University of Southern California Dissertations and Theses

The impact of globalization, economics, and educational policy on the development of 21st-century skills and education in science, technology, engineering, and mathematics in Costa Rican schools

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The impact of globalization, economics, and educational policy on the development of 21st-century skills and education in science, technology, engineering, and mathematics in Costa Rican schools

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Content Running head: IMPACT OF GLOBALIZATION 1
THE IMPACT OF GLOBALIZATION, ECONOMICS, AND EDUCATIONAL
POLICY ON THE DEVELOPMENT OF 21ST-CENTURY SKILLS AND
EDUCATION IN SCIENCE, TECHNOLOGY, ENGINEERING,
AND MATHEMATICS IN COSTA RICAN SCHOOLS
by
Jessie N. Marion
____________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2015
Copyright 2014 Jessie N. Marion
IMPACT OF GLOBALIZATION 2
Dedication
This dissertation is dedicated to my parents, Greg and Kim Marion, whose endless
support, encouragement, and wisdom have carried me through each step I have taken. I
am who I am today because of them.
IMPACT OF GLOBALIZATION 3
Acknowledgments
It is my pleasure to acknowledge and thank the many people who have supported
me throughout the journey of studying at USC and completing the dissertation process.
First and foremost, I thank my family and friends. Each step that they have taken
with me in life has led me to this point. They supported me throughout the process and
endured the hours and energy dedicated to this work. They encouraged me to keep going
and helped me keep my eyes on the prize. Their love and faith in me brought me to this
program and helped me to complete it. I am eternally grateful for the amazing people
whom I have in my life who continue to believe in me and inspire me to do great things.
In addition to my friends and family, I thank my colleagues in the Huntington
Beach Union High School District for their mentorship and support during this program.
Dr. Greg Plutko, Dr. Don Austin, and Dr. Carolee Ogata were intentional about checking
in with me, monitoring my progress, and offering advice every step of the way. I have
been fortunate to have many colleagues at my school site do the same. These people
allowed me to be successful at work while I was also in school.
From the moment I first learned of the EdD program at USC, I knew that this was
the program for me. My years of coursework with the Orange County cohort proved this
feeling right over and over again. Thank you, Dr. John Roach, for introducing us to the
Trojan family, building our network, and teaching us about leadership. Summary groups,
study sessions, and many hours of hard work bonded my OC group together, and our
amazing celebrations of milestones ensured that we would be lifelong friends.
I am very thankful that I found the same kind of family in my dissertation group. I
cannot thank Dr. Michael Escalante enough for his leadership throughout the dissertation
IMPACT OF GLOBALIZATION 4
process. His vision for a project in Costa Rica allowed me to have a life-changing
experience that I will never forget. His wisdom, mentorship, and friendship allowed me
not only to complete this dissertation but also to have many amazing experiences above
and beyond the usual process. I look forward to continuing to work with him in the
future. Along with Dr. Escalante, I thank Dr. Oryla Wiedoeft and the other members of
my committee: Dr. Pedro Garcia and Dr. Rocky Murray. Oryla spent countless hours
building connections for us in Costa Rica and supporting our team, and Rocky has
quickly become a mentor to me through the program, both as a committee member and as
a colleague.
Like my OC cohort, my dissertation group has become like family to me.
Through countless hours of meetings and many adventures to places such as Costa Rica,
Houston, and Palm Springs, we have bonded and become a true team. I look forward to
continuing to work with this amazing group of professional educators for years to come.
Finally, I thank the people of Costa Rica for opening their doors and allowing us
to see the many amazing things that they are doing in their country. Intel, CINDE, the
various officials in the Ministry, Colegio Científico de Costa Rica Sede San Carlos, Max
Rodriguez, Ad Astra and Dr. Franklin Chang Diaz, and Eduardo all ensured that we
completed a successful study and had an incredible time doing it.
This extraordinary journey would not have been possible without the people who
were there with me along the way. I am grateful to those who were in my life as I started
this process and the many amazing friends I have gained over the past 3 years. I am truly
blessed to be part of this Trojan family. Pura Vida and Fight On!
IMPACT OF GLOBALIZATION 5
Table of Contents
Dedication 2
Acknowledgments 3
List of Tables 8
Abstract 9
Chapter One: Introduction 10
Statement of the Problem 12
Purpose of the Study 12
Research Questions 13
Significance of the Study 13
Limitations of the Study 14
Delimitations of the Study 15
Assumptions of the Study 15
Definitions of Terms 15
Organization of the Dissertation 17

Chapter Two: Review of the Literature 19
Globalization 19
History of Costa Rica 24
Economics of Costa Rica 28
CINDE 31
Foreign Direct Investment 33
Intel 35
Intel’s selection of Costa Rica 37
Intel’s impact on Costa Rica 38
Other Foreign Direct Investment 46
Conclusion: Economics and Education 48
Education 49
21st-Century Skills 51
STEM 55
PBL 60
Science and technology fairs 63
Conclusion: Education in the 21st Century 66

Chapter Three: Research Methodology 67
Research Design 68
Research Team 69
Population and Sample 70
Government Leaders and Education Policymakers 70
Costa Rican Educators and Students 71
Business Leaders 72
Instrumentation 74
Interview Protocol 75
Observation Protocol 77
IMPACT OF GLOBALIZATION 6
Survey Protocol 79
Data Collection 80
Data Analysis 82
Ethical Considerations 85

Chapter Four: Results 86
Research Design 87
Participants 89
Data Analysis and Findings 91
Findings for Research Question 1 91
Increase in STEM Curriculum 92
STEM Education is Important for Student Success 97
STEM Education Affects Economic Growth 100
Summary Discussion for Research Question 1 102
Findings for Research Question 2 102
Increased 21st-Century Skills 104
Increased STEM Focus in Curriculum and Instruction 111
Summary Discussion for Research Question 2 117
Findings for Research Question 3 119
STEM Education Prepares Students for STEM-Related Fields 120
The Science and Technology Fair Policy Has Had a Positive
Impact on Costa Rica 131
Summary Discussion for Research Question 3 137
Chapter Summary 138

Chapter Five: Conclusions and Recommendations 141
Summary of Findings 144
Research Question 1 144
Research Question 2 146
Research Question 3 148
Implications for Practice 150
Recommendations for Future Research 151
Conclusion 152

