the subsidiary team.
Instruments, such as checklists and self-reports, will be utilized to measure learning throughout
the research and implementation stages of the subsidiary.

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Level Three: Transfer
Level three of the evaluation plan, according to Kirkpatrick and Kirkpatrick (2006),
measures the degree of change in behavior. The extent to which knowledge, skills, and attitudes
transfer to the job is critical to level three of the evaluation plan (Kirkpatrick & Kirkpatrick,
2006). Having the opportunity to apply the newly acquired knowledge, skills and/or attitudes is
imperative at this point in the evaluation plan.
When evaluating change in behavior, or transfer, important considerations must be made.
Considerations such as when to evaluate, along with how to evaluate are important (Kirkpatrick
& Kirkpatrick, 2006). According to Clark & Estes (2008) the most valuable transfer evaluations
are done so by those who observe or collaborate with those who have been trained or are part of
the action plan. Those who observe the daily work are able to identify how often and hiw
effectively new knowledge and skills are transferred and utilized (Clark & Estes, 2008).
Therefore, observations will be the primary means of evaluation of the transfer of knowledge,
skills, and/or attitudes of the senior leadership team. During the observations, products reflecting
the use of the newly acquired knowledge and skills will be sought out.
Additionally, informal interviews and review sessions will be utilized to evaluate
transfer. Informal interviews with members of the senior leadership team at PLTW along with
team members of the subsidiary will be conducted. Members of senior leadership at PLTW along
with subsidiary team members will be asked to share their success stories. These stories are on-
the-job examples of how the newly acquired knowledge and skills aided in solving a problem or
completing a task (Clark & Estes, 2008). Moreover, members of senior leadership will be asked
a question such as, “How are you approaching your job differently due to the exercises and/or
trainings?” Additionally, members of senior leadership will be asked to describe a time when
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they applied information from the exercises to their job. By conducting informal interviews,
impact and transfer can be measured.
Review sessions would also serve as a means of assessment. Review sessions would
gauge the extent to which members of senior leadership have changed their behaviors. Review
sessions provide additional opportunity for members of senior leadership to provide on-the-job
examples. Moreover, review sessions would gauge the extent to which members of the
subsidiary are transferring the knowledge gained through the research process. Review sessions
would address knowledge and skills gained through the market and data analysis, along with
presentations.
Level Four: Results
Level four of the evaluation plan measures results (Kirkpatrick & Kirkpatrick, 2006).
According to Clark & Estes (2008) level four of the evaluation plan measures the impact on
organizational goals. Moreover, measuring results identifies the effect on the business. Although
most leaders focus on results, level four of the evaluation plan can be the most challenging to
conduct (Clark & Estes, 2008). Difficulties in evaluating results is due to the of lack evidence of
concrete results. Additionally, measuring results is often the most expensive level of evaluation
(Clark & Estes, 2008). According to Kirkpatrick & Kirkpatrick (2006) there are six guidelines
for evaluating results. They include: using a control group (if practical), allowing time for results
to be reached, measuring both before and after implementing the solution and/or action,
repeating measurements (as necessary), bearing in mind cost verses benefit, and being content
with evidence of impact (p. 65).
In attempt to measure results of the subsidiary, evidence in data, reports, and observations
will be utilized. Measuring results would be multidimensional. Results on the impact of senior
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 107

leadership at the parent organization, PLTW, will be measured. Additionally, results on the
implementation of programs internationally and the impact by the subsidiary will be measured.
Specifically, engagement of senior leadership in international expansion should be measured by
following the guidelines set forth by Kirkpatrick and Kirkpatrick (2006). The first step would be
to identify a control group of members of senior leadership. Acceptance of international
expansion along with engagement in the strategic planning process to expand internationally
should be measured both before and after the proposed action steps are implemented. Time
should be allotted for results to become evident. Additionally, a cost benefit analysis should be
conducted. Finally, gathering and understanding evidence of impact is pivotal in measuring
results. The multi-faced evaluation plan of the creation of a subsidiary of PLTW and its
implementation of programs internationally addresses reaction, learning, behavior, and results.
Limitations
Data collected for this study focused on the senior leadership team at PLTW. The data
represented the knowledge, values, beliefs, and expectancies of those members of senior
leadership team who participated in the study. Due to limited time and resources, the researcher
intentionally applied the gap analysis process to members of the senior leadership team at
PLTW. An entire Clark and Estes (2008) gap analysis would involve all stakeholders, including
all staff members and the board of directors at PLTW. Additional instruments, such as interviews
with all stakeholders, would strengthen the validity of the study.
Future Research
While this study focuses on PLTW, there are areas for future research, both specifically
to PLTW and more generally about STEM education around the world. Specific to PLTW,
further research and analysis on the entire organization is encouraged. Understanding the culture
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 108

of the entire organization is critical in order to identify needs and implement organizational
change. A full Clark and Estes (2008) gap analysis would include the examination of the
knowledge, value, beliefs, and expectancies of all stakeholders at PLTW, including staff and the
board of directors.
Additional research on the educational needs in international markets would be beneficial
and of interest. Specifically, further research on expanding STEM education into international
markets is encouraged. Moreover, a closer look at the return on investment when devoting
resources to mathematics and science education in economies around the world be useful. This
research would provide further insight into the significant role of STEM education in both
economic and human capital development.
Conclusion
As the review of the literature revealed, the shortage STEM professionals in many
countries around the world threatens to undermine economic growth and hold back scientific
advancements needed to meet the world’s most urgent challenges (Goldberger, Kramer, Lund, &
Tallat, 2014). Moreover, as the research suggests, in order to function in the knowledge
economy, education systems around the world must consider adoption of revised pedagogical
methods. Specifically, education systems must consider “learning by doing” and complex
thinking (World Bank, 2002). In the global knowledge economy, systems of education must
emphasize the development of critical thinking and problem solving skills (World Bank, 2002).
PLTW, whose STEM programs and pedagogy focus on cultivating critical thinking and
problem solving skills through hands on learning, can play a pivotal role in systems of education
worldwide. By diversifying the organization and offering programs internationally, PLTW can
aid in social progress, universally. Thus, PLTW can contribute to economic prosperity and
DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 109

vitality around the world by equipping students with the skills necessary to thrive in the global
economy.