References 153
Appendices
Appendix A: Recruitment Letter: English and Spanish Versions 158
Appendix B: Policy/Government Agency Interview Protocol: English and
Spanish Versions 160
Appendix C: Business Leaders Interview Protocol: English and Spanish Versions 164
Appendix D: School Leader Interview Protocol: English and Spanish Versions 168
Appendix E: Student Interview Protocol: English and Spanish Versions 172
IMPACT OF GLOBALIZATION 7
Appendix F: Classroom Observation Protocol 176
Appendix G: Science and Technology Fair Observation Protocol 179
Appendix H: Survey Protocol for Teachers and Administrators: English
and Spanish Versions 182
Appendix I: Survey Protocol for Students: English and Spanish Versions 186
IMPACT OF GLOBALIZATION 8
List of Tables
Table 1: Alignment of Interview Protocols to Research Questions and
Theoretical Frameworks 78
Table 2: Alignment of Teacher/Administrator Survey Protocol Items to
Research Questions and Theoretical Frameworks 81
Table 3: Alignment of Student Survey Protocol Items to Research Questions
and Theoretical Frameworks 83
Table 4: Participant Responses Indicating the Influence of Multinational
Corporations (MNCs) on Science, Technology, Engineering and
Mathematics (STEM) Curriculum 94
Table 5: Participant Responses Indicating the Importance of Science,
Technology, Engineering, and Mathematics (STEM) Education
for Student Success 97
Table 6: Participant Responses Indicating the Importance of Science,
Technology, Engineering, and Mathematics (STEM) Education
for Costa Rica’s Economic Growth 100
Table 7: Teacher/Administrator Responses Indicating an Increase in
21st-Century Skills 105
Table 8: Student Responses Indicating an Increase in 21st-Century Skills 106
Table 9: Participant Responses Indicating an Increased Focus on Science,
Technology, Engineering, and Mathematics (STEM) Curriculum and
Instruction in Schools 113
Table 10: Student Responses Indicating an Increased Interest in Science,
Technology, Engineering, and Mathematics (STEM)-Related Fields 121
Table 11: Teacher/Administrator Responses Indicating an Increased Interest
in Science, Technology, Engineering, and Mathematics (STEM)-
Related Fields 122
Table 12: Participant Responses Indicating That Costa Rica Has Been Positively
Affected by the Science and Technology Fair Policy 133
IMPACT OF GLOBALIZATION 9
Abstract
Costa Rica has seen rapid changes to its economic and educational systems in the
past few decades. As a result of globalization and an increased presence of multinational
corporations (MNCs), the Costa Rican government has recognized the need for a highly
educated populace with the 21st-century skills for success in the growing technology-
based job market. This has led to changes in educational practices and policies.
This study examined the influence of globalization and MNCs on the curriculum
and practices in schools. In addition, the study examined the relationship between
science, technology, engineering, and mathematics (STEM) education and economic
growth of the country. One method for increasing STEM education has been
implementation of a national science and technology fair policy. This study examined
how this policy influences the use of project-based learning to build human capital and
prepare students for 21st-century jobs, particularly in STEM fields.
The principal findings of this qualitative case study were that globalization and
MNCs have positively influenced STEM education in Costa Rican schools and that
students’ participation in the national science and technology fair has contributed to their
desire to pursue STEM fields in college and careers. Study participants agreed that STEM
education is important to the economic future of Costa Rica. The study has implications
for educators, policymakers, and business leaders regarding their investment in STEM
education due to its potential positive impact on both individual students and on a
country’s citizenry. The study contributes to the body of work about the impact of Costa
Rica’s national science and technology fair policy on classroom practices and the
development of 21st-century skills in the country.
IMPACT OF GLOBALIZATION 10
CHAPTER ONE: INTRODUCTION
Over the past several decades, the country of Costa Rica has evolved due to
changes in economic and educational policy. Costa Rica was originally established as a
colony in the 1500s, and its economy was based in agricultural trade for many years
(Biesanz, Biesanz, & Biesanz, 1999). In order to compete in an increasingly globalized
economy, la Coalicion Costarricense de Iniciativas de Dearoollo (Costa Rican Trade and
Development Board; CINDE), a private, nonpolitical, nonprofit organization, was formed
in 1984 (Cordero & Paus, 2008; Rodriguez-Clare, 2001). CINDE’s purpose was to
promote foreign direct investment (FDI) in Costa Rica, with the goals of improving
conditions for the people, increasing the appeal of the investment environment in Costa
Rica, and encouraging a global view for Costa Ricans (CINDE, 2006). The Costa Rican
government worked in conjunction with CINDE to change Costa Rica’s economic
strategy and develop the country’s resources.
The work by CINDE and the Costa Rican government paid off in 1996 when the
multinational corporation (MNC) Intel invested in the country. In order to attract Intel,
the highest levels of Costa Rican government and organizations worked quickly and
resourcefully to enhance the country’s technical education, incentives law, regulations,
and infrastructure (Rodriguez-Clare, 2001). Intel’s choice to invest in Costa Rica
immediately created a “signaling effect” for other corporations, and Costa Rica’s
economy was changed in terms of FDI, gross domestic product (GDP), trade, investment
climate, and industry. Costa Rican society was also greatly altered by Intel through social
development and education (World Bank Group, 2006).
IMPACT OF GLOBALIZATION 11
As in many developing countries, the Costa Rican leadership discovered a
complex relationship between a country’s economic model and domestic learning
(Bruton, 1998). The MNCs that invested in Costa Rica, such as Intel, required knowledge
workers to sustain the corporate investment. Moreover, Costa Rican leaders understood
the many externalities produced by education, including benefits that spill over and help
others in society (McMahon, 2010). While Costa Rica has always been recognized for its
strong commitment to education, a well-educated labor force has become increasingly
significant as globalization has spread and the world has become more “flat” (Friedman,
2007). As a result, schools in Costa Rica have begun to focus on the 21st-century skills
that will keep the country competitive in the global economy.
One notable method that Costa Rican leadership has employed for increasing
21st-century skills has been the development of a science and technology fair program.
As early as the 1960s, Costa Rica’s leaders promoted science fairs as a method for
enhancing science education in the country. In 1987, the University of Costa Rica (UCR)
developed the first national science fair, and in 1990, the science fair process was
formalized through the approval of the Science and Technology Development Promotion
Act No. 7169 (Valencia, 2008). In 2004, the Costa Rican government stressed the
importance of the science fairs in a national decree (#31900 MEP-MICIT) that mandated
institutional science fairs. Intel’s involvement in the country further supported the
program’s development as it created a path for competition at an international level and
financially supported schools and students in the endeavor. Over time, the science and
technology fair concept has grown exponentially in Costa Rica. It has also become
popular throughout the world as interest in engaging students in hands-on research and
IMPACT OF GLOBALIZATION 12
learning has increased in the 21st century. The Costa Rican Ministry of Education clearly
regards science and technology fairs as a tool for leading the country into the next
century. A national emphasis on science and technology fairs fosters science, technology,
engineering, and mathematics (STEM) education and project-based learning (PBL)
strategies that can help students to develop 21st-century skills and create knowledge-
ready workers for the global economy in today’s flat world.
Statement of the Problem
Since the early 1980s, Costa Rica has undergone many changes due to economic,
political, and educational factors. In order to compete in an evolving global market, a
new economic strategic plan was implemented to attract high-technology FDI. A group
of MNCs brought new job opportunities to the country that require educational
institutions to produce more knowledge-ready employees. Schools now face the
challenge of helping students to develop 21st-century skills in STEM to prepare the next
generation of workers.
Purpose of the Study
The purpose of this study was to examine the influence of globalization, FDI, and
multinational corporate responsibility on the curriculum and practices in schools.
Furthermore, the relationship between STEM education and Costa Rican economic
growth was studied. This study also examined how the mandated national science and
technology fair influences the use of PBL to build human capital and prepare students for
21st-century jobs, particularly in STEM fields.
IMPACT OF GLOBALIZATION 13
Research Questions
Three research questions were addressed in this study:
1. To what extent do teachers implementing STEM curriculum trace their
practices back to the influence of policy, globalization, and MNCs? To what extent are
the economic growth of Costa Rica and STEM education related?
2. How has mandating participation in the national science and technology fair
influenced implementation of 21st-century skills through the use of PBL and technology
by teachers across all curricular areas? How has it influenced curriculum and instruction?
3. How has the national science and technology fair policy changed the value of
STEM education for students, teachers, and educational leaders?
Three frameworks were chosen to assist in analyzing the data: (a) Friedman’s
(2007) framework of globalization, (b) Wagner’s (2008) seven survival skills for the 21st
century, and (c) Slough and Milam’s (2013) four design principles for PBL in STEM.
These frameworks were especially useful in understanding the role of science and
technology fairs in Costa Rica.
Significance of the Study
The impact of globalization can be seen in the economic and educational systems
of countries around the world. Costa Rica has revised its economic strategies over time to
attract FDI and engage in this global economy. Educational policy has evolved to meet
the new demands of globalization. Wagner (2008) suggested seven survival skills that
today’s students must develop to adapt to the changes resulting from globalization. One
method that Costa Rica has used to support development of these 21st-century skills is
implementation of a science and technology fair policy. This study will analyze the
IMPACT OF GLOBALIZATION 14
impact of the policy by studying the 21st-century skills that are taught in schools, as well
as the impact of STEM PBL using the framework provided by Slough and Milam (2013).
The findings of this study will influence stakeholders throughout Costa Rica, such
as political leaders and policymakers, educational leaders, and science and technology
fair leaders and students who participate. The findings should influence the leaders of the
science and technology fair initiative, as well as political and educational leaders of Costa
Rica, regarding how to prepare students for the global market in the 21st century. The
findings of this case study can provide insight for future researchers who seek to
understand the impact of globalization on schools and the methods that schools have used
to implement 21st-century teaching and learning.
Limitations of the Study
Limitations are matters and circumstances that are beyond the control of the
researcher (Simon & Goes, 2011). One limitation of this qualitative study was that the
study would be difficult to replicate because the research occurred in a natural setting. In
order to address the limitation of validity and reliability in qualitative research, the data
were triangulated to minimize bias and increase validity of the data (Merriam, 2009).
Another limitation of this case study was that the findings were limited to a specific
group of people and are not generalizable. Time and distance posed additional limitations
on this study. The study took place in an international setting over the course of a week,
limiting the interactions of the researchers and the participants. The final limitation of the
study was a language barrier, which required translation of documents and interviews. To
address this limitation, the research team worked in pairs to ensure that an interpreter was
present to support communication and data collection.
IMPACT OF GLOBALIZATION 15
Delimitations of the Study
Delimitations are limitations that result from specific choices made by the
researcher (Simon & Goes, 2011). The researchers in this study made choices about the
people and places to be studied based on previous relationships established by the
university. Targeted schools were delimited to those that had produced students who had
competed successfully in the national science and technology fair and the Intel ISEF and
the teachers and schools that influenced those students. The study focused on secondary
schools, with no consideration for socioeconomic status, race, or other demographic data.
Assumptions of the Study
The following assumptions were made throughout this study:
1. Globalization and MNCs are influencing the educational system in Costa Rica.
2. The science and technology fair policy is being implemented at schools in
Costa Rica.
3. Students are being prepared with 21st-century skills through the use of STEM
PBL, influenced by the science and technology fair policy.
4. The interview, survey, and observation protocols can provide the research team
with accurate, reliable, and valid information about the practices and beliefs of schools
and leaders in Costa Rica.
5. A qualitative approach is appropriate for this study.
Definitions of Terms
The following terms are defined as they are utilized throughout the dissertation:
21st-century skills: Skills that students need to compete in a global, knowledge-
based economy, including critical thinking and problem solving, collaboration and
IMPACT OF GLOBALIZATION 16
leadership, agility and adaptability, initiative and entrepreneurialism, oral and written
communication skills, the ability to access and analyze information, and curiosity and
imagination (Wagner, 2008).
Corporate responsibility: Ethical corporate behavior that allows businesses to
reduce risks and costs, protect brands, and develop new market opportunities (Intel
Corporation, 2013).
Costa Rican Trade and Development Board (CINDE): A private, nonpolitical,
nonprofit organization created to promote FDI in Costa Rica to improve conditions for
Costa Ricans, increase the appeal of the investment environment in Costa Rica, and
encourage a global view for Costa Ricans (Rodriguez-Clare, 2001).
Foreign direct investment (FDI): A cross-border investment by a company into
another economy with the purpose of obtaining a lasting interest; an important element in
international economic integration.
Globalization: The process of increasing the connectivity and interdependence of
the world’s businesses and trade; the political, economic, and societal forces that continue
to push the world and its education system toward more international involvement
(Altbach, 2004).
Project-based learning (PBL): One method for integrating STEM education and
supporting student development of 21st-century skills. PBL is a teaching method in
which students engage in a rigorous, extended process of inquiry focused on complex,
authentic questions and problems. PBL questions should be highly engaging and
motivating, and students must work collaboratively to solve the problem (Bender, 2012).
IMPACT OF GLOBALIZATION 17
Science and technology fairs: A form of PBL used to promote interest in STEM
fields. In Costa Rica, participation in these fairs was mandated in 2006 through a national
decree (#31900 MEP-MICIT). The science and technology fair processes are ruled by the
guidelines of the National Science and Technology Fairs Program (PRONAFECYT), and
national science fair winners participate in the Intel International Science and
Engineering Fair (ISEF).
Science, technology, engineering, and mathematics (STEM): An integrated
approach that relies on replacing traditional lecture-based teaching strategies with
approaches that are more project based and inquiry driven (Breiner, Harkness, Johnson,
& Koehler, 2012).
Organization of the Dissertation
The dissertation is divided into five chapters. Chapter 1 introduces the study and
presents an overview of the study, including a statement of the problem, the purpose of
the study, the research questions, the significance of the study, limitations and
delimitations, assumptions, and definitions of key terms.
In Chapter 2, the literature related to the study is reviewed. This chapter consists
of four major sections. The first section introduces the concept of globalization, based on
the framework provided by Friedman (2007). In the second section, the background and
history of Costa Rica are outlined, particularly the country’s evolution toward
participation in globalized society. In the third section, the economic history of Costa
Rica is discussed; this section describes the changes in policies and practices that have
moved Costa Rica from an agricultural economy to a knowledge-based economy.
Specifically, the work of CINDE in attracting FDI and the Intel Corporation is discussed
IMPACT OF GLOBALIZATION 18
and its economic impact is analyzed. The fourth section describes educational practices in
Costa Rica and how they have been influenced by globalization and the country’s shift in
economic strategy. Practices such as 21st-century skills for teaching and learning, STEM
education, and PBL are discussed. Wagner’s (2008) framework of 21st-century skills and
Slough and Milam’s (2013) framework of STEM PBL are used to analyze classroom
practices. The section concludes with a description of Costa Rica’s science and
technology fair practices and the country’s policy mandating student participation in the
fairs.
Chapter 3 describes the methodology used in the study. The qualitative design of
the research is discussed, as well as the specific methods used in a case study. The
research team, the population and sample of the study, and the instrumentation are
presented. The methods for collecting and analyzing data are described, as well as ethical
considerations used in the study.
Chapter 4 presents the research findings from data collection. This chapter
identifies themes and analyzes data with regard to each research question and the
conceptual frameworks.
Chapter 5 summarizes the study’s findings, identifies implications for practice,
and presents recommendations for further research.
IMPACT OF GLOBALIZATION 19
CHAPTER TWO: REVIEW OF THE LITERATURE
This chapter presents a review of the literature as it pertains to the impact of
globalization, FDI, and multinational corporate responsibility on the curriculum and
practices in schools in Costa Rica. It begins with the concept of globalization, describing
the “flattening” of the world in the past few decades. As a result of this flattening process,
Costa Rica has had an opportunity to step onto the world’s stage and engage in economic
and educational modernization. The history of Costa Rica and the changes the country
has undergone to become part of the global community are discussed. Specifically, the
literature regarding the economic and education forces at play in Costa Rica is reviewed.
The establishment of CINDE, the partnership with Intel and other foreign direct
investors, and the growth in GDP are analyzed with regard to their influence on the
country’s economy. Finally, the impact of the shift in economics on current educational
practices in the country is reviewed. As Costa Rica invests in its educational system,
many schools in the country have moved to a 21st-century model, focused on STEM,
PBL, and a system of science and technology fairs in Grades K–12 and higher education
to create knowledge-ready workers for the country’s new high-technology economy.
Globalization
This section defines globalization as the process of increasing the connectivity
and interdependence of the world’s businesses and trade. Altbach (2004) defined
globalization as the political, economic, and societal forces that continue to push the
world and its education system toward more international involvement. Spring (2009)
discussed the way in which increased connectivity across the world has led to globalized
educational institutions. It is necessary to understand the process of globalization and its
IMPACT OF GLOBALIZATION 20
impact in Costa Rica over time. Costa Rica’s evolution from an agricultural society to a
developing nation competing for business with other countries can be attributed to
globalization. As education has also become more globalized, Costa Rica’s education
system has evolved. In this section, the evolution of globalization is discussed using
Friedman’s (2007) framework to analyze the impact of globalization on Costa Rica.
According to Thomas Friedman (2007), this is currently the third era of
globalization. Friedman outlined the first era of globalization, Globalization 1.0, as
having taken place from 1492, when Christopher Columbus opened trade between the
Old World and the New World, to about 1800. The second era of globalization lasted
from 1800 to 2000, interrupted only by global events such as the Great Depression and
the World Wars. In Globalization 2.0, MNCs created global integration, driven by the
Industrial Revolution, falling transportation costs, and an increase in telecommunications.
During this era the telegraph, telephone, personal computer, satellites, fiber-optic cable,
and the World Wide Web were all born. The global economy was also established as
goods and information began to be moved from continent to continent, creating a global
market. According to Friedman, the third era of globalization began around 2000.
Globalization 3.0, the current era, has shrunk and flattened the world so that both
companies and individuals now have the capability to compete on a global level.
Although Friedman (2007) argued that the process toward globalization began in
the 1400s, the movement toward becoming a “flat” world has increased rapidly over the
past few decades, moving into the current global era. Friedman outlined 10 forces that
have pushed the world toward the global economy beginning at the end of the 1980s.
IMPACT OF GLOBALIZATION 21
The first major “flattener,” according to Friedman (2007), took place on
November 9, 1989, when the Berlin wall came down. This event symbolized a shift in
world authority as governments that advocated centrally planned economies and
dictatorial rule lost power to those that advocated democracy and free-market economies.
The fall of the wall opened the world to sharing ideas and best practices as information
began to flow more freely. At about the same time, the first version of Windows
®
was
released, increasing the popularity of the personal computer. This increase in information
flow, coupled with a decrease in barriers throughout the world, began to shift and flatten
the global landscape (Friedman, 2007).
The next flattener of the world came on August 9, 1995, when day Netscape
®
, a
commercial browser, went public (Friedman, 2007). Although the personal computer had
been growing in popularity and the World Wide Web had been developed, Netscape
made these tools accessible to average people for the first time. As access to the Internet
grew, so did the public’s demand for computers, software, and telecommunications to
digitize and transport music, data, words, and pictures. Friedman (2007) credited
Netscape for the subsequent Internet boom and the dot-com bubble.
Netscape and the Internet created the environment for Friedman’s (2007) next
flattener: work flow software. The progression of work flow software allowed more
people around the world to design, manage, and collaborate on business data that had
previously been handled manually. Standardized protocols were created, which allowed
work to flow within and between companies anywhere in the world. In sum, the rise of
the personal computer, the spread of the Internet, the emergence of standardized pipes
and protocols to transmit information, and the subsequent standardization of business
IMPACT OF GLOBALIZATION 22
processes for commerce laid the foundation of a new platform for global collaboration
and competition (Friedman, 2007).
This global platform supported six new forms of collaboration, or Friedman’s
(2007) next six flatteners: uploading, outsourcing, offshoring, supply chaining,
insourcing, and in-forming. Briefly, uploading allowed individuals and communities to
develop and collaborate on content and then upload and globalize that content, which
permitted greater participation in the formation and flow of information. This greater
flow of information made outsourcing possible, for people in other countries could now
participate in the work of corporations. By sending work to countries such as India or
China, and even countries such as Costa Rica, Western corporations could save money,
and people in countries with struggling economies could have access to good jobs. The
process of offshoring quickly followed outsourcing as the world became flatter. Instead
of sending a portion of work to another country, offshoring meant that companies began
to move entire factories to other countries. As a result, corporations could produce the
same product in the same way but at lower costs of labor, taxes, and health care. Supply-
chaining, insourcing, and in-forming were business practices that further flattened the
world as companies learned to collaborate horizontally to enhance value, to synchronize
global supply chains, and to individualize the entire process for the consumer (Friedman,
2007).
Friedman’s (2007) flattener of in-forming may represent the most important shift
in Globalization 3.0. Although the 20th century allowed corporations to grow and expand
throughout the world, the 21st century allowed the individual to participate. Information
has become democratized, which has had a profound impact on today’s society.
IMPACT OF GLOBALIZATION 23
Individuals now have the power to access, create, and share information, and they are
better informed consumers. Businesses have had to change their methods to meet
consumer demands, rather than people being at the mercy of the corporations. Friedman’s
(2007) last flattener, which he called “the steroids,” represents the ways in which new
technologies are turbocharging the methods of communication and collaboration that
helped to flatten the world and increase interaction between and among businesses and
individuals across the globe.
As these 10 flatteners began to converge at the start of the 21st century, a new,
global, Web-enabled platform was created that allowed for multiple forms of
communication. Now individuals, companies, universities, or any other group anywhere
in the world can collaborate for innovation, education, business, or entertainment without
regard for time or distance. This flattening of the world allows countries to participate in
the global economy that were not previously involved due to their economic and political
structures. Places such as China, India, Russia, Latin America, Central Asia, and Eastern
Europe have had their economies and political systems open up over time, allowing their
people to join the free-market global game (Friedman, 2007).
Costa Rica is one of the many countries that has been affected by what Friedman
(2007) called the flattening of the world. Once an agrarian society, Costa Rica has begun
to utilize the tools that Friedman described to change its economy and compete globally.
In the following sections, a brief description of Costa Rica’s history and economics will
outline the country’s progression into participation in the global economy. As Costa Rica
has developed its economic strategy and participated with more foreign direct investors,
IMPACT OF GLOBALIZATION 24
the country’s educational system has also been influenced and globalized. These changes
in Costa Rican education and society will also be discussed in detail.
History of Costa Rica
It is important to be familiar with the history of Costa Rica in order to understand
how the country has developed its economic and education systems over time. This
section provides an overview of the history of Costa Rica.
Christopher Columbus and the Spaniards first observed Costa Rica on September
18, 1502. The sailors noticed that many of the natives were wearing gold, which inspired
the name Costa Rica, or “rich coast” (Biesanz et al., 1999; Daling, 2002). The Spaniards
tried to colonize the region now known as Panama in 1506, but the indigenous people
pushed them out. The first Spanish settlement, Villa de Bruselas, was established in 1524;
however, many of the colonists perished due to lack of resources. In 1563, Governor Juan
Vasquez de Coronado established the first permanent settlement in the Central Plateau of
Cartago (Daling, 2002).
On September 15, 1821, Spain declared its colonies in Central America to be
independent. The subsequent year was full of division and conflict. By 1823, the
republican leaders were victorious in battle and moved the capital of Costa Rica to San
José. Costa Rica joined the Republic of the United States of Central America (Biesanz et
al., 1999). Costa Rica’s first head of state, Juan Mora Fernández, was elected in 1824.
Mora Fernández was instrumental in building houses and schools, and land was
distributed to those who wanted to grow agricultural products (Daling, 2002).
In 1835 to 1842, Costa Rica was ruled by Braulio Carrillo, a heavy-handed
dictator who created laws to advance national unity. Carrillo established an orderly public
IMPACT OF GLOBALIZATION 25
administration and replaced Spanish laws with laws that were patterned after France’s
legal code (Biesanz et al., 1999). Carrillo promoted coffee production in Costa Rica,
which soon became a flourishing trade. Although small farms were well suited to the
growth of coffee beans, the growers could not afford processing, transporting, and
shipping. Those who could afford these costs amassed great fortunes and great power.
The cafetaleros, or coffee elite, became the leaders of the country for the next century
(Biesanz et al., 1999).
Following a military struggle that ousted Carrillo, the Costa Rican Congress
named 29-year-old José María Castro as the first president of the country. Castro was
well educated and maintained that ignorance is the root of evil. Castro established a
newspaper and founded a high school for girls. The powerful coffee barons did not
support his stance on education and freedom of speech, and in 1949 they used the army to
force his resignation (Biesanz et al., 1999). Castro’s vice president, Juan Rafael Mora,
who was a leading coffee planter, replaced Castro as the country’s ruler (Biesanz et al.,
1999).
During Mora’s reign, an invader from the United States, William Walker, was
responsible for one of the most important events in Central American history (Biesanz et
al., 1999). Like many in the 19th century, Walker contended that it was the manifest
destiny of the United States to expand its territory and belief system by overtaking other
areas and people. By 1855, Walker had control of Nicaragua, and he invaded Guanacaste
in March 1856. When Mora called up an army, Costa Ricans of all social classes
responded enthusiastically. Walker’s defeat inadvertently helped to unite the people of
Costa Rica (Biesanz et al., 1999).
IMPACT OF GLOBALIZATION 26
Costa Rica began to see great social change in the 1880s. Although Costa Rica
was a republic at its inception, it was not a democracy up until this point. No leader had
been freely elected by all of the people, and the Constitution did not provide for popular
elections. Following the death of dictator Colonel Tomás Guardia, a group of young men
who had been educated in Europe and Chile ushered in a shift to “liberal” democracy
(Biesanz et al., 1999). Despite years of political and economic instability and setback,
Costa Rican presidents continued to be elected by ordinary people and the pursuit of
democracy continued to march forward over time.
Between 1906 and 1936, Don Cleto and Don Ricardo occupied the presidency
and laid the foundation of the electoral democracy. Although there was tranquility during
this time, there was also a lack of progress. There was little investment in social
programs, and many citizens lived in great poverty. By the 1940s, the power of the coffee
elite was eroded and Costa Rica was on the path to becoming an industrialized welfare
state (Biesanz et al., 1999).
By the end of the 1940s, Costa Rica saw a great turning point in its history. In
1948, Costa Rica was involved in a civil war when the incumbent president, Dr. Rafael
Angel Calderón, and the United Social Christian Party refused to surrender power after
losing the election. José Maria (Don Pepe) Figueres Ferrer, an exile from the country, led
the opposition and defeated Calderon following a 5-week battle. Don Pepe was the head
of the Founding Junta of the Second Republic of Costa Rica and became one of the most
influential leaders in the country’s history. Under his leadership, the Junta made many
policy and civil rights reforms in Costa Rica. Among these reforms, a presidential term
limit was established, the communist party was banned from the country, the banks were
IMPACT OF GLOBALIZATION 27
nationalized, public health and utility bodies were created, and groups such as women,
Afro-Caribbeans, and Indians gained the right to vote. Perhaps most notable, the Costa
Rican Army was abolished. Figueres left a political legacy that strongly established Costa
Rica’s liberal democratic values. In 1949, he peacefully transferred power to elected
president Ulate (Biesanz et al., 1999; Daling, 2002).
The post-1949 era in Costa Rica introduced democratic elections and established
acceptance of public involvement in the economy. The country’s leaders also began to
place a strong emphasis on the important role of education for democracy and economic
development. In the early 1900s, Costa Rica had a literacy rate among the highest in the
Americas (Rodriguez-Clare, 2001). In 1940, the country’s commitment to education was
reinforced when the first public university was created, followed by the formation of
three more public universities in the 1970s. As the universities produced scientists and
engineers, the industrial sectors grew throughout the 1960s and 1970s. State-owned
companies in telecommunications, agriculture, water supply, industry, electricity, and
infrastructure were also further developed (Rodriguez-Clare, 2001).
As in many of the developing countries at that time, the import substitution model
helped to create economic and educational gains in Costa Rica. However, setbacks in the
1980s contributed to a shift in economic strategy. In order to improve the economic
condition of the country, the import substitution model was abandoned for the export
promotion model of economics, which set the stage for further economic growth (Bruton,
1998).
As Costa Rica has developed its political and economic policies over time, it has
created conditions to become a player on the current global stage. The country’s
IMPACT OF GLOBALIZATION 28
democratic system and commitment to education made it an appealing area for
investment as corporations grew globally. The following section outlines the economic
development of Costa Rica.
Economics of Costa Rica
The economy of Costa Rica has changed dramatically over the past 50 years.
Costa Rica was historically an agricultural country, with coffee and bananas as its main
exports. Coffee was introduced to Costa Rica at the end of the 18th century. Due to the
fact that Cost Rica’s conditions were perfect for its growth, by 1829 coffee had surpassed
cacao, tobacco, and sugar as the nation’s major source of foreign revenue. In 1836,
Braulio Carrillo became head of state and greatly encouraged the cultivation of coffee.
Carrillo donated publicly owned land to anyone who would plant it with coffee trees and
he built roads to help bring coffee to the market (Biesanz et al., 1999). In 1843, the
foreign market was further enhanced when an English captain took sacks of coffee beans,
known as grano de oro, or grain of gold, back to England, where it was well received.
In 1940, coffee represented 53% of Costa Rica’s total exports and bananas made
up 25% of total exports. During the 1960s, the country’s economic development focused
on the internal market and the Central American Common Market (CACM), which
included Costa Rica, El Salvador, Honduras, Guatemala, and Nicaragua. When the
CACM went into effect in 1963, most tariffs on international trade were eliminated, and
the five countries agreed on a common tariff for goods imported from outside Central
America (Mitchell & Pentzer, 2008).
At this time, the country’s economic development strategy was the import
substitution model, which was used by many developing countries during the mid-20th
IMPACT OF GLOBALIZATION 29
century. The import substitution model is founded on a plan for low-income countries to
compete with higher-income countries through industrialization. In this economic
strategy, in order for low-income countries to industrialize in light of the existence of
other highly productive, high-income countries, the low-income countries must protect
their economies from imports from wealthier countries. Instead, the developing country
must focus on putting new activities in place that will produce a variety of manufactured
products that are already being imported. The goal of this process is to allow the low-
income country to engage in trade globally (Bruton, 1998). However, due to the internal
structural issues of the import substitution model, Costa Rica began to suffer a reduction
in GDP per capita, an increase in unemployment, an increase in currency problems, and a
decrease in private investments.
As a result of Costa Rica’s economic struggles, a shift was made from the import
substitution model to an export promotion model. The export promotion model
represented a change in belief, with increased confidence in the market and a strong
commitment to exporting nontraditional products (Bruton, 1998). For developing
countries around the world, an emphasis was placed on eliminating price distortions and
there was recognition of the power of the comparative advantage. In addition, private
foreign investment was suddenly accepted and encouraged, and the goal of becoming
globally competitive grew in importance for these low-income countries (Bruton, 1998).
For Costa Rica, the export promotion model was based on trade liberalization,
including access to the U.S. market through the Caribbean Basin Initiative (CBI) and
systems of fiscal incentives. The first incentive was the Export Processing Zone regime,
which permitted companies to import equipment and inputs tax-free. It also allowed them
IMPACT OF GLOBALIZATION 30
to avoid paying income tax for 8 years, while paying only half of the due taxes for the
following 4 years. This was the first system in place for Costa Rica that was designed to
attract FDI (Rodriguez-Clare, 2001).
The second fiscal incentive of Costa Rica’s export promotion model was the
export contract, which allowed companies to receive a large subsidy that was equivalent
to 10% of their export value. This system helped domestic companies to change their
strategy from one designed for domestic and CACM to one of competition in open world
markets. In addition, this new economic strategy helped to diversify the country’s exports
and move away from dependence on bananas and coffee (Rodriguez-Clare, 2001). The
subsidy incentive was also designed to compensate exporters for Costa Rica’s
inefficiencies in public services needed for business, such as telecommunications,
electricity, and travel, and for the high cost of financial services in the country. At this
time, the many monopolistic structures in the finance industries of insurance and banking
kept costs high (Rodriguez-Clare, 2001).
As Costa Rica shifted its economic strategy, the country diversified its exports by
sending more nontraditional products to more non-CACM countries. Competitive prices,
on-time production, and quality control all became important aspects of the country’s
new political philosophy for success. As a result, Costa Rica’s standing in the
international community began to improve, and the country’s economy grew moderately
at the end of the 1980s and beginning of the 1990s (Rodriguez-Clare, 2001).
Unfortunately, although there were benefits to the new economic strategy, it also
placed a heavy burden on the country’s fiscal system. By the 1990s, a public debate had
developed in Costa Rica regarding trade liberalization, economic incentives, and
IMPACT OF GLOBALIZATION 31
structural reform. Organized producers argued for incentives and protection of local
industry to compensate for the country’s inefficiencies in the financial sector,
telecommunications, and infrastructure (Rodriguez-Clare, 2001). Some policymakers and
economists argued for elimination of incentives and distortions through structural reform.
However, reform progress was extremely slow as a result of strong opposition from
public-sector unions. Congress also had trouble passing bills at that time due to a lack of
a strong majority for the governing party and Congressional procedures that encouraged
filibusters (Rodriguez-Clare, 2001).
Throughout this time of debate about structural reform, some politicians discussed
policies and programs that support science and technology. However, due to the lack of
substance and funding, the existing programs were small and had very little influence on
the economy. The first true impact on the Costa Rican economy did not develop from
these initiatives, but from CINDE (Rodriguez-Clare, 2001).
CINDE
Founded in 1982 and made a public interest by the Costa Rican government in
1984, CINDE is a private, nonpolitical, nonprofit organization in Costa Rica. CINDE was
created by prominent business people, supported by the Costa Rican government, and
financed by grants from USAID (Cordero & Paus, 2008; Rodriguez-Clare, 2001).
CINDE’s purpose is to promote FDI in Costa Rica to improve conditions for its people,
increase the appeal of the investment environment in Costa Rica, and encourage a global
view for Costa Ricans. Over time, CINDE has gained expertise in promotion of Costa
Rica abroad and in attraction of FDI to the country. CINDE has achieved success because
it is nonpolitical and nongovernmental, which has allowed it to utilize a long-term
IMPACT OF GLOBALIZATION 32
strategy of continuous programs without the impact of government changes (Rodriguez-
Clare, 2001).
In the early 1990s, CINDE recognized that Costa Rica was not as competitive as
other members of the CBI in industries that were unskilled-labor intensive. The North
American Free Trade Agreement (NAFTA) also provided Mexico with better access to
the U.S. market, and CINDE began to lose some of its USAID funding. As a result of
these circumstances, CINDE chose to expand its efforts to attract FDI to the country by
working with fewer, better-matched sectors for Costa Rica’s higher education levels and
skilled-labor-intensive industries (Cordero & Paus, 2008; Rodriguez-Clare, 2001).
In 1993, CINDE’s strategic plan concentrated on sectors associated with the
electrical, electronic, and telecommunication industries. These sectors were experiencing
fast growth in the United States and had begun to search for low-cost locations around
the world. CINDE considered these industries to be a good match for Costa Rica because
the country could provide a large supply of technicians and engineers at a relatively low
cost. Moreover, Costa Rica could offer a widespread knowledge of the English language,
a political system that was well known for being democratic and stable, and a developed
legal system with low levels of corruption. The high quality of life in the country, good
access to health care for residents, cultural amenities and entertainment, and natural
resources were also selling points for CINDE. Finally, Costa Rica could show past
success with FDI through the companies in the electronics sector that had already been
established, including Motorola, Trimpot, Espion, and Sylvania (Cordero & Paus, 2008;
Rodriguez-Clare, 2001). By 1995, CINDE’s strategy for attracting FDI paid off when the
DSC Communications Corporation made the largest industrial investment in the country
IMPACT OF GLOBALIZATION 33
to that point and established a manufacturing plant in Costa Rica. Companies such as
Sawtek Inc., Merrimac Industries, and Remec also invested in Costa Rica (Rodriguez-
Clare, 2001).
As CINDE achieved success in attracting FDI, it also grew in its understanding of
the industry. The organization soon realized that, although it had a competitive advantage
over other members of CBI, Costa Rica now needed to compete with other regions of the
world, including countries such as Ireland, Chile, Israel, and Thailand. The economy of
Costa Rica had grown stagnant by 1996 as a result of a loss in advantage in apparel
manufacturing and tumbling banana and coffee prices. More than ever, CINDE
concluded that FDI would be the catalyst for revitalizing the country, and it needed to be
intentional in growing the electronics sector and attracting “big fish” investors (World
Bank Group, 2006).
Foreign Direct Investment
Despite the growth in FDI in Costa Rica that occurred since CINDE’s creation, in
the mid-1990s CINDE recognized persistent weaknesses in Costa Rica’s economy that
had to be addressed if the country was to attract FDI in electronics. CINDE needed to
develop a deeper understanding of the electronics industry in order to clearly define its
high-technology FDI attraction strategy. As a result, in 1996, CINDE hired the Foreign
Investment Advisory Service (FIAS) to develop “A Strategy for Foreign Investment in
Costa Rica’s Electronics Industry” (FIAS, 1996; Rodriguez-Clare, 2001).
The FIAS (1996) study revealed a basis for expansion of FDI in the electronics
industry in Costa Rica. FIAS recommended the country focus on products with smaller
production runs that required large inputs of skilled labor for set-ups and tests, rather than
IMPACT OF GLOBALIZATION 34
mass market products. FIAS also grouped the most attractive niches for country focus on
in four basic areas of technology: power technologies, personal computer cards and
surface mount technologies, system integration technologies, and call centers (FIAS,
1996). According to FIAS, these products best matched the main advantage of Costa
Rican industry: a labor force that is well educated in relation to its cost. In addition, FIAS
pointed out that Costa Rica’s educated labor force covered a wide range of skills, from
technicians to operatives to engineers, and had widespread knowledge of the English
language. FIAS recognized the industries that were already in place in Costa Rica that
were doing some work in the electronics industry and encouraged the country to take
advantage of the substantial opportunity to develop call centers to support this growing
industry.
In addition to creating call centers to support the electronics industry, FIAS
(1996) suggested that Costa Rica promote other sectors that provide for electronics, such
as metalworking, mold making, plastics, and equipment service and repair. By doing this,
the country would develop clusters and increase its competitiveness with other nations.
FIAS recommended that Costa Rica not only concentrate on attracting FDI in these areas
but also use backward linkage programs for domestic growth in these industries.
FIAS (1996) pointed out several obstacles that Costa Rica still faced in its
development of the electronics sector. FIAS recommended improvements in Costa Rica’s
intellectual property rights laws. It also noted weaknesses in the country’s
telecommunications and transportation infrastructure. FIAS revealed that Costa Rica still
did not graduate enough technicians and engineers with English proficiency from its
educational centers (FIAS, 1996).
IMPACT OF GLOBALIZATION 35
The FIAS (1996) study was accepted by CINDE and used as the basis for its
strategic plan in the years that followed. CINDE defined its objective as positioning
Costa Rica to be the center for electronics manufacturing in the Americas. It reinforced
the idea suggested by FIAS of developing clusters in certain skill-intensive sectors to
increase competitiveness (Rodriguez-Clare, 2001). For the remainder of President
Figueres’s term (1997–1998), attraction of FDI, an orientation toward high-technology
companies, and the cluster strategy became national priorities (Nelson, 2005; World
Bank Group, 2006). Important connections were made with Harvard Business School,
INCAE (the Costa Rican business school), the Costa Rican government, and CINDE.
President Figueres met with Michael Porter, a renowned business strategist and father of
the cluster development theory, on several occasions to discuss Costa Rica’s strategy.
Costa Rican officials also visited countries such as Singapore, Japan, Malaysia, and the
Philippines to learn about the Local Industry Upgrade (LIU) programs in these countries
(World Bank Group, 2006).
These collaborative efforts helped Costa Rica to develop a strategic plan and
create an appealing environment for MNCs. The Costa Rican government grew in its
ability in transnational learning capacity to learn about prospective foreign investors, the
global business trends influencing investors, and the benefits that investors could offer to
the country (Nelson, 2005). In turn, Costa Rica developed its own assets to offer to the
MNCs that it wanted to attract.
Intel
As the Costa Rican government and CINDE grew in understanding of the
electronics industry and developed an FDI attraction strategy, the country learned that
IMPACT OF GLOBALIZATION 36
Intel was starting a site selection process to build an assembly and testing plant for one of
its new chips. At the start of the process, Costa Rica was not on Intel’s list of places for
investment. Intel had annual revenues of more than $20 billion and its gross sales were
nearly two times the GDP of Costa Rica. Costa Rica is a relatively small country, with a
population of only 3.5 million at the time. Intel’s plan required a campus accommodating
four plants and employing 3,500 people over time, eventually reaching a total investment
of more than $500 million (World Bank Group, 2006). Despite the odds, CINDE began
to work on a campaign to attract Intel to the country. By November 1995, CINDE had put
together an effective presentation of Costa Rica and entered the list of countries for
consideration for Intel’s site (Rodriguez-Clare, 2001).
In April 1996, Intel visited Costa Rica, and Costa Rica joined the countries at the
top of Intel’s list, which included Argentina, Brazil, Chile, China, India, Indonesia,
Korea, Mexico, Puerto Rico, Singapore, Taiwan, and Thailand (Rodriguez-Clare, 2001).
Intel dropped the Asian countries from the list because it already had plants in three
Asian countries—China, Malaysia, and Philippines—and wanted to diversify. As the
corporation conducted research and made additional visits to the countries on its list, it
eventually narrowed its options to Brazil, Chile, Costa Rica, and Mexico. Chile was
eliminated due to its air transportation logistics and lack of emphasis on the electronics
sector; Brazil’s business environment at the time was not seen as a good fit for Intel’s
operation; and Mexico was rejected due to its union rules and overly specific incentives
(Rodriguez-Clare, 2001). Therefore, as a result of Costa Rica’s meticulous research and
demonstration to Intel regarding its ideal investment climate, Intel announced its choice
to establish operations in Costa Rica in November 1996.
IMPACT OF GLOBALIZATION 37
Intel’s selection of Costa Rica. In order to attract Intel, the highest levels of
Costa Rican government and organizations worked quickly and resourcefully to enhance
the country’s technical education, incentives law, regulation, and infrastructure. Several
factors contributed to Intel’s choice to invest in Costa Rica. First and foremost, the
general characteristics of the country provided a favorable environment to attract a skill-
intensive investor such as Intel. The country boasts political and social stability, high
quality of life, and a stable legal system with low levels of corruption (Rodriguez-Clare,
2001; Spar, 1998). Thanks to the shift in economic strategy, Costa Rica also provided an
environment with relatively high levels of economic freedom, particularly in capital flow
and international trade. The country’s focus on education produced acceptable levels of
English and relatively high education levels among its citizens, including engineers and
technical operators, at low cost. The pro-business environment was also an asset for
Costa Rica. Much of the work environment was nonunion and the business industry had a
favorable attitude toward FDI. Costa Rica boasted a good location and transportation
system, and procedures and conditions were established that created incentives for the
corporation (Rodriguez-Clare, 2001; Spar, 1998).
A second factor that influenced Intel’s choice to invest in Costa Rica was the
country’s emphasis on attracting FDI and its growing achievement in this area. Former
successful FDI investments provided credibility to the proposal that CINDE and the
Costa Rican government presented to Intel, revealing that the country had both the
professional human capital and the resources Intel needed for its operations. During its
site selection process, Intel spoke with representatives of several high-technology
multinational organizations that already had plants in Costa Rica. Glowing reports about
IMPACT OF GLOBALIZATION 38
Costa Rica from executives of companies such as Baxter and DSC helped Costa Rica to
rise to the top of Intel’s list of investment sites (Rodriguez-Clare, 2001; Spar, 1998).
CINDE has also been cited as a factor in Intel’s decision to invest in Costa Rica.
CINDE played a major role in convincing Intel to consider Costa Rica as the site for its
plant. It also helped Intel to conduct research and obtain the credible and consistent
information that the company needed. CINDE showed itself to be a knowledgeable,
aggressive, and effective foreign promotion agency in its work with Intel. Moreover, its
credibility and connections with the Costa Rican government allowed it to play an
important role in linking Intel executives and government officials (Rodriguez-Clare,
2001; Spar, 1998).
Like CINDE, the Costa Rican government was a vital part of Intel’s decision to
invest in Costa Rica. The government collaborated with CINDE and showed that it also
understood the significance of an Intel investment. Costa Rica’s president coordinated
and motivated the other areas of government to help Intel as much as possible within the
laws of the country. The Costa Rican government was diligent in responding to areas of
concern that Intel presented, such as the country’s taxes, electricity, and education. The
president was personally involved in meeting with Intel’s executives and discussing these
concerns. Unlike Mexico, the Costa Rican government addressed Intel’s issues in a very
generalizable way that could also meet the needs of other MNCs. The reforms that were
made improved Costa Rica’s overall competitiveness and garnered support throughout
the country (Rodriguez-Clare, 2001; Spar, 1998).
Intel’s impact on Costa Rica. Although Costa Rica appeared to be an unlikely
match for Intel, collaboration by the highest levels of government and CINDE to conduct
IMPACT OF GLOBALIZATION 39
meticulous research and use precision to demonstrate how the country’s climate would
meet the project’s requirements paid off. Construction on an A&T plant began in April
1997 and validated Intel’s satisfaction in the investment climate that Costa Rica had
created (World Bank Group, 2006). The first project that Intel established in Costa Rica
was a $300 million “Greenfield,” a 52-hectare assembly and tester campus for desktop
central processing units and chipsets. This project required about 2,000 employees in two
plants. In 2003, Intel’s volume of products assembled and tested in Costa Rica was 22%
to 25% of total sales. Intel then invested $260 million in expansions, including a new
building and new services. The Costa Rican campus reflected an accumulated investment
of $770 million, 2,900 employees, and 2,000 indirect jobs (World Bank Group, 2006).
Intel Costa Rica also expanded into services with its Latin America Engineering
Services (LAES) group in 2000. This move incorporated more than 100 engineers to
provide global engineering support in circuit design and validation, and it included about
40 engineers to create enabling code for microprocessors. In 2004, a financial services
group was established to provide services for the corporation in Costa Rica. Intel Costa
Rica expanded its services unit by adding procurement and technical assistance, which
now comprises five areas referred to as the “shared services group” (World Bank Group,
2006). A one-person venture called Intel Capital for Latin America has been established
in Costa Rica to find and invest in technology companies that complement the work that
Intel is doing (World Bank Group, 2006).
Overall, the most immediate strategic impact of Intel’s investment was a
significantly better image for the country’s FDI. The choice for Intel to invest in Costa
Rica created a “signaling effect,” a concept that is recognized and appreciated by
IMPACT OF GLOBALIZATION 40
investing companies (World Bank Group, 2006). Intel had done a great deal of research
before choosing Costa Rica, and this paved the way for other investors to follow Intel’s
lead. The investment made international headlines and immediately put the country on
the map for companies around the world. In a survey conducted in 1999, 72% of potential
investors had heard, seen, and read more about Costa Rica as a prospective investment
following Intel’s decision (Rodriguez-Clare, 2001). Costa Rican media began to cover
FDI and exports, Intel and other investment projects, and foreign investment matters that
had not been a focus before Intel’s arrival in the country. This increased flow of
information within Costa Rica and around the world that helped to establish the
importance of FDI in Costa Rica (World Bank Group, 2006).
Both the Costa Rican government and CINDE recognized the power of Intel’s
signaling effect and used the opportunity to attract other companies. Intel’s decision
raised confidence in Costa Rica as a place in which to invest. In a time, CINDE attracted
the attention of other top technology companies that had not been receptive to Costa Rica
in the past (World Bank Group, 2006). In fact, on the day Intel announced its investment
decision, Costa Rica’s Minister of Foreign Trade predicted that the country could attract
about 40 Intel satellite companies (Rodriguez-Clare, 2001). Intel also worked in
cooperation with Costa Rica by meeting with potential investors and discussing their
decision-making process (World Bank Group, 2006). Between 1997 and 2000, a strong
working relationship was forged with the Costa Rican government, CINDE, and foreign
investors. A private-sector team made up of the country’s president, various ministers,
top industry executives, and CINDE cooperated to promote the country for investment.
Confidence was raised within the country and abroad as a result of this cohesion, which
IMPACT OF GLOBALIZATION 41
showed strong leadership involvement and high investor satisfaction (World Bank Group,
2006).
In addition to the signaling effect that Intel was able to produce for Costa Rica in
attracting FDI, Intel’s choice to invest in Costa Rica began a ripple effect across several
dimensions of the country’s economy and society. Costa Rica’s economy was affected in
its FDI inflows, GDP, trade, investment climate, and industry. Costa Rican society was
also greatly altered by Intel through social development and education (World Bank
Group, 2006).
The economy of Costa Rica underwent significant changes as a result of Intel’s
disproportionately large investment in the small economy of the country. As a result,
economists began to measure the economy with and without Intel, resulting in a dual set
of macroeconomic statistics dubbed the “Intel effect” (World Bank Group, 2006). In
addition to the investment inflows from Intel that began in 1997 and skyrocketed in 1998
and 1999, Costa Rica received more than $600 million in new FDI, an increase of
approximately 50% over the 1996-1997 average. By 2004, Intel had invested more than
$510 million in Costa Rica, which helped the country to survive the economic downturn
in the region better than other Latin American countries. Between 1999 and 2003, Costa
Rica’s economy fell just 7%, compared to the average of 55% in the region (World Bank
Group, 2006).
Costa Rica’s GDP and import/export rates have also been tied to Intel. In 1997 to
1999, GDP and GDP per capita surged in Costa Rica as a result of Intel’s economic
impact. In 1999, the country’s GDP grew only 3% without Intel. Intel contributed to
more than 60% of the GDP growth that year, bringing it to an 8.4% growth rate (World
IMPACT OF GLOBALIZATION 42
Bank Group, 2006). During this time, imports and exports also increased dramatically
due to the high level of free zone activity. Intel’s import of high-value intermediate
materials and plant equipment boosted the country’s overall import rate. In addition, in
1996-1997, free zone exports surpassed Costa Rica’s traditional export leaders: bananas
and coffee (World Bank Group, 2006). By 1999, Intel had exported approximately $2.4
billion in products, which was about 36% of Costa Rica’s total exports. The country
reached a record rate of $6.6 billion in total exports that year (World Bank Group, 2006).
Intel’s chips were the top export and electronic components were the top export category,
which was a major shift from the country’s previous focus on agricultural and agro-
industrial products and apparel. In 1999, Costa Rica recorded a trade surplus for the first
time in 20 years, making the country the Latin American leader per capita at the time
(World Bank Group, 2006).
Intel’s value-added contribution to Costa Rica has been estimated at $90 to $500
million per year (World Bank Group, 2006). Intel has employed an average of 2,000
direct workers in the country. In 1995, it was estimated that Intel paid $44 million in
gross payroll to its employees, which included base salary, social security, and workers’
compensation insurance (World Bank Group, 2006). These jobs pay 50% more than the
traditional apparel or agro-industrial positions in Costa Rica, and they offer an alternative
to highly skilled workers who have graduated from technical programs. Prior to Intel’s
investment in Costa Rica and development of the country’s electronics cluster, the only
option for electrical and electronic engineers and technicians was to work for ICE, the
country’s power and telecommunications provider (World Bank Group, 2006).
According to Clifton (2011) and research by Gallup, the number one priority of any
IMPACT OF GLOBALIZATION 43
nation should be the creation of good jobs. Without good jobs, societies fall apart and
countries suffer. Intel’s addition of good jobs to Costa Rica has had a major impact on the
country and has allowed the nation to progress in numerous ways.
Intel also spurred the development of Costa Rica’s logistics, communications
infrastructures, permits, and construction, in addition to its economic influence on the
country. Before fully investing in Costa Rica, Intel had established a conditional
agreement that was dependent on improvements in these areas. This required CINDE and
the Costa Rican government to work quickly and efficiently to make major changes by
March 1997, only 4 months after Intel’s initial announcement to invest in Costa Rica.
These improvement s have provided an impetus for further development over the years
(World Bank Group, 2006).
Intel’s initial requirements for improved logistics and communications
infrastructure spurred exponential growth in these areas of the country. Spending on both
areas nearly doubled between 1995 and 2003. In 1998, the government passed the Public
Concessions Law, which allowed private investors to participate in the construction and
operation of public works. The country’s major airport was upgraded and remodeled to
improve facilities and logistics for passengers and cargo. More flights were added and
leading international service providers, such as FedEx, UPS, DHS, Danzas, and AIG,
were established. The airport used the Internet to speed its customs procedures to allow
for a 24-hour lead time (World Bank Group, 2006). Moreover, a company with close ties
to Intel, AirExpress International, invested in Costa Rica through a joint venture. This
international logistics and transportation company improved transportation and logistics
for Costa Rican businesses (Rodriguez-Clare, 2001).
IMPACT OF GLOBALIZATION 44
Costa Rica installed new equipment and used new techniques shared by Intel to
improve the quality of its power infrastructure. Intel financed a new power substation in
Belen, the site of Intel’s operations, and formed a private-public partnership with Costa
Rican power supplier ICE to manage and supervise the plant. Other large consumption
users of hydroelectric power were given a “high tension” discounted rate (World Bank
Group, 2006).
With the help of Intel, Costa Rica updated its processes for permits and
construction in the country. Although Intel’s requirements for project construction were
initially viewed as impossible by both government and private construction companies,
Intel worked with the companies to develop world-class methods for design and building.
The project, which would typically have taken 2 years to complete, was finished in 11
months, with no accidents at the construction site (World Bank Group, 2006). This
project helped Costa Rica to develop faster, better, and safer construction and it became
the model for other projects in Costa Rica. Throughout the process, permits and
environmental regulatory procedures were fast tracked to meet Intel’s deadlines. This led
to more comprehensive national legislation that simplified the procedures for establishing
a business in Costa Rica (World Bank Group, 2006).
Intel was a major catalyst for change in the way in which the government of Costa
Rica worked with investors. For the first time, a focus on FDI and serving the needs of
investors was a high-level national priority. Led by President Figueres and his
involvement in the Intel project, other government officials and public entities, such as
UCR, the Technological Institute of Costa Rica (ITCR), the power and
telecommunications authority (ICE), and the National Training Institute (INA), were
IMPACT OF GLOBALIZATION 45
motivated to support FDI and develop a service-oriented attitude (World Bank Group,
2006). These groups committed to climate-building initiatives to ensure that the promises
made to Intel were delivered on time and to create a culture for future investment in the
country. The universities updated curriculum and added classes in response to Intel’s
recommendations. Road construction was completed in months and airport personnel
developed a faster customs clearance process. ICE created investor accounts for Intel
executives, initiated service-level agreements, and conducted service-quality
improvement training (World Bank Group, 2006). This united effort to support Intel’s
needs created a culture that benefitted all investors into the country.
Intel can be credited for helping Costa Rica to develop core business values and a
culture of global competitiveness. As Intel worked with Costa Rica, it emphasized long-
term planning, ethics, discipline, and innovation. In a move known as corporate
responsibility, Intel committed to using ethical behavior in Costa Rica to reduce risks and
costs, protect the brand value, and develop new market opportunities (Intel Corporation,
2013). Intel also brought specific programs, such as Young Entrepreneurs and Sharing
the Values and Culture of Intel, to the country, and it heavily invested in ongoing training
of employees (World Bank Group, 2006). Intel sent employees to be trained at other
plants for an extended period of time. Much of this training was firm specific, helping
Intel to maintain a very low level of employee turnover (Rodriguez-Clare, 2001). Overall,
it can be argued that Intel succeeded in transferring its business culture and values to its
workers and other companies, leading to increased productivity and competitiveness and
extending this knowledge base across the country (World Bank Group, 2006).
IMPACT OF GLOBALIZATION 46
Intel’s business practices and commitment to corporate responsibility not only
created an ideal investment for outside corporations; it also developed domestic
companies through backward linkages that supplied Intel with specialized goods and
services (Rodriguez-Clare, 2001). In fact, many of Intel’s suppliers have received training
from Intel or have reported that they have changed their organizational practices or
product variety because of Intel. Even Intel’s competitors in input markets recognized
that Intel has had a positive impact on their own operations (Larrain, Lopez-Calva, &
Rodriguez-Clare, 2001).
In the same way, Intel helped to develop better practices across Costa Rica in the
area of worker health and safety. Following Intel’s practices, Costa Rica’s National
Insurance Institute (INS) created the first job safety and health standard for the country.
In addition to creating high standards for its own employees, Intel required strict worker
safety practices for its suppliers and subcontractors. In recognition of these efforts, INS
awarded Intel the Preventico award for 5 successive years in recognition of the
corporation’s safety practices (World Bank Group, 2006).
As a result of joint efforts by CINDE and the government, Costa Rica’s improved
investment climate, including its infrastructure, incentives, and business processes,
created an ideal environment for all foreign and domestic investors.
Other Foreign Direct Investment
Following the signaling effect that Intel produced in Costa Rica, as well as the
subsequent improved investment climate, there was an increased willingness by other
foreign companies in diverse sectors to choose Costa Rica as a site for operations.
IMPACT OF GLOBALIZATION 47
Suppliers to Intel and pre-Intel investments allowed the electronics cluster to flourish in
the country. Corporations such as Sawtel and Remek have supported this cluster.
Although Intel has had a positive impact on Costa Rica in many ways, the
country’s initial dependence on the corporation also had a negative impact when Intel
suffered downturns in activity. For instance, in 2000, Intel’s activity dropped
significantly, which affected Costa Rica’s GDP. In that year, the country’s GDP growth
was just 1.4%, whereas the growth would have been 3% without Intel. As a result, Costa
Rica recognized its need to diversify so it could weather the severe cycles that
corporations such Intel are likely to experience (World Bank Group, 2006).
Thanks to the decision to diversify, Costa Rica achieved growth in the medical
devices cluster. Both Abbott Laboratories (now Hospira) and Proctor & Gamble set up
operations in Costa Rica (World Bank Group, 2006). Abbott Laboratories was the first
major investor, establishing an advanced $60 million manufacturing plant in the country.
In 1998, Baxter invested $30 million to expand its presences in Costa Rica (Rodriguez-
Clare, 2001).
Beginning in 1998, satellite offices for global suppliers were established in Costa
Rica, which became building blocks for the growing electronics support industry. These
firms provided technical support for manufacturing and testing equipment used in the
country (World Bank Group, 2006).
In the past 10 years, Costa Rica has seen dramatic growth in FDI. Since 2002,
FDI inflows have grown an average of 13.1% each year. By 2012, FDI represented 5% of
GDP and FDI per capita had reached $485 million. As a result, Costa Rica currently
ranks among the top Latin American countries in both indexes.
IMPACT OF GLOBALIZATION 48
Conclusion: Economics and Education
Although Costa Rica had a long history of being dependent on agriculture, the
influence of globalization over the past century can clearly be seen by the shift in the
country’s economic strategy. Like many other countries in the world, Costa Rica has
been strategic in attracting and retaining MNCs such as Intel to compete globally. These
corporations, in turn, have invested in Costa Rica in very important ways. Perhaps one of
the most influential investments by MNCs has been in Costa Rican education, which has
evolved in alignment with the country’s economy. Like many developing countries,
Costa Rica discovered a complex relationship between a country’s economic model and
domestic learning (Bruton, 1998).
Education produces externalities, which are the benefits that spill over and help
others in society (McMahon, 2010). Education externalities include longevity of life,
reduced poverty, lower crime rates, increased social capital, lower welfare and prison
costs, development of civic institutions, and the long-term benefits of rule of law,
democracy, human rights, and political stability. There is a market benefit in which
improved education increases aggregate earnings and affects the per capita economic
growth of a country (McMahon, 2010). In order to increase these externalities and
support the growing corporate investment in the country, Costa Rica has reformed many
of its schools with the goal of developing knowledge workers, and MNCs have supported
this effort to sustain their business in the country through employment of highly educated
residents.
IMPACT OF GLOBALIZATION 49
Education
Before Intel and other MNCs created requirements and invested in Costa Rica’s
education system, the country had a longstanding commitment to education. Now under
the authority of the Ministry of Public Education (MEP), Costa Rica has provided free
compulsory education since 1870. In 1949, the Constitution of Costa Rica mandated that
citizens have free access to education in preschool through high school, although
education is compulsory only through ninth grade.
Costa Rica’s long-term commitment to education has been called the major factor
in the country’s development. In the early 1900s, Costa Rica had a literacy rate among
the highest in the Americas (Rodriguez-Clare, 2001). In 1940, the country’s commitment
to education was reinforced when the first public university was created. This was
followed by formation of three more public universities in the 1970s. As the universities
produced scientists and engineers, the industrial sectors grew throughout the 1960s and
1970s. In addition, state-owned companies in telecommunications, agriculture, water
supply, industry, electricity, and infrastructure were further developed (Rodriguez-Clare,
2001).
During the 1980s, Costa Rican education suffered as the country faced economic
setbacks and high school enrollment rates fell significantly. The one positive aspect in the
school system at that time came from an initiative that would later contribute to Costa
Rica’s development toward a technology and knowledge-driven economy: installation of
computer laboratories in schools. This program was recognized because it was
concentrated in elementary schools to have a greater impact on students and because the
IMPACT OF GLOBALIZATION 50
labs to were used to support the learning process, not simply to teach computer skills
(Rodriguez-Clare, 2001).
Having a well-educated labor force has been one of Costa Rica’s major
competitive advantages, particularly in relationship to the cost of that labor force in
comparison with that in other well-educated countries (Rodriguez-Clare, 2001). When
Intel agreed to invest in Costa Rica in November 1996, it required improvements in
technical education as part of its conditional agreement. Eduardo Sibaja, the Minister of
Science and Education at the time, acknowledged that Intel had been an important
catalyst for improving the country’s overall foundation of technical education (World
Bank Group, 2006). Three major educational institutions—ITCR, UCR, and INA—added
programs and enhanced the curricula over time in response to the requirements of the
foreign direct investors. ITCR, under its “Intel Associate” status, added an English
reinforcement program, a 1-year certificate program, and a 1-year Associate degree that
focused on technical fields such as semiconductor manufacturing, microelectronics, and
materials science. This connection with Intel has helped to strengthen and update
teachers’ knowledge in technical fields and has improved the university’s financial
position (Rodriguez-Clare, 2001; World Bank Group, 2006). Links were developed with
between corporations such as Intel and UCR, particularly its School of Physics,
technological programs, and vocational school for electronics (World Bank Group,
2006).
In addition to the changes made at the postsecondary level, the elementary and
secondary schools in Costa Rica realized transformations in program as a result of the
developing economy. Specifically, Intel has created the Intel–Innovation in Education
IMPACT OF GLOBALIZATION 51
program to modernize laboratories in Costa Rica’s schools; they have donated
microprocessors valued at more than $1.1 million. Intel’s Intel–Educate for the Future
program has developed a goal of training 9,000 primary and middle school teachers in
technology. Intel has worked to promote scientific research in schools through its
Students as Scientists program. This program was launched in cooperation with the MEP
and the Ministry of Science and Technology (MST), as well as with the National
Program of Science and Technology Fairs, to train 2,000 high schools teachers to
increase their students’ interest in science. Intel has spent about $70,000 on this program
alone (World Bank Group, 2006).
Intel’s investment in, and the Costa Rican government’s commitment to,
education demonstrate the importance of producing workers who have the skills for
higher-value-added jobs. Educating the populace has a ripple effect, in that more Costa
Ricans have the skills to attain better employment, the number of lower-skilled workers
has decreased (which can stabilize their wages), and more MNCs can see the benefit of
investing in a nation of knowledge workers. However, as Intel’s investment reveals, it is
not enough to require students to be educated in the traditional system; education must
change to meet the changing demands of the global job market. In the following sections,
the new skills that students need in the 21st century, as well as the methods that Costa
Rica has used to help students to obtain these skills, are discussed.
21st-Century Skills
Across the globe, countries have begun to recognize the importance of education
in their ability to compete with other nations. As the world becomes more flat, schools
are required to shift their practices to provide students with the skills that they need in the
IMPACT OF GLOBALIZATION 52
21st century. Just as Costa Rica has committed to investing in its educational system, the
American government is doing the same. Countries must continuously create good jobs
to maintain healthy economies, and schools must help students to develop the skills that
are necessary to create and obtain these good jobs as they are created (Clifton, 2011).
Although there are many ideas about these skills in the literature, Wagner (2008) clearly
provided a framework of seven survival skills that students need to compete in the kind
of global knowledge economy in which countries such as the United States and Costa
Rica are engaged.
The first survival skill described by Wagner (2008) is critical thinking and
problem solving, which means that students should learn to analyze the roots of a
problem, understand how the problem evolved, and take a systematic approach to solving
the problem. The second survival skill is collaboration and leadership, which includes
global interaction, strategic thinking, cultural awareness, and helping students to become
influential citizens. Wagner’s third essential skill for the 21st century is agility and
adaptability. This means that students must learn to be flexible, resourceful, lifelong
learners, and adaptable to disruptions. The fourth skill is initiative and
entrepreneurialism, which means that students should learn to seek new ideas,
opportunities, and improvements. Next, 21st-century students must develop oral and
written communication skills. This is the ability to communicate views, opinions, and
ideas in a global economy. The sixth survival skill is the ability to access and analyze
information, which means that students must have critical thinking skills to analyze,
synthesize, and evaluate data. Finally, Wagner maintained that schools should help
IMPACT OF GLOBALIZATION 53
students to develop curiosity and imagination in the 21st century. This means that
students should have analytical skills, be inquisitive, and be motivated.
Other authors and researchers support Wagner’s (2008) position that schools must
help students to develop new skills for success in the 21st century. According to
Friedman (2007), this is the only way that countries will be able to compete globally.
Like Wagner, Friedman argued that students in the 21st century should be taught how to
learn. In the flat world that Friedman describes, people must constantly absorb new
information and find new ways to do things. This skill is especially important as many
jobs are digitized, automatized, and outsourced and many new jobs are created.
Schools should be less concerned about what students know and more concerned
about how they learn (Friedman, 2007). Schleicher (2011) supported this position,
explaining that the current world is changing very quickly, which means that the
knowledge and skills traditionally taught in school will not address the challenges of the
future. Instead, education today should be more about creative and critical approaches to
thinking and problem solving. Using technology, communicating, and collaborating will
be important skills for students to develop in the 21st century (Schleicher, 2011).
As students are taught to be learners rather than simple receptors of information,
schools should also teach students how to navigate information (Friedman, 2007). In this
flat world, there is a constant flow of knowledge, information, and news, particularly
with the growth of the World Wide Web. Teaching students how to sift through the
information to find facts and real sources of knowledge is critical as students move
forward into college and careers (Friedman, 2007).
IMPACT OF GLOBALIZATION 54
Another term for this 21st-century skill is research and information fluency
(Pappas, 2009). Although today’s students are considered digital natives and are often
very comfortable with most forms of technology, Pappas referred to students in a
classroom as digital immigrants. To support student success in the 21st century, schools
must help students to move beyond finding information to learn how to evaluate the
information for accuracy and usefulness (Pappas, 2009).
Friedman (2007) argued that education in the flat world should support student
learning in nontraditional ways. Passion and curiosity are two important characteristics
that people must have to set themselves apart in the global job market. Wagner (2012)
stated that these characteristics build immunity against automation, digitization, and
outsourcing in the global knowledge economy of the 21st century. While Friedman
(2007) stated that promoting a liberal arts education is a way to develop these skills,
Wagner (2012) argued that students simply need a forum in which to engage in
interesting and challenging work. When they have purpose and an opportunity to play,
students begin to develop the skills that are necessary for their future success.
In sum, changing education and helping students to develop 21st-century skills
are not just about improving students’ chances of having successful future careers. They
are also about developing knowledge workers to keep a nation globally competitive. In
order to compete in the flat world, countries must create innovators who develop new
ideas to solve new kinds of problems (Friedman, 2007). Countries must develop new
technologies and better products, services, and processes (Wagner, 2012). Citizens must
know how to solve new problems and adapt to an ever-changing job market.
IMPACT OF GLOBALIZATION 55
Friedman and Mandelbaum (2011) stated that the success or failure of countries to
change their education systems and develop students with 21st-century skills will
determine whether or not they continue to develop good jobs and stay economically
viable. In a 2011 survey conducted by General Electric of a thousand senior business
executives in 21 countries, 95% of the respondents stated that innovation was the main
determinant of a competitive national economy and 88% stated that innovation was the
best way to create jobs in a country (Wagner, 2012). For this reason, Costa Rica has
committed to investing in its educational system, and has begun, with the support of Intel
and other foreign investors, to change the educational system to align with the learning
goals of the 21st century.
STEM. A method for helping students to develop the skills necessary for success
in the 21st century is STEM education. The acronym STEM refers to science,
technology, engineering, and mathematics. Many contend that creating a STEM-literate
citizenry is the key to a country’s success on the global level (Bybee, 2010). The STEM
acronym was invented in the 1990s when the American National Science Foundation
began using SMET as shorthand, which later evolved to STEM (Sanders, 2008). For at
least a decade, very few people were familiar with the term STEM, until works by
authors such as Friedman (2007) supported concepts of global competition and the flat
world. People began to understand that, in the 21st century, technology and engineering
will play a critical role in a country’s global standing, and a shift has been made away
from simple science and mathematics to a more integrated STEM approach (Sanders,
2008).
IMPACT OF GLOBALIZATION 56
In general, STEM education means replacing traditional lecture-based teaching
strategies with approaches that are more project based and inquiry driven (Breiner et al.,
2012). Some contend that STEM curriculum should closely parallel the work done by
real-life scientists and engineers, while others content that STEM education should
simply improve students’ use of technology and increase their understanding of how
things work (Bybee, 2010; Breiner et al., 2012).
An important aspect of STEM that is often overlooked is the engineering
component. Students who are engaged in engineering curriculum during their precollege
education have the opportunity to develop many of the skills necessary for the 21st
century. Two skills that citizens will need to compete globally are innovation and
problem-solving skills. These skills are important to the economic success of a country
and are emphasized in engineering (Bybee, 2010). Moreover, the use of engineering in
the classroom supports integration of other aspects of STEM: science, mathematics, and
technology (Capraro, Capraro, & Morgan, 2013). An engineering curriculum requires
higher-order thinking, provides a good structure for breaking down problems, allows
students to develop creativity, and offers a realistic context for the application of
mathematics and science. Engineering education also prepares students for future careers,
as the skills developed in classrooms help them to increase their business sense and
identify connections between industries. Ownership of the learning is promoted as
students make discoveries and develop unique solutions, much as they would in a real-
life setting. Engagement in engineering projects cultivates skills of collaboration and
teamwork, which are also important for success in future careers (Capraro et al., 2013).
IMPACT OF GLOBALIZATION 57
Technology education is another important aspect of STEM that has traditionally
been overlooked in the K–12 classroom. According to the National Center for
Educational Statistics (2008), the average 2005 high school graduate earned only 0.08
technology credits in high school, compared to the average of 3.67 credits in mathematics
and 3.34 credits in science. Technology education is important for students because it
nurtures the teaching and learning process and helps to students access other areas of
STEM (Capraro et al., 2013).
The use of technology can be a motivational tool for students. Unlike traditional
modes of teaching, technology has the potential to address specific student learning needs
and match their individual learning paces and styles (Christensen, Horn, & Johnson,
2011). Technology can support schools in creating student-centric classrooms in which
all children have the opportunity to succeed. When a country’s students succeed, the
entire nation can compete globally (Christensen et al., 2011; Sanders, 2008).
Costa Rica has recognized the importance of STEM education. Not only has
Costa Rica made a commitment to develop knowledge workers to fill the jobs that have
been created through FDI; the country’s leaders also know that economic growth in the
21st century will be driven by the ability to generate ideas and translate them into
innovative products and services. Improving high school graduation rates and ensuring
that all students are ready for college and the workforce is vital to Costa Rica’s ability to
compete in the global economy. Leaders increasingly view STEM achievement as a
critical component of success in college, career, and life.
Science education has been highly regarded in Costa Rican education since early
in the nation’s history. José María Castro Madriz, who served two separate terms as
IMPACT OF GLOBALIZATION 58
president of Costa Rica in the 1800s, said, “Sad is the country that does not take to
science for guidance in their business and jobs” (as cited in Varela & Villegas, 2010,
p. 12). At that time, it was common practice to teach botany, zoology, mineralogy, and
geology as fields that allowed students to approach the study of the natural environment
in which they learned. This required the study of the fundamentals of the basic sciences
of biology, chemistry, and physics (Varela & Villegas, 2010).
In the early 1970s, specific areas of biology, chemistry, and physics were taught
in Costa Rica based on the teaching guidelines that were being used in the United States.
Programs and books were created for this curriculum. However, research continued to
show that, despite the efforts of secondary education, students were unprepared for
success in science courses at the university level, particularly in chemistry. This gap in
student learning forced university faculty to collaborate with the MEP in Costa Rica. In
the late 1980s, support programs were created to improve teaching of general science.
The Higher Education Council approved the change in the content of the program, which
now focused on the basic disciplines of science. Physics was added to the seventh-grade
curriculum, chemistry was taught in eighth grade, and biology was taught in the ninth
grade to ensure that students would be prepared for more advanced science classes at the
college level. This change led to the curricular structure that is still in place for science
education in Costa Rica (Varela & Villegas, 2010).
In addition to the curricular changes made in the 1980s, a new law, N°7169, was
enacted to promote scientific development (Varela & Villegas, 2010). From this law,
CienTIC, or the Foundation for the Development of Science, was created. It served as a
basis to support legislation establishing the Scientific College system of Costa Rica. It
IMPACT OF GLOBALIZATION 59
was also at this time that the Costa Rican Science Fair program was created, which will
be discussed in detail. The Science Fair program was designed to create an enriching
educational experience for students in the area of science (Varela & Villegas, 2010).
Science education is not limited to secondary and postsecondary students in Costa
Rica. The curriculum is designed to include aspects of natural science from as early as
preschool. The goal is for the curriculum to move beyond simple scientific themes and to
imbed scientific attitudes, values, and procedures in relevant aspects of the content of all
disciplines. The foundation of scientific study in Costa Rica is built on discussions and
interactions related to the environment (Varela & Villegas, 2010). As a result of this
concentrated effort to emphasize science education and create real-life applications for
students, Costa Rican students outperform students in other countries in the region on the
international standardized test for science, called SERCE (Varela & Villegas, 2010).
In addition to the country’s focus on science, Costa Rica has dedicated resources
to technology education. Each year, programs throughout Costa Rica train 7,500
educators in the use of technology tools (Borthwick & Lobo, 2005). A dedicated effort to
install computers in Costa Rican classrooms began in the 1980s. By the late 1990s, one of
every two elementary students had access to technology in school, which was an
impressive feat, considering the many rural areas in Costa Rica. Today, Costa Rica has
one of the highest concentrations of computers in Latin America, and it is often regarded
as a pioneer for technology development in Central America (Borthwick & Lobo, 2005).
According to research by the Foundation Omar Dengo (FOD), the result of Costa Rica’s
investment in education technology has been an increase in student attendance, improved
IMPACT OF GLOBALIZATION 60
teacher and student self-esteem, growth in student interest in technology, and expansion
of the technology infrastructure in the country (Borthwick & Lobo, 2005).
STEM education is vital to the success of both the United States and Costa Rica
in the global economy. Corporations such as Intel have recognized this and have invested
in K–12 and higher education to support Costa Rica’s production of knowledge workers.
As countries continue to update their educational systems, STEM education and the
development of 21st-century skills will be increasingly important.
PBL. One method for integrating STEM education and supporting student
development of 21st-century skills is PBL, a teaching method by which students engage
in a rigorous, extended process of inquiry focused on complex, authentic questions and
problems. PBL questions should be highly engaging and motivating, and students must
work collaboratively to solve the problems. PBL requires students to demonstrate in-
depth understanding of academic knowledge and skills. It is used to help students to build
21st century skills such as collaboration, critical thinking, and communication (Bender,
2012).
PBL originated in Europe, growing out of agriculture and the industrial arts. In
America, PBL’s roots extend back to John Dewey’s constructivist learning theory, which
promoted experiential, hands-on, and student-centered learning. William Heard
Kilpatrick, who studied with Dewey, built on this theory by indicating that the projects in
which students engage should be purposeful and the teacher should not dictate students’
actions. Kilpatrick advocated for cooperative methods in solving real-life problems.
Unfortunately, the projects were difficult to measure and did not satisfy teachers or
IMPACT OF GLOBALIZATION 61
theorists; therefore, the use of PBL methods decreased in schools throughout the 1900s
(Capraro et al., 2013).
Today’s PBL model is based on several theoretical frameworks, and advocates
have created methods for measuring student learning. According to Capraro et al. (2013),
the PBL frameworks include the idea that PBL happens over time and in stages. Unlike in
PBL of the past, today’s teachers of PBL utilize comprehensive rubrics to provide
structure and appropriately evaluate students’ learning (Bender, 2012). Rubrics can be
used to provide students with both formative and summative feedback about their
learning processes; they also allow opportunities for students to engage in self- and peer
assessments (Capraro et al., 2013). Some proponents of PBL specify students’ roles
within a project to organize the work and allow for individualized accountability (Bender,
2012).
The use of inquiry-based teaching and PBL is supported by research in the
learning sciences (Bransford, Brown, & Cocking, 2000; Donovan & Bransford, 2005).
Several principles can be seen in the design of the learning environment when students
engage in STEM PBL that provide a useful framework for observation. Slough and
Milam (2013) outlined four design principles: making content visible, making thinking
visible, helping students learn from others, and promoting autonomy and lifelong
learning. In a classroom where students are participating in PBL, content is made
accessible as learners engage with problems and examples that connect new ideas with
students’ prior knowledge. Effective instruction provides students opportunities to ask
their own questions, conduct investigations, evaluate evidence, develop theories, and
IMPACT OF GLOBALIZATION 62
participate in scientific learning (Slough & Milam, 2013). Scaffolding and feedback from
the instructor support the students through this process.
The second classroom design principle, making thinking visible, includes three
pedagogical dimensions: modeling scientific thinking, helping students to make their
thinking visible through scaffolding, and providing multiple models. In a STEM
classroom it is important that students have opportunities to engage in the scientific
process. Students should be exposed to models of cutting-edge science through computer
animation, scientific visualizations, modeling programs, and dynamic representations
(Slough & Milam, 2013). When students make their thinking visible through the
scientific process, they build metacognitive skills. Teachers can provide more effective
feedback to facilitate interaction between the worlds of learning and STEM.
The third design principle, helping students to learn from others, is built on the
ideas of cooperative learning and social constructivism. As students work collaboratively,
they are given opportunities to develop communication skills and to engage in reciprocal
teaching. Students are often required to design in STEM PBL, which immerses them in
the scientific process and pushes them to utilize scientific criteria and create scientific
explanations. Through this process, students engage in higher-level thinking and develop
21st-century skills of communication, collaboration, creativity, and critical thinking
(Slough & Milam, 2013).
The STEM PBL classroom should promote autonomy and lifelong learning for
students. This type of learning environment should be student centered; however, the
teacher should play an important role in monitoring students and providing effective
feedback. Throughout the process of a project, students should be encouraged to develop
IMPACT OF GLOBALIZATION 63
personal goals, seek feedback, and adjust accordingly. As students engage in this process,
they can monitor their progress and success, which will support their development as
lifelong learners (Slough & Milam, 2013).
PBL is frequently recognized as a 21st-century teaching technique (Bender,
2012). PBL has the potential to increase motivation to learn as it emphasizes the 21st-
century skills of collaboration, communication, creativity, and critical thinking. In PBL,
students identify and seek to solve real-world problems that they consider important.
Students are also likely to be better prepared to use technology and solve problems in
college and their careers when they have participated in PBL. As students apply new
knowledge to solve problems, they are working with higher-level thinking skills (Bender,
2012; Capraro et al., 2013). Many maintain that this method of teaching and learning
fosters motivated learners who are better prepared for the unforeseen challenges in their
jobs and their world in the future.
Science and technology fairs. Perhaps the best example of STEM and PBL in
Costa Rica is the use of science and technology fairs to help students to build 21st-
century skills. As early as the 1960s, Costa Rica promoted science and technology fairs
as a way to enhance science education. In the 1970s, UCR organized a science fair, and
by 1987, the university had developed the first National Science Fair (NSF; MST, 2012;
Valencia, 2008). The NSF was supported by the MST, the Office of the First Lady, the
MEP, the National Board for Scientific and Technological Research (CONICIT), UCR,
and the Organization of American States (Valencia, 2008). Although the first National
Science Fair mainly included students from the private high schools in the metropolitan
area, by the 1990s, the NSF had been expanded to elementary schools and other areas of
IMPACT OF GLOBALIZATION 64
the country. The purpose of the science fairs was to stimulate students’ creativity,
investigative spirit, and scientific thinking (MST, 2012; Valencia, 2008).
The science and technology fair process was formalized in 1990 by approval of
the Science and Technology Development Promotion Act No. 7169. The Act outlined the
purpose of the science and technology fairs and indicated when they would be held
(Valencia, 2008). Throughout the 1990s, Costa Rica continued to develop the science and
technology fair to include younger students and to formalize the process. By 1996, UCR,
in conjunction with the MST, had begun a program that provided opportunities for
teachers to be inducted into the science fair process and allowed the NSF to become
institutionalized (Valencia, 2008). The NSF became affiliated with Intel’s International
Science and Engineering Fair (ISEF) in 1999, and by 2000, there were 20 regional
science fairs in Costa Rica that fed into ISEF (MST, 2012).
By 2004, the Costa Rican government indicated the importance of the science and
technology fairs by issuing a national decree (#31900 MEP-MICIT) and mandating
institutional science fairs. The fairs became part of the National School Calendar, and
Intel launched the Students as Scientists (SAS) teacher training program. The program
was further developed in the following years, and in 2007, scientific research was
integrated into the school curriculum. A separate engineering fair was added (MST, 2012;
Valencia 2008).
The organization of the science and technology fair in Costa Rica came through a
joint effort by the MEP, the MST, CONICIT, and the public universities. Under
Executive Decree No. 31.900 –MEP-MICIT, the science and technology fair processes
are ruled by the guidelines of PRONAFECYT. The program includes students from
IMPACT OF GLOBALIZATION 65
preschool through high school. Its objective is to promote the culture of science and
technology, beginning with the development of scientific knowledge as a stimulus to new
generations of Costa Ricans (MST, 2012; Valencia, 2008).
Each level of the science and technology fair has appointed work committees that
are coordinated by a central organizing committee at each level. The central committee
then creates subcommittees to complete the work for each level of the science fair.
According to the science and technology fair manual (MST, 2012), the fair is organized
into these levels: Institutional Science and Technology Fairs, Circuit Science and
Technology Fairs, Regional Science and Technology Fairs, National Science and
Technology Fairs, and ISEF. At the top level, the winners in Grades 9 through 12 of the
best science project or the best technology project compete. All science and technology
fair projects must be based in the areas of biology, environmental science, computer
science, earth and space science, social and behavioral sciences, physics and
mathematics, engineering and technology, chemistry, or health and medicine (MST,
2012).
In addition to the Science and Technology Fair, Costa Rica launched a National
Engineering Fair in 2008. The MST and the MEP coordinate the Engineering Fair. The
target population for this fair is high school students from technical, academic, and
scientific schools. The goal of the Engineering Fair is to stimulate interest in the field of
engineering through observing, designing, and developing prototypes or services, testing,
analysis, and research. The fair allows students to present their research or inventions to
specialists and the community as a whole (MST, 2012).
IMPACT OF GLOBALIZATION 66
The science and technology fair concept has grown exponentially in Costa Rica. It
has also become popular throughout the world as interest in engaging students in hands-
on research and learning has increased in the 21st century. Since 2004, several Costa
Rican students have received awards at the ISEF in areas such as botany and
environmental sciences (Valencia, 2008). The MEP clearly sees science and technology
fairs as a tool for leading their country into the next century. A national emphasis on the
fairs fosters STEM education and PBL strategies that can help students to develop 21st-
century skills and create knowledge workers for the global economy in today’s flat world.
Conclusion: Education in the 21st Century
Education is inextricably tied to a country’s economic security and ability to
produce and to obtain good jobs. However, many argue that the education that students
have traditionally received does not prepare them for success in the flat world. Around
the globe, countries are recognizing the need to make changes in their educational
systems so students can be provided with 21st-century skills for success. STEM
education, PBL, and science and technology fairs are strategies that schools are now
using to address this issue. Costa Rica has made a notable effort to increase the nation’s
economic security through attracting FDI and investing in schools using these methods.
The implementation of Costa Rica’s science and technology fair policy has supported
these efforts and emphasized the use of STEM PBL in schools. As Costa Rica makes
STEM PBL and the science and technology fair process in the educational system a top
national priority, the country is sure to reap benefits in the 21st century.
IMPACT OF GLOBALIZATION 67
CHAPTER THREE: RESEARCH METHODOLOGY
This chapter presents the research design, research team, participants,
instrumentation, and the method used for data collection and analysis. The purpose of this
study was to examine the influence of globalization, FDI, and multinational corporate
responsibility on the curriculum and practices in schools. Furthermore, the relationship
between STEM education and Costa Rican economic growth was studied. This study
examined how the mandated national science fair influences the use of PBL to build
human capital and prepare students for 21st-century jobs, particularly in STEM fields, in
Costa Rica.
Members of the research team from the University of Southern California (USC),
in conjunction with various schools, representatives of MNCs, and government officials
in Costa Rica collaborated in this study. This study addressed the following research
questions:
1. To what extent do teachers implementing STEM curriculum trace their
practices back to the influence of policy, globalization, and MNCs? To what extent are
the economic growth of Costa Rica and STEM education related?
2. How has mandating participation in the national science and technology fair
influenced implementation of 21st-century skills through the use of PBL and technology
by teachers across all curricular areas? How has it influenced curriculum and instruction?
3. How has the national science and technology fair policy changed the value for
STEM education for students, teachers, and educational leaders?
This chapter contains six sections that present the research design, research team,
participants, instrumentation, and plan for data collection. The first section discusses the
IMPACT OF GLOBALIZATION 68
research team and defines the roles and responsibilities of each group member. The
second section describes the sample population and explains the process of participation
selection. The third section outlines the instrumentation that will be used to collect data
throughout the study. The fourth and fifth sections describe the processes of data
collection and analysis. The sixth section describes the study’s ethical considerations and
the USC Institutional Review Board (IRB) process, focusing on requirements for
conducting research in a different country and human participants in a study.
Research Design
A qualitative research design was used to address the research questions. This
research project was developed to elicit feedback from those who are involved in
government, educational, and economic and corporate sectors of Costa Rica. By using the
researcher as the primary instrument of data collection and analysis, an inductive
investigation was conducted to gather a rich description of the impact of globalization,
FDI, multinational corporate responsibility, and the national science and technology fair
policy on schools in Costa Rica (Creswell, 2009).
One benefit of conducting qualitative research is that the data are collected in the
natural setting. Instead of conducting research in a laboratory or sending out instruments,
information is gathered by observing and speaking with people in the natural
environment (Creswell, 2009). According to Merriam (2009), the approaches to
qualitative research include phenomenology, ethnography, grounded theory, qualitative
case study, critical qualitative research, and narrative analysis. This study focused on the
school system in Costa Rica and the ways in which policy makers and MNCs have
IMPACT OF GLOBALIZATION 69
influenced this entity. The bounded system of schools of Costa Rica was analyzed,
allowing the researchers to conduct a case study (Merriam, 2009).
Creswell (2009) defined case study as including detailed and in-depth data
collection from multiple sources of information. Merriam (2009) identified three types of
case studies: historical and observational, intrinsic and instrumental, and multisite.
Multisite case studies involve collecting and analyzing data from multiple cases or sites.
This type of case study can be particularly compelling because of the range of cases
studied. Collecting information from multiple sites or cases furnishes the benefit of
strengthening the external validity or generalizability of the study’s findings (Merriam,
2009).
This study utilized multiple sources of information from multiple sites for data.
Data were triangulated through interviews, observations, and surveys, and participants
included former students and school leaders, government leaders, and business leaders.
To identify common characteristics and commonalities, this study used three conceptual
frameworks (Maxwell, 2013): (a) Friedmans’ (2007) explanation of 10 “flatteners” that
have led to globalization, (b) Wagner’s (2008) description of 21st-century skills for
learning, and (c) Slough and Milam’s (2013) theoretical framework for the design of
STEM and PBL in the classroom.
Research Team
The research team consisted of 14 doctoral students from USC, with Dr. Michael
Escalante as the lead researcher and supervisor of the study. The team was supported by
Dr. Oryla Wiedoeft, a teaching assistant to Dr. Escalante and a mentor to the team. Dr.
IMPACT OF GLOBALIZATION 70
Wiedoeft’s experience with working on a similar study, her connections in Costa Rica,
and her passion for the project made her a valuable asset to the team.
Population and Sample
The population and sample for this study included Costa Rican government
officials and educators, as well as business executives of MNCs that have invested in
Costa Rica. To understand the impact of the country’s science and technology fair policy
on the educational system, business leaders from Intel and related companies,
government leaders, and educators and former students who had participated in the
science fair curriculum were interviewed. According to Merriam (2009), the type of
sampling most often used in qualitative research is nonprobability or purposeful
sampling. This kind of sampling allows the researcher to conduct an in-depth study based
on information-rich cases. The research team gathered data through interviewing,
surveying, and observing these purposefully chosen subjects.
In fall 2013, the research team started the process of communicating with various
people in authority to gain access to participants at the research sites (Creswell, 2009).
Dr. Wiedoeft was instrumental in building connections based on relationships with many
of the gatekeepers of the sites and people who participated in the study. The team worked
to create a list of participants from education, business, and Costa Rican government.
Government Leaders and Education Policymakers
Policymakers influence a country’s educational system significantly. In Costa
Rica, policy has been developed that supports a technology-based economy and a
population of knowledge workers. In order to understand how Costa Rican leaders have
attempted to change the economic and educational systems to enable the country to
IMPACT OF GLOBALIZATION 71
compete globally, the research team interviewed several of the country’s government
leaders and educational policymakers.
The team first made contact with Sylvia Ugalde Fernández, the Costa Rican
Consul General, stationed in Los Angeles, California, in March 2014. Ms. Ugalde was
interviewed to gather data about the impact of globalization and policy on Costa Rican
education. Ms. Ugalde’s position in the Costa Rican Consulate provided a unique
perspective of globalization for Costa Rica.
In June 2014, the team interviewed government leaders while in Costa Rica:
Sonia Marta Mora Escalante, the newly elected Minister of Education, and Alicia
Fonseca, the National Advisor in Technology at the Ministry of Public Education in
Costa Rica. In addition, the team interviewed officials who have a direct impact on the
national science and technology fair policy. This included two representatives from the
Ministry of Science and Technology, MICIT: Silvia Argüello and Nathalie Valencia.
The organization CINDE has had a major impact on the policy and economic
strategy of Costa Rica. The research team interviewed Vanessa Gibson, the Aftercare
Director for the Costa Rican Investment Promotions Agency. Ms. Gibson has worked for
CINDE in various positions for 14 years, and she provided a great deal of information
about the history, economy, and educational system in Costa Rica.
Costa Rican Educators and Students
In addition to understanding the role of government leaders and policymakers in
Costa Rica’s educational system, this study was also designed to evaluate the impact of
the program on classroom practices and student success. The researcher interviewed four
former students who had competed successfully in the national science and technology
IMPACT OF GLOBALIZATION 72
fair process and ISEF: Carlos Delgado, Isaac Araya, Alberto Paniagua Barbosa, and Max
Rodriguez. All had attended school at Colegio Científico de Costa Rica Sede San Carlos.
The researcher visited the campus of Colegio Científico de Costa Rica Sede San
Carlos and conducted classroom observations and interviews. The Director of the school,
Marco Juarez, was interviewed, as was a science teacher who supports students in the
science and technology fair process, Johanna Villalobos Murillo. The former director of
the school, Wayner Montero Carmona, was also interviewed. Carmona was not only the
school’s director; he also served as a teacher and mentor for the students who attended
and participated in the science and technology fairs.
In order to gain a broader perspective of educational practices, surveys were
completed by students from three schools that had produced successful science and
technology fair candidates: Don Bosco and Sixaola, in addition to the school of focus in
this study, Colegio Científico de Costa Rica Sede San Carlos. Observations were
conducted at two schools: Don Bosco and Colegio Científico de Costa Rica Sede San
Carlos.
Business Leaders
To understand the relationship between students who engage in STEM education
and science fairs and the corporations that hire these former students and invest in the
educational system, one student’s career path was followed in this study. The researcher
interviewed Max Rodriguez, who attended Colegio Científico de Costa Rica Sede San
Carlos and had participated in the national science and technology fair in Costa Rica and
the Intel ISEF. After this experience and after attending college, Max was hired as an
engineer at Ad Astra, a company that conducts research and development for propulsion
IMPACT OF GLOBALIZATION 73
rockets for the space industry and alternative energy. Ad Astra was established by Dr.
Franklin Chang Diaz, a NASA astronaut from Costa Rica.
The researcher visited both the Costa Rican site for Ad Astra in Liberia and the
company’s headquarters in Houston, Texas. At the site in Liberia, where Max works, a
scientist named Jose Castro Nieto was interviewed. This site was strategically built on the
campus of Earth University in Liberia, which is both close to an airport and close to the
Liberia campus of UCR. The researcher also visited the Ad Astra campus in Houston,
Texas, to interview Dr. Franklin Chang Diaz, the founder of Ad Astra. Dr. Chang Diaz is
also very involved in policy and education in Costa Rica and serves as the president of
Strategy XXI Century, which seeks to move Costa Rica toward the status of developed
country through a focus on science and technology.
To gain a broader perspective on the role of business leaders and MNCs on Costa
Rican education, the research team interviewed several other representatives in June
2014. CINDE has played a vital role in initiating change and attracting MNCs to Costa
Rica. The organization works with corporations and the government to influence the
country’s economic and educational systems. Vanessa Gibson, a representative from
CINDE, was interviewed.
Mary Helen Bialas, the Director of Educational Programs and Outreach for Intel
Costa Rica, was interviewed regarding partnerships between Intel and Costa Rican
schools and universities. Ms. Bialas was also interviewed about the many initiatives that
Intel has implemented to promote science, engineering, and technology in the country.
Most notably, Intel has facilitated student participation in the Intel ISEF in Costa Rica
and has supported education for these students in many ways. Ms. Bialas was
IMPACT OF GLOBALIZATION 74
instrumental in helping the team to make contact with various Intel schools and
participants in the science and technology fair that was a focus of this project.
This study also focused on a specific student who has found success in the
national science and technology fair process and has competed in the Intel ISEF. The
researcher interviewed student Max Rodriguez, collected data at the school where he
attended, and interviewed leaders in the company where he is now employed. The
business leaders who employ students who have gone through the national science and
technology fair process provide a unique perspective on the success of the program and
the role of corporations in education.
Instrumentation
The researcher was the primary instrument in this qualitative study. This allowed
for inductive investigation to produce rich data regarding the impact of MNCs and the
science fair policy on schools in Costa Rica (Creswell, 2009). The instrumentation
protocols used by the team included interviews, observations, and a survey.
The primary instrument for data collection was the interview protocol, which was
used to gather information from educators, public officials, and people in the business
community. All members of the research team worked collaboratively to create the
interview protocol. Discussions about the content of the interview protocol began in fall
2013 and interview questions were finalized in spring 2014. The data were triangulated
through use of an observation protocol, used primarily for classroom and science and
technology fair observations. A survey was administered to educators, students, and
former students who had participated in the Intel ISEF. The research team developed the
observation protocol and survey in spring 2014. In spring, 2014, all participants were
IMPACT OF GLOBALIZATION 75
contacted via a recruitment/consent letter that was provided in English and Spanish
(Appendix A). All research instruments were submitted to the USC IRB for approval in
spring 2014, which permitted the team to perform an exempt study on human participants
in a country other than the United States.
Interview Protocol
The interview protocol was developed using a semistructured approach. Merriam
(2009) described a semistructured interview guide as one that includes a mix of more-
and less-structured questions, using questions flexibly, ensuring that specific data are
consistently required from all participants, and using a list of specific questions as a
guide. The benefit of this form of interview structure is that it allows the researcher to
gather specific information to address the research questions, while allowing flexibility
for the researcher to respond to the situation at hand and add ideas to a topic (Merriam,
2009). To gather consistent data, all members of the research team used a highly
structured method by asking the same interview questions in the same order. Merriam
(2009) recommended combining types of interview structures to allow researchers to
obtain standardized information while also allowing for some open-ended questions to
gain insight and new information.
Merriam (2009) pointed out that the best way to get good data via interviewing is
to ask good questions. The research team developed several types of questions based on
Merriam’s (2009) recommendations: experience and behavior questions, opinion and
values questions, feeling questions, knowledge questions, sensory questions, and
background/ demographic questions. Merriam also recommended avoiding the use of
multiple questions within one question on a protocol, the use of leading questions, and
IMPACT OF GLOBALIZATION 76
the use of yes/no questions. Instead, good interview questions should be open ended,
should elicit descriptive data, and should use probes to seek more information or
clarification (Merriam, 2009).
In spring 2014 the research team created the interview guide to be used to
interview participants. The interview questions were developed to address each research
question. A separate interview protocol was used to gather data from each participating
group: policymakers and government agents (Appendix B), business leaders (Appendix
C), school leaders (Appendix D), and former Intel ISEF participants (Appendix E).
The research team closely aligned the interview questions of each protocol with
the conceptual frameworks. The interview protocols address Research Question 1 in the
first four interview questions. Question 1 asked about STEM education, which aligned
with Wagner’s (2008) framework for 21st-century skills. Questions 2 and 4 addressed the
science and technology fairs in Costa Rica, which utilize STEM PBL. These questions
not only fit with Wagner’s (2008) framework but also closely aligned with the framework
about STEM PBL provided by Slough and Milam (2013). Question 3 aligned with all
three frameworks, including Friedman’s (2007) framework of globalization. These
conceptual frameworks were used to analyze the data in response to Research Question 1.
Section II of the interview protocols, with seven questions, provided data to
address Research Question 2. All seven questions in this section focused on the
curriculum and instructional practices in Costa Rica in light of the national science and
technology fair policy and the use of STEM PBL in the classroom. Both Wagner’s (2008)
and Slough and Milam’s (2013) conceptual frameworks were useful in analyzing the data
IMPACT OF GLOBALIZATION 77
produced from these interview questions. Questions 6 and 7 were developed with
Friedman’s (2007) framework of globalization in mind as well.
Section III of the interview protocol focused on the influence of policy,
globalization, and MNCs on STEM education. The six questions in this section were
developed to address Research Question 3. All data gathered from the questions in this
section could be analyzed using the theoretical frameworks of 21st-century skills for
learning (Wagner, 2008) and STEM PBL curriculum and instruction (Slough & Milam,
2013). Questions 5 and 6 asked about the role of MNCs in education and the ways in
which these educational practices are tied to the economy of Costa Rica. These interview
questions focused on the concept of globalization, and Friedman’s (2007) framework was
used to analyze responses. The alignment of the interview questions to the research
questions is shown in Table 1.
Observation Protocol
Observation data can contribute to a qualitative study. Observations are important
because they take place in the setting where the phenomenon of interest occurs. First-
hand data can be collected this way (Merriam, 2009). To collect data in the natural
setting, the research team developed an observation protocol to be used in the classrooms
(Appendix F) and at the Intel ISEF (Appendix G). The research team developed the
observation protocol using elements recommended by Merriam (2009): the physical
setting, the participants, activities and interactions, conversation, subtle factors, and the
researcher’s behavior.
Each observation protocol was developed to help the researcher to align the
observations with the research questions and conceptual frameworks of the study.
IMPACT OF GLOBALIZATION 78
Table 1