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 110

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DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 120

Appendix A
Survey
Knowledge
1. Expanding Project Lead The Way internationally has been discussed amongst senior
leadership. (Factual)

Strongly Disagree Disagree Agree Strongly Agree

2. I have a firm understanding of Project Lead The Way’s strategic plan. (Conceptual)

Strongly Disagree Disagree Agree Strongly Agree

3. I have a firm understanding of the goals for my team’s initiatives as they relate to the
current strategic plan. (Conceptual)

Strongly Disagree Disagree Agree Strongly Agree

4. Project Lead The Way’s domestic programs are suitable for implementation
internationally. (Conceptual)

Strongly Disagree Disagree Agree Strongly Agree

5. Globalization trends affect STEM education. (Conceptual)

Strongly Disagree Disagree Agree Strongly Agree

6. I often reflect upon the effects of globalization on the work and mission of Project Lead
The Way. (Metacognitive)

Strongly Disagree Disagree Agree Strongly Agree

7. Globalization and the development of knowledge economies affects Project Lead The
Way. (Conceptual)

Strongly Disagree Disagree Agree Strongly Agree

Motivation
8. Project Lead The Way’s domestic programs would be relevant in the international
context. (Utility Value)

Strongly Disagree Disagree Agree Strongly Agree

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 121

9. It is a priority to offer Project Lead The Way programs internationally. (Attainment
Value)

Strongly Disagree Disagree Agree Strongly Agree

10. It is worth time and resources to expand Project Lead The Way internationally. (Cost
Value)

Strongly Disagree Disagree Agree Strongly Agree

11. I am confident in the team’s skills at Project Lead The Way to expand internationally.
(Group Self-Efficacy)

Strongly Disagree Disagree Agree Strongly Agree

12. Project Lead The Way can effectively implement programs internationally. (Expectancy
Outcome)

Strongly Disagree Disagree Agree Strongly Agree

13. It is important to me to expand Project Lead The Way programs internationally. (Intrinsic
Value)

Strongly Disagree Disagree Agree Strongly Agree

14. Expanding Project Lead The Way programs internationally is consistent with the
organization’s mission. (Utility Value)

Strongly Disagree Disagree Agree Strongly Agree

15. I am interested in discussing the impact of globalization on K-12 education. (Intrinsic
Motivation)

Strongly Disagree Disagree Agree Strongly Agree

16. Expanding Project Lead The Way internationally can aid in building capacity in other
countries. (Utility Value)

Strongly Disagree Disagree Agree Strongly Agree

17. There is value in offering Project Lead The Way programs internationally. (Utility Value)

Strongly Disagree Disagree Agree Strongly Agree

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 122

18. There are benefits to offering Project Lead The way internationally. (Utility Value)

Strongly Disagree Disagree Agree Strongly Agree

Organization

19. Project Lead The Way has adequate resources to expand internationally. (Cultural
Setting)

Strongly Disagree Disagree Agree Strongly Agree

20. Expanding Project Lead The Way programs internationally will be accepted by the
majority of the organization. (Cultural Model)

Strongly Disagree Disagree Agree Strongly Agree

21. International expansion will strain resources. (Cultural Setting)

Strongly Disagree Disagree Agree Strongly Agree

22. Preparing students around the world for the global economy aligns with Project Lead The
Way’s mission. (Cultural Model)

Strongly Disagree Disagree Agree Strongly Agree

23. Project Lead The Way has a culture that values change and organizational growth.
(Cultural Model)

Strongly Disagree Disagree Agree Strongly Agree

24. Partnerships and collaborations are vital in expanding Project Lead The Way
internationally. (Cultural Setting)

Open-ended

In your opinion, do you believe the characteristics of education are shifting? If so, what role do
technological advances and communication advances, migration of people, and workforce needs
play in this shift?

In your opinion, how is globalization (the increased internationalization, intensified integration,
transmission of knowledge, distribution of goods, ideas and products worldwide) affecting K-12
education?

DOMESTIC STEM PROGRAMS IN GLOBAL MARKET 123

In your opinion, what are three foreseen challenges Project Lead The Way could face in offering
programs internationally?

In your opinion, is the potential expansion of Project Lead The Way programs internationally
aligned with the mission of Project Lead The Way? If so, in what ways? If not, why?

In your opinion, what are three anticipated outcomes and/or benefits of expanding Project Lead
The Way programs internationally?

Abstract (if available)

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Asset Metadata

Creator Adolph, Kiley M. (author)

Core Title Establishing domestic science, technology, engineering, and mathematics (STEM) programs in the global market: an innovation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Publication Date 08/04/2016

Defense Date 07/15/2016

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

Tag education,Engineering,mathematics,OAI-PMH Harvest,Science,STEM,STEM education,Technology

Format application/pdf (imt)

Language English

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Advisor Picus, Lawrence (committee chair), Crawford, Jenifer (committee member), Krop, Cathy (committee member)

Creator Email kadolph@usc.edu,kileyadolph@gmail.com

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