Alignment of Interview Protocols to Research Questions and Theoretical Frameworks

Item RQ1 RQ2 RQ3 Friedman
a
Spring
b
Wagner
c
Slough/Milam
d

Section I
1 X X
2 X X X
3 X X X X X
4 X X X
Section II
1 X X X
2 X X X
3 X X X
4 X X X
5 X X X X
6 X X X X X
Section III
1 X X X
2 X X X X X
3 X X X X X

a
The World Is Flat: A Brief History of the Twenty-First Century, Further Updated and Expanded 3.0, by T.
by T. L. Friedman, 2007, New York, NY: Picador.
b
Globalization of Education: An Introduction, by J.
Spring, 2009, New York, NY: Routledge.
c
The Global Achievement Gap: Why Even Our Best Schools
Don’t Teach the New Survival Skills Our Children Need and What We Can Do About It, by T. Wagner,
2008, New York, NY: Basic Books; Creating Innovators: The Making of Young People Who Will Change
the World, by T. Wagner, 2012, New York, NY: Scribner Books.
d
“Theoretical Framework for the Design
of STEM Project-Based Learning,” by S. W. Slough and J. O. Milam, in STEM Project-Based Learning:
An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach (pp. 15–27), by R.
M. Capraro, M. M., Capraro, & J. Morgan (Eds.), 2013, Rotterdam, The Netherlands: Sense.
Although the observation protocol allows the observer to gather basic information about
the setting, such as set up, overview of the observed actions, and the use of materials, the
completed observation protocol was seen only by the researcher. Page 2 of the
IMPACT OF GLOBALIZATION 79
observation protocol included a chart that listed the seven 21st-century skills that are part
of Wagner’s (2008) conceptual framework and the four aspects of STEM PBL presented
by Slough and Milam (2013). In line with each of these portions of the frameworks, the
table included space for the observer to record observed actions and conversations, as
well as observer comments related to each aspect of the conceptual framework. The third
section of the observation protocol included specific questions aligned to the three
research questions. These six questions were labeled according to the research question to
which they were aligned. They were designed to ensure that the observer remain focused
on gathering data that specifically respond to the research questions.
Survey Protocol
To triangulate the collected data, the research team developed a brief survey to be
administered to those who work in the educational setting. According to Creswell (2009),
survey data can be used to generalize from a sample population to support inferences.
The survey protocol for teachers and administrators (Appendix H) and the protocol for
students (Appendix I) were aligned to the research questions and were designed to gather
information about educators’ knowledge and feelings about globalization, the impact of
MNCs on education, and the influence of the science and technology fair policy on
schools in Costa Rica.
The research team developed a survey protocol for teachers and administrators at
the schools in Costa Rica that were studied (Appendix H). Questions were developed to
gather data in response to the three research questions. Questions 1 through 6 six were
aligned to Research Question 1, survey Questions 7 through 14 were aligned to Research
Question 2, and survey Questions 15 through 23 were aligned to Research Question 3.
IMPACT OF GLOBALIZATION 80
The data collected via the survey were be analyzed using the three conceptual
frameworks. Table 2 shows the alignment of the teacher/administrator survey protocol to
the research questions and the study’s theoretical frameworks.
After developing the survey protocol for school leaders, the research team
modified the questions to gather data from students about their educational experiences in
Costa Rica. The student survey protocol (Appendix I) was shortened to 13 questions.
Questions 1 through 4 were developed to address Research Question 1, survey Questions
5 through 10 were developed to address Research Question 2, and survey Question 11
though 14 were developed to address Research Question 3. The data gathered via the
student survey were analyzed using the three frameworks: Friedman’s (2007) framework
about globalization, Wagner’s (2008) framework about 21st century skills for learning,
and Slough and Milam’s (2013) framework about STEM PBL. The alignment of the
student survey to the research questions is shown in Table 3.
Data Collection
Most data for this study were collected in Costa Rica in June 2014. According to
Creswell (2009), the ability to gather data in the participants’ natural setting is a benefit
of using qualitative methods in research. The research team conducted all interviews in
person in various regions in Costa Rica. All participants completed a consent form, and
the names and locations of the participants were kept confidential. Interviews were
recorded and transcribed, and the researchers took notes during the interviews to
highlight significant responses. The observation and survey protocols were used at
science fairs and school sites in Costa Rica. The research team conducted the survey with
educators in Costa Rica, and the data were coded and shared with team members.
IMPACT OF GLOBALIZATION 81
Table 2

Alignment of Teacher/Administrator Survey Protocol Items to Research Questions and

Theoretical Frameworks

Item RQ1 RQ2 RQ3 Friedman
a
Spring
b
Wagner
c
Slough/Milam
d

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

a
The World Is Flat: A Brief History of the Twenty-First Century, Further Updated and Expanded 3.0, by T.
by T. L. Friedman, 2007, New York, NY: Picador.
b
Globalization of Education: An Introduction, by J.
Spring, 2009, New York, NY: Routledge.
c
The Global Achievement Gap: Why Even Our Best Schools
Don’t Teach the New Survival Skills Our Children Need and What We Can Do About It, by T. Wagner,
2008, New York, NY: Basic Books; Creating Innovators: The Making of Young People Who Will Change
the World, by T. Wagner, 2012, New York, NY: Scribner Books.
d
“Theoretical Framework for the Design
of STEM Project-Based Learning,” by S. W. Slough and J. O. Milam, in STEM Project-Based Learning:
IMPACT OF GLOBALIZATION 82
Table 2 (continued)
An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach (pp. 15–27), by R.
M. Capraro, M. M., Capraro, & J. Morgan (Eds.), 2013, Rotterdam, The Netherlands: Sense.
As data were collected, analyzed, and interpreted, the research team aligned its
practices to those recommended by Creswell (2009). The team protected the anonymity
of participants and kept the data in a safe location. The team debriefed participants to
check the accuracy of the data, anticipated and resolved potential issues of misuse of the
data or a participant group, and refrained from using language that contains bias in any
aspect of the study (Creswell, 2009).
Using interviews, observations, and surveys to collect data allowed the
researchers to triangulate the data. Although qualitative research can never capture an
objective truth, triangulation of the data can increase the credibility and internal validity
of the findings (Merriam, 2009). In this study, three of the methods of triangulation
suggested by Merriam (2009) were used: multiple methods, multiple sources of data, and
multiple investigators.
Data Analysis
The data for this study were collected by the research team and analyzed individually by
each researcher. Data analysis followed Creswell’s (2009) process for examination of
qualitative data. The first step was to organize and prepare the data for analysis. The
second step was to read all of the data to gain a general sense of the information. This
included sorting and organizing data, transcribing interviews or typing field notes, and
continuing to read and reflect on the data (Creswell, 2009). The researcher did this
throughout the entire process of data collection in order to manage the information
effectively (Merriam, 2009).
IMPACT OF GLOBALIZATION 83
Table 3

Alignment of Student Survey Protocol Items to Research Questions and Theoretical

Frameworks

Item RQ1 RQ2 RQ3 Friedman
a
Spring
b
Wagner
c
Slough/Milam
d

1 X X
2 X X
3 X X
4 X X X X
5 X X
6 X X X X
7 X X
8 X X
9 X X
10 X X X X
11 X X
12 X X
13 X X X X X
14 X X X X

a
The World Is Flat: A Brief History of the Twenty-First Century, Further Updated and Expanded 3.0, by T.
by T. L. Friedman, 2007, New York, NY: Picador.
b
Globalization of Education: An Introduction, by J.
Spring, 2009, New York, NY: Routledge.
c
The Global Achievement Gap: Why Even Our Best Schools
Don’t Teach the New Survival Skills Our Children Need and What We Can Do About It, by T. Wagner,
2008, New York, NY: Basic Books; Creating Innovators: The Making of Young People Who Will Change
the World, by T. Wagner, 2012, New York, NY: Scribner Books.
d
“Theoretical Framework for the Design
of STEM Project-Based Learning,” by S. W. Slough and J. O. Milam, in STEM Project-Based Learning:
An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach (pp. 15–27), by R.
M. Capraro, M. M., Capraro, & J. Morgan (Eds.), 2013, Rotterdam, The Netherlands: Sense.
Coding was used to analyze the data in a detailed manner (Creswell, 2009).
During coding, the data were organized into chunks to create meaning. Topics were
developed and assigned to categories of data. Each category was named and the name
IMPACT OF GLOBALIZATION 84
was abbreviated to develop codes. The coding was done following Creswell’s (2009)
recommendation of choosing codes that a reader could easily recognize, codes that were
not easily anticipated at the start of the study, codes that are interesting, and codes that
address a larger theoretical perspective.
Following Creswell’s (2009) process of data analysis, codes were used to produce
a description of the setting and people in the case, and themes were generated for
analysis. The researcher made decisions about how these themes would be represented in
the qualitative narrative, and the data were interpreted based on what was revealed
(Creswell, 2009).
Grounded theory was used throughout the data analysis process to allow the
researcher to compare information constantly and employ an inductive process (Merriam,
2009). Using this method, the researcher began with data derived from interview
questions, observations, and surveys and created categories as they emerged from those
data. Open coding was used as part of this method, allowing categories to emerge from
the data (Merriam, 2009).
Some features of the data analysis process that are specific to the case study
format of qualitative research were documented. Case studies are an intensive description
of a single, bounded unit (Merriam, 2009). The ultimate goal of the study was to convey
a clear and detailed understanding of the case. In this project, some of the data revealed
disparate information. Recognizing that this can be a challenge of case studies, managing
the data in an organized fashion throughout the process was key to success in this study.
To address the wide range of collected data, Merriam (2009) recommended
developing a case study database in which all data are organized, edited, and prepared for
IMPACT OF GLOBALIZATION 85
access at any time during the study, including the intensive analysis portion at the end of
the study. Throughout this process, the researcher continuously gathered, arranged, and
edited data in an organized manner to allow for successful analysis when data collection
was complete.
Ethical Considerations
All members of the research team participated in the IRB application process,
which included completion of the Collaborative IRB Training Initiative (CITI). CITI is
an online training program that offers instructional models to ensure that the researcher
understands ethical considerations involved in conducting research. The CITI is a
necessary aspect of the process to ensure that the study is completed with fidelity. IRB
also ensures that all aspects of the research project are done without harm to participants
(physical, mental, or otherwise) and that all ethical considerations are employed. All 14
members of the group, as well as the research leader and research assistant, Dr. Escalante
and Dr. Wiedoeft, completed the IRB CITI.
IMPACT OF GLOBALIZATION 86
CHAPTER FOUR: RESULTS
The country of Costa Rica has evolved over the past several decades thanks to
changes in economic and educational policy. Cooperation by organizations such as
CINDE and the Costa Rican government has allowed for attraction of FDI and a shift to a
technology-based economy requiring knowledge workers (Rodriguez-Clare, 2001). This
economic shift, along with establishment of a national science and technology fair policy,
has created an increased focused on 21st-century skills, PBL, and STEM curriculum in
the classroom. This study examined the influence of these changing economic factors and
corporate investments on the curriculum and practices in schools. In addition, data were
collected to understand the relationship between STEM education and Costa Rican
economic growth. The study also examined how the mandated national science and
technology fair has influenced use of PBL to build human capital and prepare students for
21st-century jobs, particularly in STEM fields.
This chapter reports results of data collected and analyzed for the study. The study
was guided by three research questions:
1. To what extent do teachers implementing STEM curriculum trace their
practices back to the influence of policy, globalization, and MNCs? To what extent are
the economic growth of Costa Rica and STEM education related?
2. How has mandating participation in the national science and technology fair
influenced implementation of 21st-century skills through the use of PBL and technology
by teachers across all curricular areas? How has it influenced curriculum and instruction?
3. How has the national science and technology fair policy changed the value of
STEM education for students, teachers, and educational leaders?
IMPACT OF GLOBALIZATION 87
Each research question was addressed through a review of the literature and
triangulation of collected data. The study used surveys, interviews, and observations to
gather qualitative data. Data were analyzed using three frameworks: (a) Friedman’s
(2007) framework of globalization, (b) Wagner’s (2008) seven survival skills for the 21st
century, and (c) Slough and Milam’s (2013) four design principles for PBL in STEM.
This chapter begins with an overview of the study’s design and participants. Next,
a discussion of the findings related to each research question is presented, focusing on
emerging themes, the connection of the themes to the literature, and an analysis of the
supporting data from surveys, interviews, and observations. The chapter concludes with a
summary of the key findings related to the research questions.
Research Design
This study was conducted by a research team led by Dr. Michael Escalante and
assisted by Dr. Oryla Wiedoeft. The team began to meet in summer 2013 to develop
research questions and data collection protocols. The team worked to establish
connections in Costa Rica and organize the process for data collection.
The team worked closely with Mary Helen Bialas, the Director of Educational
Programs and Outreach for Intel Costa Rica, to meet former students who had competed
successfully in the Intel ISEF. The study focused on one successful ISEF participant:
Max Rodriguez. Max was interviewed and completed a survey during the data collection
trip to Costa Rica. In addition, the school where Max attended as a student, Colegio
Científico de Costa Rica Sede San Carlos, was visited. The school’s director, Marco
Juarez, was interviewed, as well as a classroom teacher, Johanna Villalobos Murillo, and
the school’s former director and science fair mentor, Wayner Montero Carmona.
IMPACT OF GLOBALIZATION 88
Classroom observations were conducted at the school. Additional observations were
conducted at Don Bosco, a school in San Jose that is supported by Intel and has
sponsored successful candidates in the national science and technology fair.
To understand the impact of STEM education and the national science and
technology fair policy, data were collected at the company where Max currently works as
an engineer, Ad Astra. Ad Astra conducts research and development for propulsion
rockets for the space industry and works to develop alternative sources of energy. Ad
Astra was established by Dr. Franklin Chang Diaz, a NASA astronaut from Costa Rica.
The researcher visited both the Costa Rican site for Ad Astra in Liberia and the
company’s headquarters in Houston, Texas. At the site in Liberia, where Max works, a
scientist named Dr. Jose Antonio Castro Nieto was interviewed. This site was
strategically built on the campus of Earth University in Liberia, which is both close to an
airport and close to the Liberia campus of UCR. The researcher also traveled to the
offices of Ad Astra in Houston, Texas to interview Dr. Franklin Chang Diaz, the founder
of Ad Astra. Dr. Chang Diaz is very involved in policy and education in Costa Rica and
serves as president of Strategy XXI Century, which seeks to move Costa Rica toward
being a developed country through a focus on science and technology.
All members of the research team were present to conduct interviews with
government officials and policymakers and business leaders. The researcher conducted
interviews with Max Rodriguez and officials of the school and business directly
connected to him: Colegio Científico de Costa Rica Sede San Carlos and Ad Astra. In the
interviews that were conducted in Spanish the researcher was assisted by a translator,
IMPACT OF GLOBALIZATION 89
who was a member of the research team. The focus on Max Rodriguez allowed for
unique data to be collected for this study.
Participants
The participants in this study included educators and students, government leaders
and policymakers, and corporate representatives. The case study began with a student
who had competed successfully in Costa Rica’s national science and technology fair and
Intel’s ISEF: Max Rodriguez. Max was interviewed by the researcher and he completed a
survey.
In addition, interviews with the director and teachers, surveys of
teachers/administrators and students, and observations of classrooms and labs were
conducted at the school where Max attended: Colegio Científico de Costa Rica Sede San
Carlos. Along with Max, three other students who had graduated from the Colegio
Científico de Costa Rica Sede San Carlos were surveyed and interviewed: Alberto
Paniagua Barbosa, Isaac Mejia, and Carlos Delgado. The current director of the school,
Marco Juarez, an influential science teacher (Johanna Villalobos Murillo), and the
school’s former director and science fair mentor (Wayner Montero Carmona) were
interviewed and surveyed as well. These interviews and surveys provided the educators’
perspectives of Costa Rican policy, the influence of globalization and MNCs on the
country, and the curriculum and instructional practices aligned with STEM PBL. Each of
these participants had been part of competing in or mentoring students for the national
science and technology fair and the Intel ISEF.
In addition to the data collected at Colegio Científico de Costa Rica Sede San
Carlos, 45 teacher and administrator surveys and 237 student surveys were completed at
IMPACT OF GLOBALIZATION 90
three schools that have produced successful science and technology fair candidates in
order to gain a broad perspective of educational practices. These schools were Don Bosco
and Sixaola, in addition to the school of focus in this study, Colegio Científico de Costa
Rica Sede San Carlos. At San Carlos, 5 teachers and administrators and 32 students were
surveyed. Classrooms were observed in Don Bosco and Colegio Científico de Costa Rica
Sede San Carlos to gather data about classroom practices, specifically focused on STEM
PBL.
These interviews, surveys, and observations provided insight into the impact of
policy, globalization, and corporations on the implementation of STEM curriculum in
schools. They also allowed the researchers to understand the ways in which mandating
the national science and technology fair process in Costa Rica has influenced
implementation of curriculum and instructional practices in schools.
To understand the impact of the national science and technology fair policy in
Costa Rica, the researcher also studied Max Rodriguez’s current place of employment. At
Ad Astra, both Dr. Franklin Chang Diaz and Dr. Jose Antonio Castro Nieto were
interviewed. These scientists gave insight into a company’s perspective about the need
for knowledge workers. They also provided an employer’s view of STEM education in
schools and the impact of Costa Rica’s science and technology fair policy on their
employees.
A broad corporate perspective was gained by interviewing Vanessa Gibson from
CINDE and Mary Helen Bialas from Intel. Both CINDE and Intel have been an integral
part of the many changes to Costa Rica’s economic and educational systems. Vanessa
IMPACT OF GLOBALIZATION 91
Gibson and Mary Helen Bialas provided expertise in Costa Rica’s policies and the
influence of globalization and MNCs in the country.
Political leaders and educational policymakers were interviewed: Sylvia Ugalde
Fernández from the Costa Rican consulate, Nathalie Valencia and Silvia Argüello from
the Ministry of Science and Technology, and Alicia Fonseca and Sonia Marta Mora
Escalante from MEP. Nathalie Valencia and Silvia Argüello play important parts in the
national science and technology fair process, and they have done a great deal of work for
the government in promoting STEM education. As the National Advisor in Technology
at the MEP in Costa Rica, Alicia Fonseca plays a pivotal role in schools’ access to
technology and students’ development of 21st-century skills. Sonia Marta Mora
Escalante is the newly elected Minister of Education in Costa Rica; she provided valuable
insight into current educational trends and future goals for MEP.
Data Analysis and Findings
Common themes and findings were derived from a comprehensive analysis of the
literature and the data gathered through surveys, interviews, and observations. The
interview protocols are in Appendices B, C, D, and E; the observation protocols are in
Appendices F and G; and the survey protocols are in Appendices H and I.
Findings for Research Question 1
Research Question 1 asked, To what extent do teachers implementing STEM
curriculum trace their practices back to the influence of policy, globalization, and
MNCs? To what extent are the economic growth of Costa Rica and STEM education
related? The aim of this question was to understand how the changing economic policies
of the country, as influenced by globalization and an increased presence of MNCs, have
IMPACT OF GLOBALIZATION 92
influenced education in Costa Rica. Through a case study format, the researcher used
literature, surveys, interviews, and observations to understand participants’ perceptions of
the changes in Costa Rica and to build connections between the educational and
economic systems of the country.
Increase in STEM Curriculum
The first theme that emerged in the study was that globalization and the influence
of MNCs have increased implementation of STEM curriculum in Costa Rican schools.
Globalization can be defined as the political, economic, and societal forces that continue
to push the world and its education system toward more international involvement
(Altbach, 2004). Spring (2009) discussed the way in which increased connectivity across
the world has led to globalized educational institutions. Costa Rica is one of the many
countries that has been affected by what Friedman (2007) called the flattening of the
world. Once an agrarian society, Costa Rica has begun to utilize the tools that Friedman
described to change its economic and educational systems to compete globally. Studying
globalization leads to understanding the ways in which it has created an increased
influence from MNCs and changes in the country’s policies, which provides a broad
perspective for this study.
The acronym STEM refers to science, technology, engineering, and mathematics.
Many contend that creating a STEM-literate citizenry is the key to a country’s success on
the global level (Bybee, 2010). As CINDE and the Costa Rican government have worked
to attract FDI to the country, the MNCs have increasingly required knowledge workers.
The government has responded through policy changes, and the educational system has
responded through a shift toward STEM education.
IMPACT OF GLOBALIZATION 93
Analysis of the survey data supports the finding that globalization and the
influence of MNCs have increased implementation of STEM curriculum in Costa Rican
schools. Responses from teachers and administrators indicate that 77.8% of those who
were surveyed agreed that Intel and other MNCs have positively influenced STEM
curriculum in schools, and 75.9% of surveyed students recognized Intel as having
supported their schools in improving STEM education (Table 4). The data reveal that
students, teachers, and administrators in Costa Rica agree that there is a connection
between the influence of Intel and other MNCs and STEM education in Costa Rica.
Many believe that MNCs have supported schools in STEM education, and this has led to
an increase in STEM-related curriculum and instructional practices.
During the interview process, government officials and policymakers, business
leaders, educators, and students supported the idea that globalization and the influence of
MNCs have increased implementation of STEM curriculum. Dr. Franklin Chang Diaz is
an excellent example of a company leader who has invested in STEM education in Costa
Rica. Although working in the United States, Dr. Chang Diaz chose to build a branch of
his company, Ad Astra, in Guanacaste, Costa Rica. This decision, according to Dr. Chang
Diaz, was strategic. He had noted that much high-technology industry was centered in
San José, and he wanted to provide opportunity and increased STEM education to other
parts of the country. “I always say that investing in our youth and our education is good
business.” He described many of the ways his company has invested in STEM education,
including increasing science offerings at the local university and inviting students to tour
Ad Astra and learn about the work there.
IMPACT OF GLOBALIZATION 94
Table 4
Participant Responses Indicating the Influence of Multinational Corporations (MNCs) on
Science, Technology, Engineering and Mathematics (STEM) Curriculum

Survey item and response categories All San Carlos

Intel/MNCs have positively influenced
STEM curriculum (Teacher/Administrator)
Strongly Agree 18 1
Agree 17 4
Disagree 0 0
Strongly Disagree 1 0
I Don’t Know 9 0

Intel has supported my school in improving
science and technology education (Student)
Strongly Agree 105 8
Agree 75 18
Disagree 24 0
Strongly Disagree 7 0
I Don’t Know 26 6

This investment was worthwhile for the student at the focus of this study, Max
Rodriguez, who explained that he was inspired to work for Ad Astra after visiting the
facilities as a student.
When I participated in the science fair when I was in the 11th year, we won at
national level and so were chosen to participate in the Intel science far. Part of the
prize, part of what we got, was a trip to Ad Astra Rocket.”
Since Dr. Franklin Chang Diaz was considered a hero for Costa Rica, Max was very
excited and inspired by this trip. “It was very exciting to see people there and to see
young people, young guys like myself, a couple of years older, working there.” Today,
Max works as a mechanical engineer for Ad Astra in Costa Rica, fulfilling Dr. Chang
IMPACT OF GLOBALIZATION 95
Diaz’s vision of creating future qualified employees through an investment in STEM
education.
Mary Helen Bialas, Director of Educational Programs and Outreach for Intel
Costa Rica, has also done a great deal to invest in STEM education in local schools in
Costa Rica. She explained the role of MNCs in promoting education in STEM fields:
I think it’s part of business’s responsibility to make sure that the area where they
develop their business in is always going to have a good pool of candidates to
come into that, to help support the economic development, for their own business,
on one hand, and for the environment in which they work. I think that our role is
to look at how we can improve education, because companies are benefitted, in
the end, by education. It’s paying back. It’s putting back into the education
system, or back into the infrastructure, that helps develop your workforce.
Mary Helen recognized that MNCs have a significant role to play in influencing
and supporting STEM education in Costa Rican schools. Not only is the company
improved through the creation of a pool of qualified candidates; this investment also
enhances the environment in which the company is set and the employees work.
Ultimately, as Ms. Bialas shared, the investment into education leads to economic
development in the country. This, in turn, ensures a corporation’s success.
Marco Juarez, director of Colegio Científico de Costa Rica Sede San Carlos,
agreed with Ms. Bialas that companies such as Intel and other MNCs have “social
responsibility” and should contribute to “mankind development.” When discussing the
role of globalization, policy, and MNCs in STEM education, Marco stated, “We are all in
the same world and we need to create and develop those skills to improve the quality of
IMPACT OF GLOBALIZATION 96
life for humanity.” Marco recognized that MNCs have the power to make a significant
impact in a country and that investing in education is a way for them to improve their
business and increase the quality of life for people around them.
Government officials revealed that globalization and support by MNCs plays an
important role in Costa Rican education. Not only can MNCs provide valuable resources
to schools, but Alicia Fonseca of MEP also described the value of Intel’s role in
expanding and supporting the science and technology fair policy in Costa Rica.
According to Ms. Fonseca, Intel’s involvement in the process has raised the bar for
student projects and has motivated students to excellence in the field of STEM. “I feel
that Intel’s role has been super valuable. Very, very valuable.”
The new Minister of Education for Costa Rica, Sonia Marta Mora Escalante,
concurred with this belief and called the role of MNCs in STEM education significant,
describing it as “very, very important; it’s critical.” Ms. Escalante explained that Intel and
other MNCs have helped the country of Costa Rica to give greater priority to the STEM
fields. She pointed out that, with the help of MNCs, “people can associate their education
in [STEM] fields with jobs and jobs with possibilities.”
The influence of globalization and MNCs on STEM curriculum was observable in
Costa Rican schools. At Don Bosco, in San José, students were observed using
equipment donated to them by Intel. Students learned through hands-on projects in the
field of computer science and maintenance. The technology was also used to support
other areas of curriculum. Although Don Bosco is part of a very poor community,
students there reported finding a great deal of success in STEM fields thanks to the
support that their school received from Intel.
IMPACT OF GLOBALIZATION 97
STEM Education is Important for Student Success
The second theme that emerged from the data was that STEM education is
important for student success in Costa Rica. In the surveys, 88.9% of teachers and
administrators agreed that STEM education is important and 84.8% of the students
agreed that STEM instruction had been an important part of their education (Table 5).
These data reveal that many of the students and educational leaders believe that STEM
education is a valuable part of their success.
Table 5
Participant Responses Indicating the Importance of Science, Technology, Engineering,
and Mathematics (STEM) Education for Student Success

Survey item and response categories All San Carlos

STEM education is important (Teachers/Administrators)
Strongly Agree 31 5
Agree 9 0
Disagree 0 0
Strongly Disagree 1 0
I Don’t Know 4 0

STEM instruction has been an important part of
my education (Students)
Strongly Agree 125 24
Agree 76 8
Disagree 2 0
Strongly Disagree 2 0
I Don’t Know 10 0

Max Rodriguez, the student at the center of this study, emphasized the importance
of STEM education in Costa Rica and in his own personal experiences:
I think it is extremely important, and especially for a country such as Costa Rica. I
think that kids, and it is true of my experience, that studying science and math and
IMPACT OF GLOBALIZATION 98
giving it a special emphasis the way it was done in my high school, I think
propels me to go on to college and pursue careers in engineering, which finally
had a greater impact when I came back and started working. It opens up
opportunities for me. Not only that, it allows industries and makes production in
the country to better our country, better our economy, that would not be possible
otherwise if we did not focus on those kind of subjects.
As Max pointed out, focusing on STEM education can peak students’ interest in STEM-
related fields. Like Max, students can then find success in STEM fields after high school.
The other former students interviewed for this study, Isaac Araya, Carlos
Delgado, and Alberto Paniagua Barbosa, concurred with Max that STEM education is
important. These former students shared that schools emphasize STEM education in
Costa Rica and that this emphasis has had an impact on their future experiences. In fact,
another former student, Isaac Araya Mejia, stated that STEM education is “really, really
important, even crucial for a country.”
Educational leaders who were interviewed agreed that STEM education is
important for student success. First and foremost, students benefit from the skills that
they develop through STEM education. As Johanna Villalobos Murillo pointed out,
students learn the scientific method in STEM courses and can then apply it throughout
their lives. Johanna stated that students learn to “develop knowledge systematically and
then [interpret] the information in an objective and critical manner, generating their own
knowledge.” Other educators saw a broader benefit from STEM education: the
improvement of their country and society as a whole. When students develop skills and
tools that are fostered in the STEM fields, they have the ability to affect Costa Rica
IMPACT OF GLOBALIZATION 99
positively by adding “value to many of the raw materials and products that are produced
in Costa Rica” and giving the country “competitive advantages in international markets”
(M. Juarez). Moreover, educators saw STEM education as an opportunity for their
students to contribute to the needs of the world as a whole.
Much like the educational leaders of Costa Rica, the business leaders and political
leaders who were interviewed agreed that STEM education is an important aspect of
student success. Jose Antonio Castro Nieto explained that the skills that students learn
through STEM education
teach [students] a very systematic and useful way to attack problems and to find a
solution to those problems. And those problems don’t necessarily have to be
scientific or technological, but the same type of thinking would apply to any type
of problem. So learning that way of thinking will help in any career path that
student chooses.
Business leaders also saw STEM education as supporting students’ ability to
make decisions, both in STEM fields and other fields. Intel’s Mary Helen Bialas
explained that STEM education is “extremely important, because it’s part of our future”
and expressed the need for today’s students to solve the big problems of the world.
Classroom observations supported the theme that STEM education fosters student
success. Students in STEM classrooms were observed as engaged in the scientific process
and using important 21st-century skills: communication, collaboration, critical thinking,
and creativity. At Colegio Científico de Costa Rica Sede San Carlos, students were
observed in classrooms working in groups, using technology, and solving problems by
applying critical thinking skills. Students worked in pairs and groups on their science and
IMPACT OF GLOBALIZATION 100
technology fair projects, which were all local, real-world problems. Students talked about
using the scientific method and thinking creatively and critically to find solutions to these
problems. They were actively engaged in learning and were clearly finding success in
their STEM classes.
STEM Education Affects Economic Growth
The third theme that emerged related to this research question was that STEM
education is important to the economic growth of Costa Rica. In their survey responses,
88.9% of teachers and administrators agreed that STEM education is important to the
economic future of Costa Rica (Table 6). Government leaders, business leaders,
educators, and students all shared their experiences regarding the importance of STEM
education, and each interviewee agreed that STEM education is important to the
economic future of Costa Rica.
Table 6
Participant Responses Indicating the Importance of Science, Technology, Engineering,
and Mathematics (STEM) Education for Costa Rica’s Economic Growth

Survey item and response categories All San Carlos

STEM/science and technology fair participation is
important to the economic growth of Costa Rica
(Teacher/Administrator)
Strongly Agree 31 5
Agree 9 0
Disagree 1 0
Strongly Disagree 2 0
I Don’t Know 2 0

IMPACT OF GLOBALIZATION 101
When asked whether STEM education is important to the economic future of
Costa Rica, former student Max Rodriguez stated that it is “very important” and
explained:
I think the greatest asset that we have is our people, and I do believe that, and I do
believe that we have to exploit that. In order to do that, we need educated people.
We very much have that, and I’m proud because I’m a product of our educational
system, and I’m proud of the education I’ve been given; the free education I’ve
been given.
Max shared how STEM education has helped to move the country forward from
agriculture to technology and stated that it is important to prepare citizens for more
specialized jobs in the future.
Educational leaders, government officials, and business leaders all responded
positively when asked whether STEM education is important to the economic future of
Costa Rica. Interviewees from each of these groups cited ideas such as improving the
fields of engineering, science, and technology for the country, cultivating research,
drawing in outside investors, and helping Costa Rica to become a first-world country as
reasons for STEM education.
When asked whether STEM education is important to the economic future of
Costa Rica, Sylvia Ugalde Fernández, from the Costa Rican consulate, responded by
saying “Absolutely” and then explained:
If the workforce is better prepared in STEM, we can attract more investment in
companies that would come and set up in Costa Rica because we have qualified
workers that would work for them. There would be more investment so better
IMPACT OF GLOBALIZATION 102
economy for everybody, a better situation for everybody, more work, more
money.
As Sylvia explained, an educated workforce attracts more high-technology
investment. Those MNCs then invest back into the Costa Rican economy and create
better jobs. Costa Ricans benefit from this both individually and collectively. Vanessa
Gibson of CINDE agreed with Sylvia when she called STEM education “the future of
Costa Rican development.” Sonia Marta Mora Escalante, the newly elected Costa Rican
Minister of Education, stated definitively: “[STEM education] is an essential part of our
economic development and growth.”
Summary Discussion for Research Question 1
Participants clearly indicated that globalization and the presence of MNCs in
Costa Rica have positively influenced STEM education. Furthermore, the data suggest
that STEM education is important to Costa Rica. Participants recognized that STEM
education is important for students’ ability to succeed in the 21st century, and they
recognized that STEM education is important for the overall economic future of Costa
Rica. These findings are significant as they show the importance of the country’s
continued investment in STEM education.
Findings for Research Question 2
Research Question 2 asked, How has mandating participation in the national
science and technology fair influenced implementation of 21st-century skills through the
use of PBL and technology by teachers across all curricular areas? How has it
influenced curriculum and instruction? The purpose of this question was to understand
IMPACT OF GLOBALIZATION 103
the impact of the national science and technology fair policy on classroom practices in
Costa Rica.
As Costa Rica has engaged in the global economy, its government and
educational leaders have recognized the importance of preparing students with 21st-
century skills to gain 21st-century jobs. Wagner (2008) provided a framework of the
skills that students need to be successful in the 21st century. He called these survival
skills: critical thinking and problem solving, collaboration and leadership, agility and
adaptability, initiative and entrepreneurialism, oral and written communication skills, the
ability to access and analyze information, and curiosity and imagination. According to
Friedman (2007), supporting students in the development of these skills is the only way
that countries will be able to compete globally.
In Costa Rica, the national science and technology fair has been a method for
helping students to develop 21st-century skills. As early as the 1960s, Costa Rica
promoted science and technology fairs as a way to enhance science education. The
purpose of the science fairs was to stimulate students’ creativity, investigative spirit, and
scientific thinking (MST, 2012; Valencia, 2008). The science and technology fair process
was formalized in Costa Rica in 1990 by approval of the Science and Technology
Development Promotion Act No. 7169 (Valencia, 2008). The NSF became affiliated with
Intel’s ISEF in 1999, and by 2000 there were 20 regional science fairs in Costa Rica that
fed into ISEF (MST, 2012). By 2004, the Costa Rican government indicated the
importance of the science and technology fairs by issuing a national decree (#31900
MEP-MICIT) that mandated institutional science fairs.
IMPACT OF GLOBALIZATION 104
Today, the objective of the fairs is to promote the culture of science and
technology, beginning with the development of scientific knowledge as a stimulus to new
generations of Costa Ricans (MST, 2012; Valencia, 2008). PBL, a teaching method by
which students engage in a rigorous, extended process of inquiry focused on complex,
authentic questions and problems, is a key component of the science and technology fair
process. Slough and Milam (2013) outlined four design principles of STEM PBL: making
content visible, making thinking visible, helping students learn from others, and
promoting autonomy and lifelong learning. This form of instruction is frequently
recognized as a 21st-century teaching technique (Bender, 2012).
Throughout the science and technology fair process, and in PBL, students identify
and seek to solve real-world problems that they consider important. Students are also
likely to use technology to support their learning in STEM PBL. As students apply new
knowledge to solve problems, they are working with higher-level thinking skills (Bender,
2012; Capraro et al., 2013). In Costa Rica, the science and technology fair process allows
students to develop 21st-century skills, such as those described by Wagner (2008),
through the instructional method of STEM PBL.
Increased 21st-Century Skills
In seeking to understand the influence of Costa Rica’s national science and
technology fair policy on 21st-century learning and STEM PBL, two themes emerged.
The first theme was that implementation of 21st-century teaching and learning, including
PBL practices, has increased in Costa Rican schools as a result of the national science
and technology fair policy. When teachers and administrators were surveyed, 62.2%
agreed that STEM curriculum promotes 21st-century skills and 86.6% agreed that science
IMPACT OF GLOBALIZATION 105
and technology fair participation influences participation in STEM education. In addition,
75.6% agreed that the science and technology fair policy has positively increased the use
of PBL (Table 7).
Table 7
Teacher/Administrator Responses Indicating an Increase in 21st-Century Skills

Survey item and response categories All San Carlos

STEM curriculum promotes 21st-century skills such as
critical thinking, collaboration, and communication needed
for participation in the science and technology fair.
Strongly Agree 15 4
Agree 13 1
Disagree 5 0
Strongly Disagree 3 0
I Don’t Know 9 0

Science and technology fair participation influences
participation in STEM education.
Strongly Agree 24 5
Agree 15 0
Disagree 0 0
Strongly Disagree 1 0
I Don’t Know 5 0

The science and technology fair has positively increased
the use of Project Based Learning (PBL)
Strongly Agree 12 2
Agree 22 3
Disagree 2 0
Strongly Disagree 1 0
I Don’t Know 8 0

When students were surveyed, many agreed that the science and technology fair
had affected curriculum and instruction in their classrooms. Responses showed that
82.7% of the students agreed that their teachers were an important part of their
IMPACT OF GLOBALIZATION 106
preparation for the fairs and 65.4% agreed that the projects that were completed in classes
using PBL had helped to prepare them for the science and technology fair (Table 8).
Table 8
Student Responses Indicating an Increase in 21st-Century Skills

Survey item and response categories All San Carlos

My teacher was an important part of my preparation
for the science and technology fair.
Strongly Agree 102 30
Agree 94 2
Disagree 22 0
Strongly Disagree 5 0
I Don’t Know 14 0

Projects in my science class prepared me for the
science and technology fair
Strongly Agree 59 24
Agree 96 8
Disagree 54 0
Strongly Disagree 8 0
I Don’t Know 20 0

These survey findings are significant as they show a relationship between Costa
Rica’s science and technology fair policy and classroom practices. Teachers and
administrators strongly agreed that students have an increased opportunity to develop the
skills that they need for success in the 21st century, such as critical thinking,
collaboration, and communication, as they engage in STEM curriculum and participate in
the science and technology fair process. The entire science and technology fair process
requires students to use PBL, where teachers support students in a mentor role as students
collaborate to solve problems through hands-on learning experiences. Survey results
revealed that students agreed that this style of learning, with support from effective
teachers, fostered their ability to succeed academically.
IMPACT OF GLOBALIZATION 107
Former student Max Rodriguez described his experience at Colegio Científico de
Costa Rica Sede San Carlos as he went through the process of participating in the science
and technology fair. According to Max, the school that he attended in San Carlos began
to prepare him for the science and technology fair process as soon as he entered. He was
initially grouped with two other students, Carlos Delgado and Alberto Paniagua Barbosa,
and provided with a “strict process” to follow. Although given specific tasks and
deadlines for submitting his research topic, his background, and his background research,
Max also described the process as “very free.” Following the parameters of PBL, Max
and his teammates developed a problem to be solved using the scientific process. They
conducted their research, found resources, and determined a solution to the problem.
Max stated that he believed that the form of education that he had received by
focusing on the science and technology fair process prepared him for college and his
career better than if he had stayed in a traditional program.
I think it was a long process, an organized process in itself, since it had deadlines
and stuff. But it was a pure process, and a process in which you were given
feedback. Depending on how you reacted and how you perceived that feedback,
that depended on what your result was going to be and if you were going to have
a good project in the end.
Max’s description of using the scientific process, helping students learn from each
other, and promoting autonomy and lifelong learning aligned with Slough and Milam’s
(2013) framework of STEM PBL in the classroom. Carlos Delgado, another student who
attended Colegio Científico de Costa Rica Sede San Carlos, explained that teamwork, or
collaboration, is an important 21st-century skill that students develop through
IMPACT OF GLOBALIZATION 108
participation in the science and technology fair process. “Teamwork can be put into
practice in these science fairs because you find different opinions, different types of
personalities, so you have to share good and bad things. . . . Teamworking is one of the
main motivations behind these fairs.”
PBL is a teaching and learning strategy that is fostered through the science and
technology fair process. All four former students from Colegio Científico de Costa Rica
Sede San Carlos described the science fair process as one in which students were given or
discovered a problem and collaborated to find a solution to that problem. Isaac Araya
Mejia explained,
The thing is we were facing an issue. . . . The university had this slaughterhouse,
so we were very happy because we every day ate meat. At the same time, the
community was not happy because when you have a slaughterhouse you’re going
to have a lot of waste. In some cases they treat the water with these turbines, and
in some cases the power went off so the turbines stopped working and then the
degradation of the organic materials gets low and smelly and we had very bad
odors. That was the issue we had.
The chemistry teacher came to us and said, “There is this publication.
They used something to treat a problem similar to this. If you guys take it and try
to make a similar thing, you may end up having a very nice project.” We were,
“Oh yeah, let’s try it.” The thing is we knew the concept, we knew where we
wanted to go, but we never thought that by following the scientific method we
were going to prove it so remarkably with data, with even images showing real
differences between the water that was treated with different treatments.
IMPACT OF GLOBALIZATION 109
So I know how it feels when you as a kid at 14 years old find out that you
can do something like that. I know how it feels, and I can see the same thing in
the faces of the students I’ve judged through those years at the science fair. I think
it changes your life, because you realize that by the time you go to college or even
you finish high school you can learn things that will help you be successful in
your life.
Former students Carlos Delgado and Alberto Paniagua Barbosa explained a
similar process of PBL that they had used while attending Colegio Científico de Costa
Rica Sede San Carlos. Carlos shared, “The professor gave us an option: ‘We have a
problem and we don’t know how to solve it. Tell us how we can solve it.’” Alberto
shared a comparable experience: “The project is to do a research in something that
doesn’t exist. In other words, you have to develop something. . . . In other words, the
school says, ‘Do what you want as long as at the end of the year you present me this.’” In
STEM PBL, students are presented with a problem they must solve (Slough & Milam,
2013). The science fair process, as described through these interviews, clearly presented
an opportunity for students to participate in STEM PBL in their classrooms.
Like the former students who were interviewed, teachers and school leaders
recognized the impact that the national science and technology fair policy has had on
classrooms in Costa Rica. Wayner Montero Carmona, who acted as a mentor for many
students at Colegio Científico de Costa Rica Sede San Carlos through the science and
technology fair process, described this form of education as “learning by doing.” “The
main rule is not to think about the science fair as an end, but as a means of dissemination
of scientific and technological projects that students should develop as part of their
IMPACT OF GLOBALIZATION 110
everyday learning.” According to Wayner, students should be engaged in the basic
concepts of PBL throughout the process by seeking to construct their own knowledge.
The director of Colegio Científico de Costa Rica Sede San Carlos, Marco Juarez,
also expressed the importance of students engaging in the scientific process during the
science and technology fair competition. Like the former students from San Carlos,
Marco described the problem-solving aspect of the process that is aligned to STEM PBL
when students “find a solution to a problem to bring to its different steps and see the
results.” The benefit of this process, he shared, is that “it allows us to develop many skills
in the process of research, skills that are from information research. How to find it, and
how to process and handle that information, from written and oral expression.”
These educational leaders have seen the benefit for students who engage in PBL
through the science and technology fair process. Students have the opportunity to develop
the communication, collaboration, and critical thinking skills described by Wagner
(2008).
Observation of students engaging in the science and technology fair process at
Colegio Científico de Costa Rica Sede San Carlos supported the theme that
implementation of 21st-century teaching and learning, including PBL practices, has
increased in Costa Rican schools as a result of the national science and technology fair
policy. Students who currently attend the school were observed working in pairs or small
groups on their science and technology fair projects. Each project was designed to solve a
real-world, local problem. Since San Carlos is predominantly an agricultural community,
most of the students in San Carlos focus on agricultural issues. Current student projects
ranged from agricultural products to energy solutions. A pair of female students was
IMPACT OF GLOBALIZATION 111
observed working on a biodegradable covering or bag to protect banana plants, which
was a need expressed by banana growers when the students spoke with them. Another
group was working on a nonconventional energy source based on an idea from a
professor. The students were attempting to use two polymers to create energy. Since this
is not a simple task, the students discussed how to seek resources at UCR and consulted
with a scientist whom they had contacted. A group of males was working on a
biodegradable material for plastic bags. Each of these groups worked collaboratively to
solve real-world problems. Participation in the science and technology fair process
allowed these students to use STEM PBL in their classrooms and develop skills that they
will need for success in the 21st century.
Increased STEM Focus in Curriculum and Instruction
The second finding that emerged from the data was that there has been an
increased focus on STEM in the curriculum and instructional practices in Costa Rica as a
result of the national science and technology fair policy. This is significant because many
contend that creating a STEM-literate citizenry is the key to a country’s success on a
global level (Bybee, 2010). In general, STEM education means replacing traditional
lecture-based teaching with strategies that are more project based and inquiry driven
(Breiner et al., 2012). Some contend that STEM curriculum should closely parallel the
work done by real-life scientists and engineers, while others argue that STEM education
should simply improve students’ use of technology and increase their understanding of
how things work (Breiner et al., 2012; Bybee, 2010).
A survey of Costa Rican teachers/administrators and students revealed the belief
that the country’s national science and technology fair policy has positively affected
IMPACT OF GLOBALIZATION 112
STEM curriculum and instruction in schools. According to the data, of
teachers/administrators who were surveyed, 71.1% agreed that the science and
technology fair has positively influenced instruction in Costa Rican schools and 60.0%
agreed the science and technology fair has positively changed science curriculum. Also,
62.0% of students who were surveyed agreed that the instruction that they received in
school prepared them well for the fair (Table 9)
During his interview, former student Max Rodriguez described the curriculum
and instructional methods that teachers used to help him to prepare for the science and
technology fair at Colegio Científico de Costa Rica Sede San Carlos. These methods
show the influence that the national science and technology fair policy has had on
curriculum and instruction in Costa Rican schools. Max described the content of the
curriculum in his classes, such as his biotechnology class, that helped him to find success
in the science and technology fair process.
We had a biotechnology class that Wayner taught that was very good, and so
obviously that helped. But we were also given instruction and reading material,
and preparation in writing, like how do you write scientifically; how do you write
objectives that are measurable, that are well-written in a scientific matter; how do
you cite your sources.
As Max described it, reading scientific materials and practicing scientific writing
were an important part of the curriculum, in addition to the scientific content of his
courses. Writing objectives, writing in a scientific manner, and citing sources were all
IMPACT OF GLOBALIZATION 113
Table 9
Participant Responses Indicating an Increased Focus on Science, Technology,
Engineering, and Mathematics (STEM) Curriculum and Instruction in Schools

Survey item and response categories All San Carlos

The science and technology fair has positively
impacted science instruction (Teachers/Administrators)
Strongly Agree 17 5
Agree 15 0
Disagree 4 0
Strongly Disagree 1 0
I Don’t Know 8 0

The science and technology fair has positively impacted
science curriculum (Teachers/Administrators)
Strongly Agree 9 2
Agree 18 3
Disagree 4 0
Strongly Disagree 2 0
I Don’t Know 12 0

The instruction I received in school prepared me to
participate in the science and technology fair (Students)
Strongly Agree 50 16
Agree 97 16
Disagree 50 0
Strongly Disagree 22 0
I Don’t Know 18 0

part of the process that Max felt had helped him to be successful, both in school and in
his career.
Max described an instructional strategy used by one of his teachers in which case
studies were used to model the scientific process for students.
It wasn’t necessarily related, the subject to the research we were doing, but it was
more reviewing the cases of you do this: how do you plan a methodology, how do
you test your results, how do you do a statistical analysis of the results. Things
IMPACT OF GLOBALIZATION 114
like that that I think were very successful in preparing me for the science fair
itself.
These case studies were part of the STEM curriculum designed to build students’ ability
to solve problems and engage in the scientific method. According to Max, the scientific
case studies were an excellent instructional strategy that helped him to be successful in
the Costa Rican science and technology fair competitions, as well as the Intel ISEF.
Most important, according to Max, students in science classes were encouraged to
take their learning outside of the classroom when participating in the science and
technology fair process. The STEM curriculum and instructional strategies in his school
helped to develop a passion within Max to explore scientific concepts further.
What I really learned most, or what I think is the most important thing I got out of
it, was just passion for it; the passion for research and the passion for science, and
just a curiosity to go beyond the classroom and what you see there, and really
immersing yourself.
Max’s experiences at Colegio Científico de Costa Rica Sede San Carlos show that STEM
curriculum and instructional strategies were greatly increased due to participation in the
national science and technology fair in Costa Rica.
As director of Colegio Científico de Costa Rica Sede San Carlos, Marco Juarez
expressed the importance of STEM curriculum and instruction at his school that align
with the Costa Rica’s policies. When asked his opinion of STEM education, he stated,
To develop different skills in students in what is science, right, technology, math,
is very important because it allows them many tools to ensure success, not only
academically but also practical of the different contributions that today the world
IMPACT OF GLOBALIZATION 115
needs. The science and technology education in Costa Rica is extremely important
because it responds to a development that the government has chosen that is
precisely to enhance science and technology to add value to many of the raw
materials and products that are produced in Costa Rica.
Marco explained that science and technology fairs have influenced science
education in a “positive way” in Costa Rica. He stated that the influence of the policy has
been “very positive because it has allowed within the curriculum of different subjects to
implement.” One example of the changes to curriculum, according to Marco, is scientific
research, which he explained, “is not common for the average high school or college
education in Costa Rica.” Like Max, Marco Juarez recognized that the science and
technology fair in Costa Rica has increased the use of STEM curriculum and instructional
strategies at Colegio Científico de Costa Rica Sede San Carlos.
Johanna Villalobos Murillo, a teacher at Colegio Científico de Costa Rica Sede
San Carlos, agreed that the national policy has affected curriculum and instruction in the
schools of Costa Rica. Johanna explained that teachers have been required to change the
way they teach as a result of the policy. Not only do they have to be more prepared
before starting the research; they also have to advocate research, generate knowledge, and
maintain the scientific method throughout their practice. Due to the science and
technology fair policy, teachers’ curriculum has become more open and project based: “I
think the curricular plan is to be aware that the student has the tools to meet the research
requirements. Also, there’s a lot of openness.”
Government officials also supported the idea that there has been an increased
focus on STEM in the curriculum and instructional practices in Costa Rica as a result of
IMPACT OF GLOBALIZATION 116
the national science and technology fair policy. Nathalie Valencia, from the Ministry of
Science and Technology (MICIT), shared that the structure of the science and technology
fair process can affect STEM curriculum and instructional strategies in schools
positively.
I think the science and technology fairs use various paradigms or various learning
structures, learning based in investigation, learning based in projects so I think
those are really aligned and these are very valuable strategies for learning and if
we guide these in an adequate way, definitely these will provide a significant
learning for students.
Silvia Argüello, also from MICIT, saw the influence of the science and
technology fair process in curriculum and instruction in terms of real-life application.
Silvia explained that, instead of memorizing facts in biology class, the fair process helps
students to understand the purpose of what they are learning.
What represents biology in my life? Right? How do you relate chemistry in your
daily life? Right? And I think that is an enormous step we have to take in
education here in Costa Rica. Right? How are we going to integrate or relate
everything we live on a daily basis and also the process of science fair with what
I’m learning in those classes related to science and technology in the classroom.
According to Silvia, the science and technology fair has helped to integrate real-world
applications of scientific knowledge into STEM curriculum in schools.
When visiting classrooms in Costa Rica, participation in STEM curriculum and
instruction was evident. Students at Don Bosco were observed working collaboratively in
science and mathematics classrooms. One classroom was dedicated solely to hands-on
IMPACT OF GLOBALIZATION 117
technology learning, with computers and parts donated to the school by Intel. The culture
of STEM was seen in the displays around campus and in the restrooms, which were
labeled “Electronicos” and “Electronicas.”
In San Carlos, this STEM focus was equally evident. At this technical school,
much of the instructional time is focused on STEM curriculum and instructional
practices. Due to the fact that Colegio Científico de Costa Rica Sede San Carlos is set on
the campus of ITCR in San Carlos, students have access to greater technology and more
high-technology scientific equipment than they would have on a traditional high school
campus in Costa Rica. In study rooms, students were observed studying, using their
textbooks and laptops to prepare for an upcoming biology final. Students were also
observed working in a chemistry classroom in a small group with a teacher acting as a
tutor to prepare students for their final examination. In another laboratory, hands-on
examples were set up around the room to assist students in their learning as they moved
from station to station. This STEM focus throughout the school clearly supported
students’ success in the national science and technology fair competitions and the Intel
ISEF.
Summary Discussion for Research Question 2
Data from this study strongly suggested a positive relationship between the Costa
Rican science and technology fair policy and practices that take place in Costa Rican
schools. In order to compete in the science and technology fair, students and teachers
must be familiar with the practice of STEM PBL, wherein students are posed a problem
that they must solve. This process fosters 21st-century skills, such as collaboration,
IMPACT OF GLOBALIZATION 118
communication, critical thinking, and creativity, as described in Wagner’s (2008)
framework.
Students who were surveyed and interviewed shared that there has been an
increase in PBL and acquisition of 21st-century skills in relation to the increased focus on
the science and technology fair policy. Teachers and school leaders also supported this
idea by discussing the importance of “learning by doing” and helping students to engage
in the scientific process. Observations of classrooms showed students collaborating and
solving real-world problems, particularly students currently enrolled in Colegio
Científico de Costa Rica Sede San Carlos who were observed working on their science
and technology fair projects, all of which were designed to solve a real, local problem.
Data from this study also showed a positive relationship between the science and
technology fair process becoming national policy and the focus on STEM curriculum and
instruction on Costa Rican schools. Schools such as Don Bosco and Colegio Científico de
Costa Rica Sede San Carlos, where observation data were collected, have both produced
students who were very successful in the national science and technology fair
competitions and the Intel ISEF. According to interview and survey data collected from
students and teachers/administrators, this success may be attributed to an increased focus
on STEM in schools. As Max Rodriguez, the student at the center of this study, described
it, “We were also given instruction and reading material, and preparation in writing, like
how do you write scientifically; how do you write objectives that are measurable, that are
well-written in a scientific matter; how do you cite your sources.” Max and the other
students in this study shared an intentional focus on STEM curriculum and instruction in
their classes that contributed to their success.
IMPACT OF GLOBALIZATION 119
Although they recognize that there is still work to be done, government leaders
who were interviewed agreed that the national science and technology fair policy has had
a positive influence on STEM education in Costa Rica’s schools. This was supported
during observations at Don Bosco and Colegio Científico de Costa Rica Sede San Carlos,
where the STEM focus was clearly seen in the content of the curriculum and the
instruction taking place in the classrooms.
Findings for Research Question 3
Research Question 3 asked, How has the national science and technology fair
policy changed the value for STEM education for students, teachers, and educational
leaders? This question was designed to ascertain whether the value of STEM education
for the stakeholders in Costa Rica’s schools has been affected by the mandate of the
science and technology fair.
When looking at the economic history of Costa Rica, it is apparent that STEM
education is a more recent focus in the country. From the founding of the country to the
1990s, Costa Rica’s economy was based primarily in agriculture, with coffee and bananas
its main exports. Although much of its economic strategy was in line with other
developing countries, the Costa Rican government recognized that the import substitution
model and the export promotion model were not leading to economic prosperity for the
country. By the 1980s, the country’s leadership began to make changes to policy in order
to begin to compete globally, and CINDE was formed (Rodriguez-Clare, 2001).
The establishment of CINDE signaled a shift in values for the country of Costa
Rica. Founded in 1982, CINDE’s purpose was to promote FDI in Costa Rica to improve
conditions for its people, increase the appeal of the investment environment, and
IMPACT OF GLOBALIZATION 120
encourage a global view for Costa Ricans. In the 1990s, CINDE recognized that Costa
Rica was not as competitive as other members of the CBI and decided to focus its efforts
in the electronics and technology industries. For the first time, Costa Rica shifted it
economic focus from agriculture to more globally competitive markets (Cordero & Paus,
2008; Rodriguez-Clare, 2001).
Since that time, leaders in Costa Rica have displayed an increased focus on
STEM-related fields and investments. In order to be globally competitive, the country not
only had to draw in FDI but needed to prepare its labor force for the jobs brought by the
MNCs that chose to invest in the country. The national science and technology fair policy
has been one attempt by the government to increase the focus on STEM in schools in
order to prepare the workforce of the future. The aim of this study was to determine
whether the science and technology fair policy has accomplished this by developing
students who are more prepared for higher education and their careers after college
(Valencia, 2008).
STEM Education Prepares Students for STEM-Related Fields
A significant finding in this study was that students who had participated in
STEM education and the science and technology fair process were more prepared to enter
STEM-related fields. This is important, based on the belief that a STEM-literate citizenry
is the key to a country’s success on a global level (Bybee, 2010). Moreover, the 21st-
century skills developed through participation in the science and technology fair are an
important part of students’ ability to compete for good jobs and to be successful in their
future careers (Clifton, 2011; Friedman, 2007; Wagner, 2008).
IMPACT OF GLOBALIZATION 121
Data collected through surveys of students and teachers/administrators revealed
agreement that students are more prepared to enter STEM-related fields after
participating in STEM education and the science and technology fair process. In survey
responses 73.0% of students agreed that they had an increased level of interest in STEM
subjects since participating in the national science and technology fair and 75.9%
expressed an increased interest in studying STEM subjects in college (Table 10). This
shows an increase in the value of STEM for students in Costa Rica.
Table 10
Student Responses Indicating an Increased Interest in Science, Technology, Engineering,
and Mathematics (STEM)-Related Fields

Survey item and response categories All San Carlos

I am more interested in STEM subjects since participating
in the science and technology fair.
Strongly Agree 84 22
Agree 89 10
Disagree 27 0
Strongly Disagree 3 0
I Don’t Know 34 0

My interest in studying STEM subjects in college increased
due to my participation in the science and technology fair.
Strongly Agree 102 29
Agree 78 3
Disagree 31 0
Strongly Disagree 2 0
I Don’t Know 24 0

Teachers and administrators who were surveyed also agreed that students who
participated in the science and technology fair are more prepared for college and STEM-
related fields after high school. According to the data, 91.2% of teachers/administrators
agreed that the science and technology fair has been beneficial in preparing students for
IMPACT OF GLOBALIZATION 122
postsecondary education. Also, 80% surveyed agreed that students who participate in
science and technology fairs show an increased interest in studying STEM-related fields
in college (Table 11). This finding reveals that teachers and administrators see value in
the science and technology fair process for their students.
Table 11
Teacher/Administrator Responses Indicating an Increased Interest in Science,
Technology, Engineering, and Mathematics (STEM)-Related Fields

Survey item and response categories All San Carlos

The science and technology fair has been beneficial
in preparing students for post-secondary education.
Strongly Agree 25 5
Agree 16 0
Disagree 1 0
Strongly Disagree 1 0
I Don’t Know 2 0

Students who participate in science and technology fairs show
an increased interest in studying STEM related fields in college.
Strongly Agree 20 4
Agree 16 1
Disagree 1 0
Strongly Disagree 1 0
I Don’t Know 7 0

Interview participants were asked questions regarding the impact of the science
and technology fair on students’ interest in STEM-related subjects for college and their
careers. Most noticeably, students who were interviewed shared that participation in the
national science and technology fair had had a positive impact on their postsecondary and
career decisions. Max Rodriguez, the student at the center of this study, stated that
participation in the science and technology fair in Costa Rica had directly influenced his
choices to continue on in a STEM field.
IMPACT OF GLOBALIZATION 123
When I participated in the science fair when I was in the 11th year, we won at
national level and so we were chosen to participate in the Intel Science Fair, and
part of the prize, part of what we got was a trip to Ad Astra Rocket, and to go and
get to know the place, and have a tour. I was extremely excited as any other kid
who grew up in the ‘80s and ‘90s; I grew up in the ‘90s; would have been to go to
a place that was Dr. Franklin Chang Diaz’s laboratory. That was incredible. He is
probably a hero of my generation for sure. I was very excited.
That year also I graduated . . . from high school and go on to college; I
really wasn’t sure what I wanted to major in. I went to the visit, the tour, and it
was very, very exciting. I didn’t meet Dr. Franklin Chang; I met his brother,
Ronald Chang Diaz, who is probably the most biggest fan Franklin has. It was
very, very inspiring to me to see the way he talked about it. It was very much
exciting, not just to see the work that Franklin did, that he got done, because I
knew that; I knew that he was an astronaut and a scientist; but it was very exciting
to see people working there and to see young people, young guys like myself, a
couple of years older, working there, and the way that Ronald talked about it, and
the way he said that they wanted to be that, to be a research center and employ
Costa Rican engineers and scientists, and I was very much impacted by that; I was
very much motivated by that. I figured Franklin Chang majored in mechanical
engineering. I decided I was going to major in mechanical engineering. That was
the first time . . . and it wasn’t as really like I thought, “Yeah, this is the place I’m
going to work at.” Obviously I wanted to; but it was not a matter of I’m going to
do this because I want to be here eventually; but I’m going to do this because I
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feel inspired to do it, because I see people doing it and I see people working at
this here in my country, and I was very much impacted by that. It was a
consequence of the science fair that I got to go there.
According to Max, participation in the science and technology fairs presented
opportunities and exposed him to successful people in STEM fields. This inspired him to
study mechanical engineering, and eventually led him to work at Ad Astra as an
employee of Dr. Chang Diaz.
The other three former students of Colegio Científico de Costa Rica Sede San
Carlos interviewed for this study agreed that participation in the science and technology
fair had influenced their interest and preparation for STEM-related fields. When asked
whether participation in the science and technology fairs had encouraged him to study a
STEM-related field in college, Carlos Delgado responded,
Yes, in fact it has. When we participated in the science and technology fair we
were having our final exams and we had to choose our career, and I was very
interested in the industrial sphere and I didn’t want to lose the engineering aspect
either, and I wanted to continue applying physics, chemistry and especially math.
In the career I have chosen I apply math every day. As I told you, I’m Inventory
Manager, I have to make purchases every day, I have to perform the logistics of
my inventories, I have to apply math on a daily basis, I can’t get rid of her.
The second former student, Alberto Paniagua Barbosa, was asked a similar
question regarding the impact of participation in the fairs on his future choices. When
asked whether participation in the science and technology fairs had motivated him to
keep studying in the STEM fields in college, Alberto responded,
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Of course. Actually, to this day, I hope to work in research some day. I want to
work in the practical part a while because the practical is more necessary for an
engineer. An engineer learns that in a company or on the field. But I would like to
develop something, and you can do that in research, not outside.
The third former student, Isaac Araya Mejia, who had attended Colegio Científico
de Costa Rica Sede San Carlos and currently works for Intel, clearly articulated the
impact of participation in the fairs on his life.
I think I will summarize the effect that science fairs have had in my life in two
main things. The first one is how I decided what to study or the decision I made
on my career. The second one is how I applied the same concepts throughout my
work once I graduated, even when I was at college. As I said in the previous
question, my project did work. Not only did it work, we were so amazed that the
way we exposed that to every judge was so convincing. We had all the data, we
had all the pictures, we knew it worked and we knew how to demonstrate that.
We won the first prize in nationwide, and then we were able to go to the US.
That was a really nice experience. I was from a rural place; I never had the
chance to fly before. It’s a combination of your success with those prizes as I saw
them made me believe that I wanted to continue into science. I decided to study
chemistry. I’m a pure chemist. That was the first influence I had, the decision on
what to study. My project was in chemistry. I have another classmate that . . . is a
civil engineer. We were three. I think it’s going to really influence a lot of the
other students on what they want to study, especially if you succeed in what you
have chosen.
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After discussing how the fair had influenced his field of study, Isaac described
how it had developed his skills and affected his career.
The next thing is following that structure way of solving problems is something
that I continued doing during my whole career in chemistry. I did it once and once
again, and once again, and once again in every single class I had. Because mostly
those were labs where I had to do reactions and studies and things like that, so I
reinforced the scientific method.
When I graduated and went to work, the amazing thing is that we
continued–at least at Intel–doing papers. Companies like this promote within their
workers. Whenever you do something good and you change the way you do
things, you can just write a paper out of it and even present that at the conference.
Most of the conferences are internal, within the same site like in Costa Rica, but
when you pass that and if it’s good you can go to the next level and make it
international. . . .
I don’t know if it’s the same thing in other companies, because this is the
only one I’ve been in. I assume it is. It has made me capable to solve problems I
never thought I was going to be able to solve. By that I’m saying it’s really facing
things where at the beginning point you say, “I have no idea of what can be
causing this issue. I have no idea why I’m having one percent loss in my yield,
because the defect looks like this, and I don’t know what is causing this because I
cannot even see.”
Throughout the interviews with former students from Colegio Científico de Costa
Rica Sede San Carlos, it was clear that participation in the science and technology fair
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had had a profound influence on their lives. Not only had it influenced their choice of
field of study, with all four students currently involved in STEM fields, it also helped
them to develop the skills necessary for success in their chosen careers. This
representation of students in Costa Rica clearly reveals the value of STEM education and
the science and technology fair policy in the country.
Teachers and administrators from Colegio Científico de Costa Rica Sede San
Carlos also recognized the impact of participation in the science and technology fair on
their students’ future choices related to STEM. Marco Juarez, the director of the school,
stated,
In this case 100% of youth involved in science and technology fairs pursue
careers specifically in this area, 80 percent are studying mechatronics, electronics,
mechanical engineering, civil engineering, 100 percent of students that choose a
college or career are still in science fields.
Two teachers from Colegio Científico de Costa Rica Sede San Carlos, Wayner
Montero Carmona and Johanna Villalobos Murillo, supported the idea that student
participation in the fairs had a positive impact on their choices related to STEM fields.
Wayner stated, “Our students, and in a large group of scientific and technological fair
participants, there has been an increase in engineering areas to choose as a career. In
several cases, the students ended in research areas related to STEM.” Wayner also said
that he believed that the science and technology fairs have influenced student
preparedness for postsecondary instruction in a very significant way.
They allow students to immerse themselves in processes similar to those
developed at research centers and universities scientific and technological
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development. In many cases our students stand out when they enter university
because of their scientific and technological preparedness related to the programs
that they had taken during their pass by the CCCR-SC.
When asked about the impact of the fairs on students pursuing careers in the
STEM fields, Johanna Villalobos Murillo agreed with her colleague about the positive
effect.
In fact, by them actually interfering in the specific issues of the projects that
they’re carrying out in scientific fairs, they realize that it’s a subject that they
would want to addressed in the future as professionals, right? That’s that point.
Furthermore, it opens up other expectations of what is generating scientific
papers, what are the guidelines to be met and the communication, which is not
simply the generation of knowledge but be able to transmit it. So I would think so.
Johanna said that participation in the fairs not only influences students’ future career
choices in STEM but also helps them to be successful in college because it provides “the
foundation of how to do a research project that gives them the support to be successful at
a higher education level.”
The fact that teachers and administrators see value in the science and technology
fair for their students is significant. A policy is effective only when it is implemented
successfully. Therefore, when school employees value the national science and
technology fair policy, they will continue to ensure that the program is successful at the
school level.
Beyond the school level, government leaders who are influential in Costa Rica’s
educational policy were interviewed regarding the impact of the science and technology
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fair policy on students’ ability to enter STEM-related fields. These government leaders
recognized that developing workers in the STEM fields is important both for individual
success and for the future success of the country.
Sonia Marta Mora Escalante, the newly elected Minister of Education, shared that
STEM education is very important in Costa Rica because it fulfills a need. “We have a
great challenge in Costa Rica in those fields. In mathematics. We don’t have enough
people studying the technology areas, especially engineering. We need lots of people
more.”
On a more personal level, Alicia Fonseca, the National Advisor in Technology
Education for MEP, explained that STEM careers are in high demand. “Nowadays, it’s
not a secret from anyone. At least here in this country those are the careers that are in
most demand. All of them are in science and engineering.” For these reasons, government
leaders supported the idea of mandating the national science and engineering fair in Costa
Rica.
Although they are not always able to see the direct impact on students,
government officials in Costa Rica agreed that students who participate in the science and
technology fairs are better prepared for STEM careers. Vanessa Gibson, from CINDE,
stated that students are challenged and inspired through the fair process. “It challenged
them. At least it challenged them, because I’m not sure any of them really had an idea of
pursuing a career . . . it’s a good starting point of their experience.” Alicia Fonseca agreed
that students find inspiration through the process. “I feel that they are more interested in
continuing to study. Before [the fair] they had not thought about it.” Both Nathalie
Valencia and Silvia Argüello, from MICIT, shared that the fair process is valuable in
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helping students to develop skills. Nathalie stated, “I think it is the development of the
skills the students have been generating . . . through the process of fair. . . . They have
several skills that will help them to continue in the career they are choosing.” Silvia
agreed that the fair process helps students to generate skills needed for successful careers.
Business leaders also supported the idea that the science and technology fair
process can support students’ future success in STEM. Mary Helen Bialas, from Intel,
shared that students develop important skills through participation in the fairs.
It opens up an opportunity for kids to think about things, and to explore things
that they hadn’t thought of in the past. First, they’re solving real problems.
They’re looking at what’s a situation in the community, what’s a situation in their
school, what’s a world problem, what’s my father’s problem? They’re looking at
issues that are real, and that they have feelings toward. They realize that they can
do something about them.
Some of the skills that they develop are not only the research aspect and
the content, but it’s more the soft skills, where they . . . take initiative, where it
improves their self-esteem, where they want to feel part, and they feel part of their
community, and they feel that they’re contributors to that community.
Jose Castro Nieto, from Ad Astra, stated that students develop important skills for
their future through the fair process. He stated that the process “teaches you a very
systematic and useful way to attack problems and to find a solution to those problems.”
He continued, “And those problems don’t necessarily have to be scientific or
technological, but the same kind of thinking would apply to any kind of problem. So
learning that way of thinking will help in any career path that student chooses.” Dr.
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Franklin Chang Diaz, of Ad Astra, responded in a similar way: “I think it’s very
important to have [a STEM] background, whether you choose to follow a career in
science or not, because we live in a very scientific and technological world.”
While many business leaders are not directly involved in education, they offer a
valuable perspective of the skills that workers need. The data collected from business
leaders in this study revealed that the skills that students develop through the science and
technology fair process, and in STEM education, are valuable to business leaders. For
some business leaders, there is a direct connection between STEM education and the
STEM field in which they work; however, these leaders also see the value for students to
have these skills as they enter any field.
Survey data and interviews with all participants—students, teachers and
administrators, government officials, and business leaders—revealed that students who
had participated in STEM education and the science and technology fair process were
more prepared to enter STEM-related fields. In some cases, participation in the fairs had
directly influenced students to enter a STEM career, much like Max Rodriguez’s choice
to become a mechanical engineer at Ad Astra as an outcome of the fair process. In other
cases, the participants simply saw the skills attained through participation in the process
to be valuable for all aspects of higher education and career, whether or not in a STEM-
related field.
The Science and Technology Fair Policy Has Had a Positive Impact on Costa Rica
Another significant theme that emerged from the data is that the science and
technology fair policy has had a positive impacted on Costa Rica. Survey results showed
that students and teachers/administrators agreed that the science and technology fair
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policy has improved Costa Rica’s educational system and has improved the labor force.
Overall, these groups agreed that STEM education and the science and technology fair
are important to the future of Costa Rica. Specifically, 77.8% of teachers/administrators
surveyed agreed that the science and technology fair policy has improved the educational
system of Costa Rica. This group also agreed that the science and technology fair has
been beneficial in preparing students for the labor force, with 84.5% of participants
selecting Strongly Agree or Agree. A majority of the students (94.9%) who were
surveyed agreed that STEM education and the science and technology fair are important
to the future of Costa Rica (Table 12).
Data collected through interviews supported the idea that the national science and
technology fair policy has had a positive impact on Costa Rica. Max Rodriguez shared
that STEM education and the fairs process are important for the country, both for those
who participate and for the country as a whole.
I think it is extremely important, and especially for a country such as Costa Rica. I
think that kids, and it is true of my experience, that studying science and math and
giving it a special emphasis the way it was done in my high school, I think
propels me to go on to college and pursue careers in engineering, which finally
had a greater impact when I came back and started working. It opens up
opportunities for me. Not only that, it allows industries and makes production in
the country to better our country, better our economy, that would not be possible
otherwise if we did not focus on those kind of subjects.
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Table 12
Participant Responses Indicating That Costa Rica Has Been Positively Affected by the
Science and Technology Fair Policy

Survey item and response categories All San Carlos

The national science and technology fair policy has improved
the education system in Costa Rica (Teachers/Administrators)
Strongly Agree 10 3
Agree 25 2
Disagree 5 0
Strongly Disagree 1 0
I Don’t Know 4 0

The science and technology fair has been beneficial in preparing
students for the labor force (Teachers/Administrators)
Strongly Agree 24 4
Agree 14 1
Disagree 2 0
Strongly Disagree 1 0
I Don’t Know 4 0

STEM education and the science and technology fair
are important to the future of Costa Rica (Students)
Strongly Agree 188 32
Agree 37 0
Disagree 1 0
Strongly Disagree 0 0
I Don’t Know 1 0

Isaac Araya, another former student from Colegio Científico de Costa Rica Sede
San Carlos, shared Max’s perspective that the science and technology fair process has a
positive influence on students in Costa Rica.
I think it’s really, really important, even crucial for a country itself to have these
kinds of initiatives. In my case, by the time I was in high school it was really
amazing or attractive to be able to participate in something like this. I think it
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creates a difference for a lot of the students that work or participate. It takes them
out of the class, go to another place and expose what they have learned.
In addition to the personal benefit for students, Isaac described the benefit of a
policy regarding the science and technology fair. “Yes, I do firmly believe that STEM is
going to have a positive impact in the development of my country.” He explained that a
STEM-literate country makes better business decisions, such as the decision to allow
Intel to invest in the country. Costa Rica is now reaping the benefits of this decision,
which was produced out of the focus on STEM growth. In addition, Isaac explained that
people in Costa Rica have the advantage of being able to make more money due to their
STEM backgrounds. These people “can create a different product, or improve a process,
or reduce waste, or make money out of the investments.” According to Isaac, the focus on
STEM through the science and technology fair policy has added value to the life of Costa
Ricans. It has created “a new generation of population which is interested in different
things.” These things can be a focus on the environment or a drive to improve the country
or the world. Isaac’s interview responses described many of the positive impacts of the
fairs and STEM education on Costa Rica.
Educational leaders from Colegio Científico de Costa Rica Sede San Carlos also
supported the idea that the science and technology fair has had a positive impact on Costa
Rica. Marco Juarez, the director of the school, explained that the science and technology
fair policy shows the priorities of the Costa Rican government. As Marco explained it,
although Costa Rica is a small, rather poor country, a few decades ago the country’s
leaders chose to focus on education. Believing that it is the future of the country and the
way to become internationally competitive, the government chose to “implement and
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develop in their citizens science and technology skills.” Marco stated that, as a result, the
country is “on the right track” and the fairs policy is “a policy that will create those
talents and motivation for science and technology for years to come.”
Wayner Montero, also from Colegio Científico de Costa Rica Sede San Carlos,
shared a similar opinion that the science and technology fair policy has had a positive
impact on development in Costa Rica. “This motivates the students to pursue careers
oriented toward engineering. This improves the chances of development at a country
level.” These educators expressed a positive view of the policy, both for their students
and for the country as a whole.
Like school leaders, government leaders have seen a positive impact in Costa
Rica with the emphasis on STEM education. Alicia Fonseca, from the Ministry of
Education, noted an improvement in the educational system due to the science and
technology fair process. According to Alicia, the change in the educational system has
begun with the students, who are more motivated and “[lean] more toward engineering
that before they didn’t.” In Costa Rica, teachers are working hard with students and are
raising the level of technical education, and school leaders are committed to the process
and supporting their students. “You should see, today all the principals in technology
education are clear that students and teachers should participate in the fairs.” As a result
of these improvements in the educational system, among all of the stakeholders, Alicia
has noted a change: “It has been a change. I feel that it has been something so valuable
. . . the process of these 5 years regarding the fairs and the importance of the fairs.”
Business leaders also noted a positive change in Costa Rica due to the science and
technology fair policy. Franklin Chang Diaz, from Ad Astra, spoke of the “strong effect”
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of policy on the country. “The country has moved from agriculture to a very diversified
portfolio of technology. Technology based. I think that that has been in part from an
emphasis in technology and technology fairs: hands on education in sciences.” Mary
Helen Bialas, from Intel, described the same process of Costa Rica moving from
agriculture to technology due, in part, to STEM education. She called it “[moving] up the
scale in the economy” and referred to the connection between creating knowledge
workers in STEM fields to the success of the country. Like Alicia Fonseca, Mary Helen
also noted a positive change in the country’s educational system as a result of the national
science and technology fair policy. “I’ve seen extremely positive results with all the
teachers that participate . . . it’s very stimulating, and it’s an activity that brings in the
entire community, and the people are very proud of.” Mary Helen described the impact
on students and classrooms:
In the classroom, it’s a lot of the kind of activities that they said they want to
dedicate the time to help the kids. They feel it actually helps them become better
teachers. They have to find new ways of teaching, also . . . I’ve seen a very
positive impact. With the students, our surveys will also show that they feel,
whether they win or not, most of the kids that participate in the fair don’t know
that they can win. They think they’re just participating. Some kids, when they’re
interviewed, they say, “What? I can win something?” It’s very motivating.
Mary Helen pointed out that another positive impact from the science and
technology fair policy on Costa Rica is an increased sense of community. The fair
process not only brings the local community together but also instills in students the
desire to give back to the country and to the world as a whole.
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The sense of humility and community that students exhibit, as well as teachers, is
just inspiring. It’s about the community, and how to better the community; not
just the community of Costa Rica, but the whole human community. It was for
me, quite inspiring.
Through analysis of the data, it is clear that the students, teachers and
administrators, government officials, and business leaders agree that the science and
technology fair has had a positive impact on Costa Rica. Through improvement in the
economy of the country, growth in the educational system, an increased sense of
community, and development of better-prepared knowledge workers, Costa Rica has
undergone many positive changes due to the influence of the national science and
technology fairs policy and the increased focus on STEM education.
Summary Discussion for Research Question 3
The data collected in response to Research Question 3 showed that the national
science and technology fair policy, along with the increased focus on STEM education,
have had a positive impact on the students and the nation of Costa Rica as a whole. Data
suggest that students are more likely to participate in STEM education and STEM fields
after graduating from college. This is important because many believe that a STEM-
literate citizenry is the key to a country’s success on a global level (Bybee, 2010) and that
21st-century skills developed through participation in the science and technology fair are
an important part of students’ ability to compete for good jobs and to be successful in
their future careers (Clifton, 2011; Friedman, 2007; Wagner, 2008).
When surveyed and interviewed, students, teachers and administrators,
government officials, and business leaders agreed that the science and technology fair
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helps students to move into and find success in STEM fields. Max Rodriguez, the student
at the center of this study, stated that participation in the science and technology fair in
Costa Rica directly influenced his decision to continue in a STEM field in college and his
career. Other students who were interviewed shared similar stories. The data also showed
that government officials agreed that students develop important skills through
participation in the fairs, and business leaders agreed that students are better prepared for
the workforce when they have gone through the science and technology fair process and
have received STEM education in their classrooms.
In addition to the many benefits that the science and technology fair process
provides to students, the country of Costa Rica has also been positively affected by the
policy. Interviews and surveys with students, teachers and administrators, government
officials, and business leaders showed the belief that the science and technology fair has
had a positive impact on the nation. Costa Rica has undergone many positive changes due
to the influence of the national science and technology fairs policy and the increased
focus on STEM education, including improvement in the economy of the country, growth
of the educational system, an increased sense of community, and development of better-
prepared knowledge workers.
Chapter Summary
Data analysis included a review of the literature, survey responses, interview
responses, and observations. The data were analyzed and aligned with the research
questions and the three frameworks: (a) Friedman’s (2007) framework of globalization,
(b) Wagner’s (2008) seven survival skills for the 21st century, and (c) Slough and
Milam’s (2013) four design principles for PBL in STEM.
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Data related to Research Question 1 produced three themes. The first theme was
that globalization and the influence of MNCs have increased implementation of STEM
curriculum in Costa Rican schools. As Costa Rican leaders have worked to make the
country more globally competitive, the country has seen a rise in the number of MNCs.
These MNCs need knowledge workers. As a result, many MNCs invest back into the
educational system to support a well-educated pool of talent. Specifically, MNCs have
focused on STEM education to help students build skills in this field. The second theme
was that STEM education is important for student success in Costa Rica. This includes
helping students to develop 21st-century skills that will help them in future endeavors, as
well as value to the country as a whole. The third theme was that STEM education is
important to the economic growth of Costa Rica. The majority of students and teachers/
administrators surveyed and all stakeholders who were interviewed agreed that STEM
education plays an important role in the country’s future. Just as the STEM education of
the past has helped to shift the country’s economic focus dramatically from agriculture to
the tech industry, STEM education is seen as the key Costa Rica’s ability to compete
globally.
Analysis of the data related to Research Question 2 produced two themes. The
first theme was that implementation of 21st-century teaching and learning, including PBL
practices, has increased in Costa Rican schools as a result of the national science and
technology fair policy. PBL is a component of the science fair process. Using the
framework by Slough and Milam (2013), surveys, interviews, and observations revealed
evidence of an increase in PBL and 21st-century skills that students often develop
through the process of using a problem-based, hands-on method. The second theme was
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that there has been an increased focus on STEM in the curriculum and instructional
practices in Costa Rica as a result of the national science and technology fair policy. This
is significant because many argue that creating a STEM-literate citizenry is an important
aspect of a country’s ability to succeed globally (Bybee, 2010).
Analysis of the data related to Research Question 3 produced two themes. The
first theme was that students who have participated in STEM education and the science
and technology fair process are more prepared to enter STEM-related fields. This is
important not only because the development of STEM skills supports a country’s success
globally but also because the 21st-century skills developed through participation in the
science and technology fair are an important part of students’ ability to compete for good
jobs and to be successful in their future careers (Clifton, 2011; Friedman, 2007; Wagner,
2008). The second theme was that the science and technology fair policy has had a
positive impact on Costa Rica. This impact can be seen not only in students’ lives but
also in an improvement in the economy of the country, growth of the educational system,
an increased sense of community, and development of better-prepared knowledge
workers.
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CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS
Globalization and an increased presence of MNCs have led to changes for Costa
Rica’s economic and educational systems. In order to be globally competitive, the
country has recognized the importance of developing a society of knowledge workers
with skills for the 21st century. PBL and STEM education have been increasingly
emphasized in Costa Rica’s schools to support students’ development of 21st-century
skills. One important method for promoting these shifts in the educational system has
been the national decree mandating participation in the science and technology fair
process (#31900 MEP-MICIT). This study was designed to evaluate the effectiveness of
these changes in the Costa Rican educational system and the impact of this policy from
the perspectives of students, teachers and administrators, business leaders, and
government officials in Costa Rica.
Chapter 1 presented an overview of the study, the purpose and significance of the
study, and the organization of the dissertation. As a result of the country’s changing
economic policies, the emphasis in schools has shifted toward STEM education and PBL.
One method for supporting this emphasis has been a national decree mandating student
participation in the national science and technology fair process. The findings of this
study provide information to stakeholders in Costa Rica, including students, teachers and
administrators, business leaders, and government officials, about the effectiveness of
STEM PBL in the classrooms aligned with the science and technology fair process.
Chapter 2 presented an in-depth review of relevant literature. The literature
review began with the concept of globalization based on Friedman’s (2007) framework
describing the “flattening” of the world over the past few decades. The concept of
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globalization was an important aspect of this study, as Costa Rica’s economic and
educational systems have been greatly impacted by these “flatteners” outlined by
Friedman (2007). In order to understand the influence of globalization, the second section
provided a brief history of Costa Rica, including the country’s economic development.
The establishment of CINDE, the attraction of FDI, the partnership with Intel and other
MNCs, and the growth in GDP were analyzed with regard to their influence on the
country’s economy. These shifts in economics have influenced educational practices of
the country, which was the focus of the final section of Chapter 2. The changing needs of
the country have required students who are prepared with 21st-century skills and have led
to the mandate that all students participate in the national science and technology fair
process (Valencia, 2008). Wagner’s (2008) framework for 21st-century skills and Slough
and Milam’s (2013) framework for STEM PBL were used to analyze the instructional
practices in Costa Rica’s classrooms as a result of the focus on STEM and science and
technology fairs.
Chapter 3 presented the methodology used in the study, including the research
design, research team, participants, instrumentation, procedures for data collection and
analysis, and ethical considerations for the study. A qualitative research design was used
to address the study’s research questions, wherein the researcher was the primary
instrument for data collection and analysis. The data were collected in the natural setting,
allowing for a case study approach to the study of Costa Rica’s schools. Data were
triangulated through surveys, interviews, and observations.
In Chapter 4, the data collected in the study were analyzed to address the three
research questions. The case study focused on one former student who had been
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successful in the national science and technology fair in Costa Rica and the Intel ISEF,
Max Rodriguez. Other former students, teachers, and the director of Colegio Científico
de Costa Rica Sede San Carlos, where Max attended school, were also interviewed and
surveyed. Business leaders from Max’s current place of employment, Ad Astra, were
interviewed, as well as business leaders from both Intel and CINDE. Costa Rican
government officials were interviewed and observations were conducted at two schools.
The literature, survey results, interview data, and observations were then used to analyze
significant findings related to each of the research questions.
Chapter 5 provides a summary of Chapters 1 through 4 and presents implications
and recommendations for future research.
The purpose of this study was to examine the influence of globalization, FDI, and
multinational corporate responsibility on the curriculum and practices in schools.
Furthermore, the relationship between STEM education and Costa Rican economic
growth was studied. This study also examined how the mandated national science and
technology fair has influenced the use of PBL to build human capital and prepare
students for 21st-century jobs, particularly in STEM fields. The findings from the
literature review, survey responses, interviews, and observations were presented. The
data were aligned with three frameworks: (a) Friedman’s (2007) framework of
globalization, (b) Wagner’s (2008) seven survival skills for the 21st century, and
(c) Slough and Milam’s (2013) four design principles for PBL in STEM. The frameworks
provided a lens for the researcher to formulate the study’s problem and develop three
research questions:
IMPACT OF GLOBALIZATION 144
1. To what extent do teachers implementing STEM curriculum trace their
practices back to the influence of policy, globalization, and MNCs? To what extent are
the economic growth of Costa Rica and STEM education related?
2. How has mandating participation in the national science and technology fair
influenced implementation of 21st-century skills through the use of PBL and technology
by teachers across all curricular areas? How has it influenced curriculum and instruction?
3. How has the national science and technology fair policy changed the value of
STEM education for students, teachers, and educational leaders?
Summary of Findings
Seven themes emerged in response to the three research questions. A discussion
and summary of the study’s findings are presented below.
Research Question 1
Research Question 1 asked, To what extent do teachers implementing STEM
curriculum trace their practices back to the influence of policy, globalization, and
MNCs? To what extent are the economic growth of Costa Rica and STEM education
related? The aim of this question was to understand how the changing economic policies
of the country, as influenced by globalization and an increased presence of MNCs, had
influenced education in Costa Rica. Three findings emerged from the data collected from
the literature, surveys, interviews, and observations.
The first finding that emerged from Research Question 1 was that globalization
and the presence of MNCs in Costa Rica have had a positive impact on STEM education.
This finding was in line with Friedman’s (2007) theory that education must change with
the flattening of the world. Spring (2009) discussed the impact of globalization by saying
IMPACT OF GLOBALIZATION 145
that increased connectivity across the world has led to globalized educational institutions.
Survey data supported the finding that globalization and the influence of MNCs have
increased implementation of STEM curriculum in Costa Rican schools. Responses from
teachers and administrators indicated that 77.8% of those surveyed agreed that Intel and
other MNCs have positively influenced STEM curriculum in schools, and 75.9% of
students recognized Intel as having supported their schools in improving STEM
education.
The second finding related to Research Question 1 was that STEM education is
important for student success in Costa Rica; 88.9% of teachers and administrators
surveyed agreed that STEM education is important and 84.8% of students who were
surveyed agreed that STEM instruction had been an important part of their education.
These data revealed that many of the students and educational leaders agreed that STEM
education is an important part of their success. This finding aligns with previous research
that reported that Costa Rica’s commitment to STEM education had led to better student
outcomes. According to research by the FOD, the result of Costa Rica’s investment in the
technology aspect of STEM has been an increase in student attendance, improved teacher
and student self-esteem, growth in student interest in technology, and expansion of the
technology infrastructure in the country (Borthwick & Lobo, 2005). In addition, the effort
to emphasize science education and create real-life applications for students has resulted
in Costa Rican students outperforming students in other countries in the region on the
international standardized test for science, called SERCE (Varela & Villegas, 2010). This
finding is important as it reveals the value of STEM education for students and educators.
IMPACT OF GLOBALIZATION 146
The third finding related to this research question was that STEM education is
important to the economic growth of Costa Rica; 88.9% of teachers and administrators
who were surveyed agreed that STEM education is important to the economic future of
Costa Rica. This finding aligned with the literature. Bybee (2010) stated that a STEM-
literate citizenry is the key to a country’s success on a global level. Sanders (2008)
described the importance of a country moving to a more integrated STEM approach
based on the idea that, in the 21st century, technology and engineering will play a critical
role in a country’s global standing. This finding shows the relationship between STEM
education and the economic growth of Costa Rica, as asked in Research Question 1.
Research Question 2
Research Question 2 asked, How has mandating participation in the national
science and technology fair influenced implementation of 21st-century skills through the
use of PBL and technology by teachers across all curricular areas? How has it
influenced curriculum and instruction? The purpose of this question was to understand
the impact of the national science and technology fair policy on classroom practices in
Costa Rica. Two findings emerged from this research question.
The first finding was that implementation of 21st-century teaching and learning,
including PBL practices, has increased in Cost Rican schools as a result of the national
science and technology fair policy. Data from this study strongly suggest a positive
relationship between the Costa Rican science and technology fair policy and practices
that take place in Costa Rican schools. In order to compete in the science and technology
fair, students and teachers need to be familiar with the practice of STEM PBL, wherein
students are posed with a problem that they must solve. This aligns with both the
IMPACT OF GLOBALIZATION 147
literature on PBL and the literature on 21st-century skills. According to Bender (2012),
PBL requires students to demonstrate in-depth understanding of academic knowledge and
skills, and it is used to help students to build 21st-century skills such as collaboration,
critical thinking, and communication. Wagner’s (2008) framework for 21st-century skills
explains why increasing these skills is valuable for students’ future success. This finding
demonstrates the connection between the science and technology fair process and the
skills that educational experts, such as Wagner (2008), argue are necessary for student
success.
Students who were surveyed and interviewed shared that there has been an
increase in PBL and acquisition of 21st-century skills in relation to the increased focus on
the science and technology fair policy. Teachers and school leaders also supported this
idea by discussing the importance of “learning by doing” and helping students to engage
in the scientific process. Observations of classrooms in Costa Rica showed students
collaborating and solving real-world problems, particularly those students currently
enrolled in Colegio Científico de Costa Rica Sede San Carlos who were observed
working on their science and technology fair projects, all of which were designed to solve
a real, local problem.
The second finding that emerged from the data was that there has been an
increased focus on STEM in the curriculum and instructional practices in Costa Rica as a
result of the national science and technology fair policy. In general, STEM education
means replacing traditional lecture-based teaching with strategies that are more project
based and inquiry driven (Breiner et al., 2012). Some contend that STEM curriculum
should closely parallel the work done by real-life scientists and engineers, while others
IMPACT OF GLOBALIZATION 148
argue that STEM education should simply improve students’ use of technology and
increase their understanding of how things work (Breiner et al., 2012; Bybee, 2010).
During observations at Don Bosco and Colegio Científico de Costa Rica Sede San
Carlos, it was clear that classroom and instructional practices aligned with the previous
research that has been done on STEM education (Breiner et al., 2012; Bybee, 2010).
These schools have produced students who were very successful in the national science
and technology fair competitions and the Intel ISEF. According to interview and survey
data collected from students and teachers/administrators, this success may be attributed to
an increased focus on STEM in schools. Government leaders who were interviewed
agreed the national science and technology fair policy has had a positive influence on
STEM education in Costa Rica’s schools. This finding indicates a positive relationship
between the national science and technology fair process and STEM curriculum and
instructional practices in some of the participating schools in Costa Rica.
Research Question 3
Research Question 3 asked, How has the national science and technology fair
policy changed the value for STEM education for students, teachers, and educational
leaders? This question was designed to ascertain whether the value of STEM education
for the stakeholders in Costa Rica’s schools has been affected by the mandate of the
science and technology fair. Two findings emerged in response to this question.
The first finding was that students who have participated in STEM education and
the science and technology fair process are more prepared to enter STEM-related fields.
This aligns with the literature, which states that 21st-century skills are an important part
of students’ ability to compete for good jobs and to be successful in their future careers
IMPACT OF GLOBALIZATION 149
(Clifton, 2011; Friedman, 2007; Wagner, 2008). When surveyed and interviewed,
students, teachers and administrators, government officials, and business leaders all
believed that the science and technology fair helps students to move into and find success
in STEM fields. For instance, Max Rodriguez, the student at the center of this study,
stated that participation in the science and technology fair in Costa Rica directly
influenced his choices to continue on in a STEM field in college and his career. The data
also showed that government officials believe that students develop important skills
through participation in the fairs, and business leaders feel that students are better
prepared for the workforce when they have gone through the science and technology fair
process and have received STEM education in their classrooms. This finding reveals the
value of the science and technology fair process as it relates to students’ future success in
Costa Rica.
The second finding was that the science and technology fair policy has had a
positive impact on Costa Rica. Interviews and surveys with students, teachers and
administrators, government officials, and business leaders indicate that the science and
technology fair has had a positive impact impacted on the nation. Costa Rica has
undergone many positive changes due to the influence of the national science and
technology fairs policy and the increased focus on STEM education, including
improvement in the economy of the country, growth of the educational system, an
increased sense of community, and development of better-prepared knowledge workers.
Implications for Practice
Several decades ago, the government of Costa Rica decided to steer the country in
a new direction. No longer using agriculture as the economic base, cooperation with
IMPACT OF GLOBALIZATION 150
CINDE allowed the country to shift its economic strategy to a technology-based focus on
FDI. In order to support this new economic system and create a pool of knowledge
workers for MNCs, Costa Rica invested in education and emphasized STEM fields. The
national science and technology fair mandate was a method for developing a STEM-
literate citizenry. This study looked at the impact of globalization, changing economic
priorities, and the national science and technology fair policy on educational practices in
Costa Rica. The findings have three implications for practice.
The first implication for practice for educators and students is that a focus on
STEM PBL in schools can have a positive impact on successful student outcomes. As
one study revealed, STEM-focused schools can lead to an increase in student attendance,
improved teacher and student self-esteem, growth in student interest in technology, and
expansion of the technology infrastructure in the country (Borthwick & Lobo, 2005).
Students and teachers in the current study agreed that STEM education has had a positive
impact on their performance in school and jobs. This case study of Colegio Científico de
Costa Rica Sede San Carlos shows that students can find success when schools
emphasize STEM curriculum and PBL instructional strategies.
The second implication for the practice of policymakers and educational leaders is
that a national science fair policy can effectively impact classroom practices. This study
reveals that the science and technology fair policy has had a positive impact on classroom
practices in the schools that have made the fairs process a priority and have incorporated
it into the curriculum and instruction of the school. Most noticeably, students who have
completed successfully are more likely to continue into STEM fields in college and their
careers.
IMPACT OF GLOBALIZATION 151
The lessons learned in Costa Rica through this study can have implications for
government leaders in other countries, particularly the United States. As the United States
continues to focus on STEM education and 21st-century teaching and learning, this study
provides evidence that a government investment in education can have a positive impact
on schools and students. Partnerships with corporations can help schools to obtain
resources for hands-on learning experiences and STEM instruction, which is often
lacking in U.S. schools. The science fair process is accessible for students in the United
States but it is not always emphasized or supported in an intentional way. Costa Rica
provides an example to other countries, such as the United States, of how government
support of an educational practice can influence school and student progress toward 21st-
century goals.
Recommendations for Future Research
The first recommendation is focused on implementation of STEM curriculum
throughout all schools in Costa Rica. The findings of this study suggest that many Costa
Ricans believe that STEM education is important to the future of students, schools, and a
country as a whole. In addition, the data suggest that the Costa Rican science and
technology fair policy has positively influenced STEM education. However, information
collected in interviews revealed that not all schools in Costa Rica are implementing
STEM education to the same level. This study focused specifically on schools that had
produced students who had been successful in the national science and technology fair
process, even going on to compete internationally at the Intel ISEF. A comparative study
between schools that have placed a large focus on the science and technology fairs and
randomly selected public schools would increase the validity of the study.
IMPACT OF GLOBALIZATION 152
The second recommendation is a focus on teacher training for successful
participation in the mandated science and technology fair process. Throughout the study,
the issue of training teachers for participation in the science and technology fair arose
several times. Schools that emphasize the STEM fields, such as Colegio Científico de
Costa Rica Sede San Carlos, often have teachers and resources that are not available to
other schools. In the case of Colegio Científico de Costa Rica Sede San Carlos, the
school is set on the campus of ITCR, which provides students with access to the science
laboratories and professors. Without highly trained teachers who can act as mentors for
students throughout the fairs process, students do not have the same means for success.
Thus, a future study of teacher training programs in Costa Rica is recommended to
determine which programs are successful and to identify areas for growth in teacher
preparation.
Conclusion
Costa Rica serves as an example of the power of cooperation and dedication to
change. A concerted effort by government officials, business leaders, and school
employees has shifted the country’s focus from agriculture to a technology-based
economy with an emphasis on STEM education. The national science and technology fair
policy has been one method for motivating schools and students toward a focus on STEM
fields. Leaders behind the national science and technology fair policy show passion and
dedication to supporting schools and providing students with opportunities that they
might never have outside of this process. Data collected in this study revealed that work
by all of these stakeholders has had a positive, sometimes life-altering, impact on many
Costa Rican students, as well as potentially influencing the country as a whole.
IMPACT OF GLOBALIZATION 153
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Appendix A
Recruitment Letter: English and Spanish Versions

Dear XXX,

On June 16, 2014, a group of 14 doctoral students from the University of Southern
California Rossier School of Education will be traveling to Costa Rica as part of a
research team lead by Dr. Michael Escalante and Dr. Oryla Wiedoeft. The purpose of our
research is to understand the effects of globalization and multinational corporations on
the schools of Costa Rica. Specifically, we are interested in science, technology,
engineering, and math (STEM) education and the country’s national science and
technology fair as a means of producing knowledge ready workers for 21st-century jobs.

As part of our study, the following questions will guide our research:

1. To what extent do teachers implementing STEM curriculum trace their practices
back to the influence of policy, globalization, and multinational corporations? To
what extent are the economic growth of Costa Rica and STEM education related?

2. How has mandating participation in the national science and technology fair
influenced implementation of 21st-century skills through use of project-based
learning and use of technology by teachers across all curricular areas? How has it
influenced curriculum and instruction?

3. How has the national science and technology fair policy changed the value for
STEM education for students, teachers, and educational leaders?

We would appreciate an opportunity to speak with you, other members of the Ministry of
Education, and educational leaders at district and school site levels. It is our goal to con-
duct surveys, interviews, and observations to gather data to address our research
questions. Your input will be invaluable to our study.

Thank you for considering our request. We are available to meet with you anytime
between June 16 and June 23. Please feel free to contact any member of our study team if
you have any questions.

Sincerely,

USC Doctoral Students
IMPACT OF GLOBALIZATION 159
Estimado(a) XXX,

Por este medio me permito presentar a nuestro grupo de 14 estudiantes de Doctorado en
Educación de la escuela Rossier, de la Universidad del Sur de California, conocida como
USC. Nosotros integramos un grupo de estudio, bajo la dirección de los Dr. Michael
Escalante y Dra. Oryla Wiedoeft, que viajará a Costa Rica el día 13 de junio, con el
propósito de investigar los efectos de la globalización e inversiones de corporaciones
multinacionales en el sistema educativo de Costa Rica. La razón de la investigación,
presta atención a las siguientes materias académicas: ciencia, tecnología, ingeniería, y
matemáticas (materias conocidas como STEM en inglés) de igual interés, nuestro estudio
es el programa de Ferias Nacionales de Ciencia y Tecnología, el cual es utilizado como
un vehículo para promover una fuerza laboral capacitada con el conocimiento y
destrezas necesarias para los empleos del siglo 21.

Las siguientes preguntas nos guiarán en la investigación:

1. ¿En qué medida docentes que implementan el currículo STEM pueden trazar
sus prácticas de enseñanza en la influencia de corporaciones multinacionales,
globalización, y política nacional? ¿Hasta qué punto está relacionado el
desarrollo económico de Costa Rica con la educación basada en STEM?

2. ¿Cuál ha sido el impacto del decreto nacional, del que se requiere la
participación de escuelas en las ferias nacionales de ciencia y tecnología, para
promover las destrezas para el siglo 21, a través del aprendizaje basado en
proyectos y el uso de la tecnología por los docentes, sin importar el área de
estudio? ¿Cuál asido el impacto en el currículo y la enseñanza?

3. ¿Cuánto ha cambiado el valor de la educación STEM para los estudiantes,
docentes, y lideres educativos basado en la política nacional de las ferias
nacionales de ciencia y tecnología?

Como parte de la investigación, nos gustaría tener la oportunidad de entrevistar a
miembros del ministerio de educación, y/o líderes en el área de la educación a nivel
regional, local, y/o a nivel de planteles educativos. El propósito de nuestra visita será
recopilar valiosa información a través de encuestas, observaciones y entrevistas; dicha
información será de insumo en la investigación.

De ante mano, le extendemos nuestro mas sincero agradecimiento por considerar nuestra
propuesta. Estaremos a su disposición para una reunión entre las fechas de junio 16 a
junio 23. Para cualquier pregunta o inquietud, usted puede contactar a cualquier miembro
de nuestro grupo investigativo.

Atentamente,

Los estudiantes de doctorado
Universidad de el Sur de California (USC)
IMPACT OF GLOBALIZATION 160
Appendix B
Policy/Government Agency Interview Protocol: English and Spanish Versions

Interviewer: __________________________Date: __________________________
Interviewee: __________________________Location: __________________________
Job Title: _____________________ Contact Information: ________________________
Length of time in your position: ___________________________
Start Time: __________________________ End Time: __________________________

Introduction:
[Introduce yourself and your affiliation].
During this conversation, we hope to learn more about [insert affiliation] and your
experiences with regard to changes in the education system in Costa Rica. This study’s
ultimate goal is to understand how schools are helping students to develop 21st-century
skills, particularly in the fields of science, technology, engineering, and math (STEM).

Your comments will be anonymous, if requested. Would you like to remain anonymous?
We would like to record this interview to ensure the accuracy of our conversation. Do we
have your consent?

This interview will last approximately 60 minutes. Do you have any questions before we
begin?

I. National Science and Technology Fair Policy and Science, Technology,
Engineering, and Math (STEM)
1. What is your opinion of the importance of science, technology, engineering,
and math education?
2. What effect have you observed on students/teachers/educational leaders who
participate in science and technology fairs?
3. Please describe science, technology, engineering, and math-related changes
and interests that have occurred nationwide as a result of the science and
technology fair policy?
4. For students who participate in science and technology fairs, what changes
have you noticed in their interest in science, technology, engineering, and
math-related fields? How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational
system in Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 161
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How has the science and technology fair affected science instruction?
3. How has the science and technology fair affected curriculum?
4. What strategies are employed to prepare students for the science and
technology fair?
5. To what extent has the science and technology fair affected the use of project-
based learning?
6. How is technology utilized to prepare students for the science and technology
fair?
7. How has the science and technology fair affected student preparedness for
postsecondary instruction?
III. Influence of Policy, Globalization, and Multinational Corporations on Science,
Technology, Engineering, and Math (STEM) Education
1. Does the science curriculum support participation in the science and
technology fair? If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in
science, technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates
with 21st-century skills, particularly those from science, technology,
engineering, and math fields?
5. What should be the role of Intel and other multinational corporations in
promoting science, technology, engineering, and math, as well as participation
in science and technology fairs?
6. Is science, technology, engineering, and math education important to the
economic future of Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 162
Protocolo
de
Entrevista
para

Política/Agencias
de
Gobierno

Entrevistador:

______________________________

Fecha:________________________

Entrevistado:

______________________________

Ubicación:_____________________

Puesto
Trabajo:______________________________

Tiempo
en
el
puesto:____________

Información
de
Contacto:______________________________________________________

Hora
Inicio
:
____________________________

Hora
Finalización:________________

Introducción

[Preséntese
y
su
afiliación].

Durante
esta
conversación,
tenemos
la
esperanza
de
aprender
más
acerca
de
[indicar
la

afiliación]
y
sus
experiencias
con
respecto
a
los
cambios
en
el
sistema
educativo
en
Costa
Rica.
El

objetivo
final
de
este
estudio
es
comprender
mejor,
cómo
las
escuelas
están
ayudando
a
los

estudiantes
a
desarrollar
habilidades
del
siglo
21,
particularmente
en
los
campos
de
la
ciencia,

tecnología,
ingeniería
y
matemáticas
(STEM).

Sus
comentarios
serán
anónimos,
si
usted
así
lo
quiere.
¿Desea
permanecer
en
el
anonimato?

Nos
gustaría
grabar
esta
entrevista
con
el
fin
de
garantizar
la
exactitud
de
nuestra
conversación.

¿Tenemos
su
consentimiento?

Esta
entrevista
durará
aproximadamente
unos
60
minutos.
¿Tiene
alguna
pregunta
antes
de

empezar?

I. Política
Nacional
de
las
ferias
de
Ciencia

y
Tecnología

y
el
STEM
(Ciencia,
Tecnología,

Ingeniería
y
Matemáticas)

1. ¿Cuál
es
su
opinión
sobre
la
importancia

que
tiene
en
la
educación
la
ciencia,
la

tecnología,
la

ingeniería
y
las
matemáticas?

2. ¿Qué
efecto
ha
observado
en
los
estudiantes
/
profesores
/
líderes
educativos
que

participan
en
ferias
de
ciencia
y
tecnología?

3. ¿Podría
describir
los
cambios
relacionados
con
STEM
y
los
intereses
que
se
han

producido
en
todo
el
país
como
resultado
de
la
política
de
las
ferias
de
ciencia
y

tecnología?

4. Para
aquellos
estudiantes
que
participan
en
las
ferias
de
ciencia
y
tecnología,
¿qué

cambios
ha
notado
en
sus
intereses
por
aquellas
áreas
de
estudio
relacionadas
al

STEM?
¿Qué
acerca
de
los
profesores?

¿Y
de
los
líderes
educativos?

IMPACT OF GLOBALIZATION 163
5.
¿Debido
a
la
política
nacional
de
las
ferias
de
ciencia
y
tecnología,
ha
habido
algún

cambio
en
el
sistema
educativo
de
Costa
Rica?
Si
es
así,
¿cómo?

II. Currículo
e
Instrucción

1. ¿Cuál
ha
sido
su
experiencia
en
las
ferias
de
ciencia
y
tecnología?

2. ¿Cómo
han
repercutido
las
ferias
de
ciencia
y
tecnología,
en
la
enseñanza
de
las

ciencias?

3. ¿Cómo
han
repercutido
las
ferias
de
ciencia
y
tecnología,
en
los
planes
de
estudios?

4. ¿Qué
estrategias
se
emplean
en
preparar
a
los
estudiantes
para
las
ferias
de
ciencia

y
tecnología?

5. ¿En
qué
medida
las
ferias
de
ciencia
y

tecnología
han
repercutido
en

el
uso
del

aprendizaje
basado
en
proyectos?

6. ¿Cómo
es
utilizada
la
tecnología
en
preparar
a
los
estudiantes
para
las
ferias
de

ciencia
y
tecnología?

7. ¿Cómo
han
repercutido
las
ferias
de
ciencia
y
tecnología,
en
preparar
a
los

estudiantes
académicamente
para
estudios
superiores?

III. Influencia
de
la
política,
la
globalización
y

las
Corporaciones

Multinacionales

en

la
educación
STEM
(Ciencia,
Tecnología,
Ingeniería
y
Matemáticas).

1. ¿Apoya
el
currículo
de
la
ciencia,
la
participación
en
las
ferias
de
ciencia
y

tecnología?
Si
es
así,
¿cómo?

2. ¿Cómo
las
escuelas
han
promovido
la
participación
en
las
ferias
de
ciencia
y

tecnología?

3. ¿Cómo
influye
la
participación
de
los
estudiantes
en
las
ferias
de
ciencia
y

tecnología,
a
que
ellos
participen
dentro
de
la
educación
STEM?

4. La
política
nacional
de
las
ferias
de
ciencia
y
tecnología,
han
creado
más
graduados

con
las
habilidades
del
siglo
21,
especialmente
en
las
áreas
de
STEM?

5. ¿Cuál
debería
ser
el
rol
de
Intel
y
de
otras
Compañías
Multinacionales,

en
la

promoción
de
STEM
(Ciencia,
Tecnología,
Ingeniería
y
Matemáticas)

y
la

participación
en
las
ferias
de
ciencia
y
tecnología?

6.
¿Cree
usted
que
la
educación
STEM
(Ciencia,
Tecnología,
Ingeniería
y
Matemáticas)

es
importante
para
el
futuro
económico
de
Costa
Rica?
Si
es
así,
¿cómo?

IMPACT OF GLOBALIZATION 164
Appendix C
Business Leaders Interview Protocol: English and Spanish Versions

Interviewer: __________________________Date: __________________________
Interviewee: __________________________Location: __________________________
Job Title: _____________________ Contact Information: ________________________
Length of time in current position: ___________________________
Start Time: __________________________ End Time: __________________________

Introduction:
[Introduce yourself and your affiliation].
During this conversation, we hope to learn more about [insert affiliation] and your
experience with regard to changes in the education system in Costa Rica. This study’s
ultimate goal is to understand how schools are helping students to develop 21st-century
skills, particularly in the fields of science, technology, engineering, and math (STEM).

Your comments will be anonymous, if requested. Would you like to remain anonymous?
We would like to record this interview to ensure the accuracy of our conversation. Do we
have your consent?

This interview will last approximately 60 minutes. Do you have any questions before we
begin?

I. National Science and Technology Fair Policy and Science, Technology,
Engineering, and Math (STEM)
1. What is your opinion of the importance of science, technology, engineering,
and math education?
2. What effect have you observed on students/teachers/educational leaders who
participate in science and technology fairs?
3. Please describe science, technology, engineering, and math education-related
changes and interests that have occurred nationwide as a result of the science
and technology fair policy?
4. For students who participate in science and technology fairs, what changes
have you noticed in their interest in science, technology, engineering, and
math education-related fields? How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational
system in Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 165
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How does involvement in science and technology fairs affect the labor force?
3. Has the science and technology fair affected curriculum in schools?
4. Are schools preparing students adequately for the science and technology fair?
5. To what extent has the science and technology fair affected the use of project-
based learning?
6. How has technology prepared students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for
postsecondary instruction?
III. Influence of Policy, Globalization, and Multinational Corporations on
Science, Technology, Engineering, and Math (STEM) Education
1. Does the science curriculum support participation in the science and
technology fair? If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in
science, technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates
with 21st-century skills, particularly those from science, technology,
engineering, and math education fields?
5. What should be the role of Intel and other multinational corporations in
promoting science, technology, engineering, and math, as well as science and
technology fair participation?
6. Is science, technology, engineering, and math education important to the
economic future of Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 166
Protocolo
de
Entrevista
para

Líderes
de
Negocios

Entrevistador:

______________________________

Fecha:________________________

Entrevistado:

______________________________

Ubicación:_____________________

Puesto
Trabajo:______________________________

Tiempo
en
el
puesto:____________

Información
de
Contacto:______________________________________________________

Hora
Inicio
:
____________________________

Hora
Finalización:________________

Introducción

[Preséntese
y
su
afiliación].

Durante
esta
conversación,
tenemos
la
esperanza
de
aprender
más
acerca
de
[indicar
la

afiliación]
y
sus
experiencias
con
respecto
a
los
cambios
en
el
sistema
educativo
en
Costa
Rica.
El

objetivo
final
de
este
estudio
es
comprender
mejor,
cómo
las
escuelas
están
ayudando
a
los

estudiantes
a
desarrollar
habilidades
del
siglo
21,
particularmente
en
los
campos
de
la
ciencia,

tecnología,
ingeniería
y
matemáticas
(STEM).

Sus
comentarios
serán
anónimos,
si
usted
así
lo
quiere.
¿Desea
permanecer
en
el
anonimato?

Nos
gustaría
grabar
esta
entrevista
con
el
fin
de
garantizar
la
exactitud
de
nuestra
conversación.

¿Tenemos
su
consentimiento?

Esta
entrevista
durará
aproximadamente
unos
60
minutos.
¿Tiene
alguna
pregunta
antes
de

empezar?

I. Política
Nacional
de
las
ferias
de
Ciencia

y
Tecnología

y
el
STEM
(Ciencia,
Tecnología,

Ingeniería
y
Matemáticas)

1 ¿Cuál
es
su
opinión
sobre
la
importancia

que
tiene
en
la
educación
la
ciencia,
la

tecnología,
la
ingeniería
y
las
matemáticas?

2 ¿Qué
efecto
ha
observado
en
los
estudiantes
/
profesores
/
líderes
educativos
que

participan
en
ferias
de
ciencia
y
tecnología?

3 ¿Podría
describir
los
cambios
relacionados
con
STEM
y
los
intereses
que
se
han

producido
en
todo
el
país
como
resultado
de
la
política
de
las
ferias
de
ciencia
y

tecnología?

4 Para
aquellos
estudiantes
que
participan
en
las
ferias
de
ciencia
y
tecnología,
¿qué

cambios
ha
notado
en
sus
intereses
por
aquellas
áreas
de
estudio
relacionadas
al

STEM?
¿Qué
acerca
de
los
profesores?

¿Y
de
los
líderes
educativos?

IMPACT OF GLOBALIZATION 167
5
¿Debido
a
la
política
nacional
de
las
ferias
de
ciencia
y
tecnología,
ha
habido
algún

cambio
en
el
sistema
educativo
de
Costa
Rica?
Si
es
así,
¿cómo?

II

Currículo
e
Instrucción

1 ¿Cuál
ha
sido
su
experiencia
en
las
ferias
de
ciencia
y
tecnología?

2 ¿De
qué
manera
la
participación
en
las
ferias
de
ciencia
y
tecnología,

repercuten
en

la
fuerza

laboral?

3 ¿Cómo
han
repercutido
las
ferias
de
ciencia
y
tecnología,
en
los
planes
de
estudios?

4 ¿Están
las
escuelas

preparando

estudiantes
de
manera
adecuada
para
las
ferias
de

ciencia
y

tecnología?

5 ¿En
qué
medida
las
ferias
de
ciencia
y
tecnología
han
repercutido
en

el
uso
del

aprendizaje
basado
en
proyectos?

6 ¿Cómo
es
utilizada
la
tecnología
en
preparar
a
los
estudiantes
para
las
ferias
de

ciencia
y
tecnología?

7 ¿Cómo
han
repercutido
las
ferias
de
ciencia
y
tecnología,
en
preparar
a
los

estudiantes
académicamente
para
estudios
superiores?

III

Influencia
de
la
política,
la
globalización
y

las
Corporaciones

Multinacionales

en

la

educación
STEM
(Ciencia,
Tecnología,
Ingeniería
y
Matemáticas).

1. ¿Apoya
el
currículo
de
la
ciencia,
la
participación
en
las
ferias
de
ciencia
y

tecnología?
Si
es
así,
¿cómo?

2. ¿Cómo
las
escuelas
han
promovido
la
participación
en
las
ferias
de
ciencia
y

tecnología?

3. ¿Cómo
influye
la
participación
de
los
estudiantes
en
las
ferias
de
ciencia
y

tecnología,
a
que
ellos
participen
dentro
de
la
educación
STEM?

4. La
política
nacional
de
las
ferias
de
ciencia
y
tecnología,
han
creado
más

graduados
con
las
habilidades
del
siglo
21,
especialmente
en
las
áreas
de
STEM?

5. ¿Cuál
debería
ser
el
rol
de
Intel
y
de
otras
compañías
multinacionales,

en
la

promoción
de
STEM
(Ciencia,
Tecnología,
Ingeniería
y
Matemáticas)

y
la

participación
en
las
ferias
de
ciencia
y
tecnología?

6. ¿Cree
usted
que
la
educación
STEM
(Ciencia,
Tecnología,
Ingeniería
y

Matemáticas)

es
importante
para
el
futuro
económico
de
Costa
Rica?
Si
es
así,

¿cómo?

IMPACT OF GLOBALIZATION 168
Appendix D
School Leader Interview Protocol: English and Spanish Versions

Interviewer: __________________________Date: __________________________
Interviewee: __________________________Location: __________________________
Job Title: _____________________ Contact Information: ________________________
Length of time in current position: ___________________________
Start Time: __________________________ End Time: __________________________

Introduction:
[Introduce yourself and your affiliation].
During this conversation, we hope to learn more about [insert affiliation] and your
experience with regard to changes in the education system in Costa Rica. This study’s
ultimate goal is to understand how schools are helping students to develop 21st-century
skills, particularly in the fields of science, technology, engineering, and math (STEM).

Your comments will be anonymous, if requested. Would you like to remain anonymous?
We would like to record this interview to ensure the accuracy of our conversation. Do we
have your consent?

This interview will last approximately 60 minutes. Do you have any questions before we
begin?

I. National Science and Technology Fair Policy and Science, Technology,
Engineering, and Math (STEM)
1. What is your opinion of the importance of science, technology, engineering,
and math education?
2. What effect have you observed on students/teachers/educational leaders who
participate in science and technology fairs?
3. Please describe science, technology, engineering, and math-related changes
and interests that have occurred nationwide as a result of the science and
technology fair policy?
4. For students who participate in science and technology fairs, what changes
have you noticed in their interest in science, technology, engineering, and
math-related fields? How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational
system in Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 169
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How has the science and technology fair affected science instruction?
3. How has the science and technology fair affected curriculum?
4. What strategies are employed to prepare students for the science and
technology fair?
5. To what extent has the science and technology fair affected the use of project-
based learning?
6. How has technology prepared students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for
postsecondary instruction?
III. Influence of Policy, Globalization, and Multinational Corporations on
Science, Technology, Engineering and Math (STEM) Education
1. Does the science curriculum support participation in science and technology
fairs? If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in
science, technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates
with 21st-century skills, particularly those from science, technology,
engineering, and math fields?
5. What should be the role of Intel and other multinational corporations in
promoting science, technology, engineering, and math, as well as science and
technology fair participation?
6. Is science, technology, engineering, and math education important to the
economic future of Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 170
Protocolo
para
Entrevistar
a
Líderes
Escolares

Entrevistador:______________

Fecha:______________________

Entrevistado:_______________

Lugar:______________________

Puesto
de
Trabajo:__________

Información
del
Contacto:___

Tiempo
en
el
puesto:________

Hora
Inicio:________________

Hora
Fin:___________________

Introducción

[Presentarse
el
mismo
y
su
afilación]

Durante
esta
conversación,
tenemos
la
esperanza
de
aprender
más
acerca
de
[indicar
la

afiliación]
y
sus
experiencias
con
respecto
a
los
cambios
en
el
sistema
educativo
en
Costa
Rica.
El

objetivo
final
de
este
estudio
es
comprender
mejor,
cómo
las
escuelas
están
ayudando
a
los

estudiantes
a
desarrollar
habilidades
del
siglo
21,
particularmente
en
los
campos
de
la
ciencia,

tecnología,
ingeniería
y
matemáticas
(STEM).

Sus
comentarios
serán
anónimos,
si
usted
así
lo
quiere.
¿Desea
permanecer
en
el
anonimato?.

Nos
gustaría
grabar
esta
entrevista
con
el
fin
de
garantizar
la
exactitud
de
nuestra
conversación.

¿Tenemos
su
consentimiento?

Esta
entrevista
durará
aproximadamente
unos
60
minutos.
¿Tiene
alguna
pregunta
antes
de

empezar?

I.
Política
Nacional
de
las
ferias
de
Ciencia
y
Tecnología
y
STEM.

1.
¿Cuál
es
su
opinión
sobre
la
importancia
de
la
educación
STEM?

2.
¿Qué
efecto
ha
observado
en
los
estudiantes
/
profesores
/
líderes
educativos
que

participan
en
ferias
de
ciencia
y
tecnología?

3.
¿Podría
describir
los
cambios
relacionados
con
STEM
y
los
intereses
que
se
han
producido

en
todo
el
país
como
resultado
de
la
política
de
las
ferias
de
ciencia
y
tecnología?

4.

Para
aquellos
estudiantes
que
participan
en
las
ferias
de
ciencia
y
tecnología,
¿qué
cambios

ha
notado
en
sus
intereses
por
aquellas
áreas
de
estudio
relacionadas
al
STEM?
¿Qué
acerca
de

los
profesores?

Y
de
los
líderes
educativos?

5.
¿Debido
a
la
política
nacional
de
las
ferias
de
ciencia
y
tecnología,
ha
habido
algún
cambio

en
el
sistema
educativo
de
Costa
Rica?
Si
es
así,
¿cómo?.

IMPACT OF GLOBALIZATION 171
II.
Currículo
e
Instrucción.

1.
¿Cuál
ha
sido
su
experiencia
en
las
ferias
de
ciencia
y
tecnología?

2.
¿Cómo
han
repercutido
las
ferias
de
ciencia
y
tecnología,
en
la
enseñanza
de
las
ciencias?

3.
¿Cómo
han
repercutido
las
ferias
de
ciencia
y
tecnología,
en
los
planes
de
estudios?

4.
¿Qué
estrategias
se
emplean
en
preparar
a
los
estudiantes
para
las
ferias
de
ciencia
y

tecnología?

5.
¿En
qué
medida
las
ferias
de
ciencia
y
tecnología
afectan
el
uso
del
ABP?

6.
¿Cómo
es
utilizada
la
tecnología
en
preparar
a
los
estudiantes
para
las
ferias
de
ciencia
y

tecnología?

7.
¿Cómo
han
repercutido
las
ferias
de
ciencia
y
tecnología,
en
preparar
a
los
estudiantes

académicamente
para
estudios
superiores?

III.
Influencia
de
la
política,
la
globalización
y
las
multinacionales
en
la
educación
STEM.

1.
¿Apoya
el
currículo
de
la
ciencia,
la
participación
en
las
ferias
de
ciencia
y
tecnología?
Si
es

así,
¿cómo?.

2.
¿Cómo
las
escuelas
han
promovido
la
participación
en
las
ferias
de
ciencia
y
tecnología?.

3.
¿Cómo
influye
la
participación
de
los
estudiantes
en
las
ferias
de
ciencia
y
tecnología,
a
que

ellos
participen
dentro
de
la
educación
STEM?

4.

La
política
nacional
de
las
ferias
de
ciencia
y
tecnología,
han
creado
más
graduados
con
las

habilidades
del
siglo
21,
especialmente
en
las
áreas
de
STEM?.

5.
¿Cuál
debería
ser
el
rol
de
Intel/MNCs
en
la
promoción
de
STEM
y
la
participación
en
las

ferias
de
ciencia
y
tecnología?.

6.
¿Cree
usted
que
la
educación
STEM
es
importante
para
el
futuro
económico
de
Costa
Rica?

Si
es
así,
¿cómo?.

IMPACT OF GLOBALIZATION 172
Appendix E
Student Interview Protocol: English and Spanish Versions

Interviewer: __________________________Date: __________________________
Interviewee: __________________________Location: __________________________
Grade/Level: _____________________Contact Information: ______________________
Number of Science and Technology Fairs Participated:________________________
Start Time: __________________________ End Time: __________________________

Introduction:
[Introduce yourself and your affiliation].
During this conversation, we hope to learn more about [insert affiliation] and your
experience with regard to changes in the education system in Costa Rica. This study’s
ultimate goal is to understand how schools are helping students to develop 21st-century
skills, particularly in the fields of science, technology, engineering, and math (STEM).

Your comments will be anonymous, if requested. Would you like to remain anonymous?
We would like to record this interview to ensure the accuracy of our conversation. Do we
have your consent?

This interview will last approximately 60 minutes. Do you have any questions before we
begin?

I. National Science and Technology Fair Policy and Science, Technology,
Engineering, and Math (STEM)
1. What is your opinion of the importance of science, technology, engineering
and math education?
2. What effect have the science and technology fairs had on your life and your
academic career?
3. As a result of the mandate for all schools to participate in the science and
technology fairs, do you notice any changes in the science and technology
programs at the schools that you have attended?
4. Have your interests in science, technology, engineering, and math-related
fields changed as a result of your participation in the science and technology
fairs?
IMPACT OF GLOBALIZATION 173
II. Curriculum and Instruction
1. What has been your experience with the science and technology fairs?
2. How has the education that you have received prepared you for the science
and technology fairs?
3. What did your teachers do in class that prepared you for the science and
technology fairs?
4. What did you do in class that prepared you for the science and technology
fairs?
5. How is technology utilized to prepare you for the science and technology
fairs?
6. Has your participation in the science and technology fairs encouraged you to
study a science, technology, engineering and math-related major in college?
III. Influence of Policy, Globalization, and Multinational Corporations on
Science, Technology, Engineering and Math (STEM) Education
1. How have schools promoted participation in science and technology fairs?
2. Are you aware of any type of programs or support that Intel has provided for
your school to improve science, technology, and education?
3. Is science, technology, engineering and math education important to the
economic future of Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 174
Protocolo
de
Entrevista
al
Estudiante

Entrevistador:______________

Fecha:______________________

Entrevistado:_______________

Lugar:______________________

Grado/Nivel:________________

Información
del
Contacto:___

Número
de
veces
participó
en
Ferias
de
Ciencia
y
Tecnología:_________

Hora
Inicio:________________

Hora
Fin:___________________

Introducción

[Presentarse
el
mismo
y
su
afiliación]

Durante
esta
conversación,
tenemos
la
esperanza
de
aprender
más
acerca
de
[indicar
la

afiliación]
y
sus
experiencias
con
respecto
a
los
cambios
en
el
sistema
educativo
en
Costa
Rica.
El

objetivo
final
de
este
estudio
es
comprender
mejor,
cómo
las
escuelas
están
ayudando
a
los

estudiantes
a
desarrollar
habilidades
del
siglo
21,
particularmente
en
los
campos
de
la
ciencia,

tecnología,
ingeniería
y
matemáticas
(STEM).

Sus
comentarios
serán
anónimos,
si
usted
así
lo
quiere.
¿Desea
permanecer
en
el
anonimato?.

Nos
gustaría
grabar
esta
entrevista
con
el
fin
de
garantizar
la
exactitud
de
nuestra
conversación.

¿Tenemos
su
consentimiento?

Esta
entrevista
durará
aproximadamente
unos
60
minutos.
¿Tiene
alguna
pregunta
antes
de

empezar?

I.
Política
Nacional
de
las
ferias
de
Ciencia
y
Tecnología
y
STEM.

1.
¿Cuál
es
su
opinión
sobre
la
importancia

que
tiene
en
la
educación
la
ciencia,
la
tecnología,

la

ingeniería
y
las
matemáticas?

2.
¿Qué
efectos
han
tenido
las
ferias
de
ciencia
y
tecnología
en
su
vida
y
en
su
carrera

académica?

3.

Como
resultado
de
la
Ley
a
que
todas
las
escuelas
participen
en
las
ferias
de
ciencia
y

tecnología,
ha
notado
algún
cambio
en
los
programas
de
ciencia
y
tecnología
en
las
escuelas
que

usted
ha
asistido?

4.
¿Ha
cambiado
su
interés
en
la
ciencia,
la
tecnología,
la
ingeniería
y
las
matemáticas
y
otros

campos
relacionados
como
resultado
de
su
participación
en
las
ferias
de
ciencia
y
tecnología?

IMPACT OF GLOBALIZATION 175

II.
Currículo
e
Instrucción.

1.
¿Cuál
ha
sido
su
experiencia
en
las
ferias
de
ciencia
y
tecnología?

2.
¿Según
la
educación
que
ha
recibido,
se
siente
preparado
para
las
ferias
de
ciencia
y

tecnología?

3.
¿Qué
hicieron
sus
profesores
en
clases,
para
prepararlo
en
las
ferias
de
ciencia
y

tecnología?

4.
¿Qué
hizo
usted
en
clases,
para
prepararse
en
las
ferias
de
ciencia
y
tecnología?

5.
¿Cómo
es
utilizada
la
tecnología,
para
prepararlo
en
las
ferias
de
ciencia
y
tecnología?

6.
¿Cree
que
su
participación
en
las
ferias
de
ciencia
y
tecnología
le
han
motivado
a
estudiar

alguna
carrera
universitaria
con
especialidad
relacionada
a
ciencia,
tecnología,
ingeniería
o

matemáticas?

III.
Influencia
de
la
política,
la
globalización
y
las
multinacionales
en
la
educación
STEM.

1.
¿Cómo
las
escuelas
han
promovido
la
participación
en
las
ferias
de
ciencia
y
tecnología?

2.
¿Tiene
usted
conocimiento
de
cualquier
tipo
de
programas
o
soporte

que
Intel
ha

proporcionado
a
su
escuela
para
mejorar
la
ciencia,
la
tecnología
y
la
educación?

3.
¿Cree
usted
que
la
educación
STEM
es
importante
para
el
futuro
económico
de
Costa
Rica?

Si
es
así,
¿cómo?.

IMPACT OF GLOBALIZATION 176
Appendix F
Classroom Observation Protocol

Date _____________________________ Time _______________________________
No. of Students ____________________ Males __________ Females __________
Class Title and Grade Level _________________________________________________
Class Topic ______________________________________________________________
Classroom Set-Up

Overview of Lesson (Objective for the Day):

Materials in Use:

IMPACT OF GLOBALIZATION 177
Additional Classroom Information:

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

Collabo-
rating
Across
Networks
Making
Thinking
Visible

Agility
and
Adapt-
ability
Helping
Students
Learn from
Others

Initiative
and
Entrepre-
neurialism
Promoting
Autonomy
and
Lifelong
Learning

Effective
Oral and
Written
Commun-
ication

Accessing
and Ana-
lyzing
Informa-
tion

Curiosity
and
Imagina-
tion

Other
Observa-
tions

IMPACT OF GLOBALIZATION 178
RQ1: Does the teacher utilize elements of the national science fair/STEM curriculum?

RQ1: Do curriculum, subject areas, labs, and assessments align across classrooms and
schools?

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

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

RQ2: How is technology used in the classroom?

RQ3: Do the teacher (student) appear to be engaged in the STEM curriculum?

Are there additional questions for the teacher?

IMPACT OF GLOBALIZATION 179
Appendix G
Science and Technology Fair Observation Protocol

Date _____________________________ Time _______________________________
No. of Students ____________________ Males __________ Females __________
Grade Level of Student(s) __________________________________________________
Project Topic/ Theme _____________________________________________________
Facilities Set-Up

Overview of Events/Themes:

Materials in Use:

IMPACT OF GLOBALIZATION 180
Additional Classroom Information:

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

Collabor-
ating
Across
Networks
Making
Thinking
Visible

Agility
and
Adapta-
bility
Helping
Students
Learn From
Others

Initiative
and
Entrepre-
neurialism
Promoting
Autonomy
and
Lifelong
Learning

Effective
Oral and
Written
Commun-
ication

Accessing
and
Analyzing
Informa-
tion

Curiosity
and
Imagina-
tion

Other
Observa-
tions

IMPACT OF GLOBALIZATION 181

RQ1: Are there commonalities in the Costa Rican students’ science fair projects (e.g.,
process, procedures, subject areas of study)?

RQ2: Do students exhibit confidence in describing their projects?

RQ2: Is the presentation of the project clearly articulated?

RQ2: Do students express thoughtful ideas and answers?

RQ2: Do students relate their project to authentic application?

RQ3: Do students appear to be engaged in the science fair process?

Are there additional questions for the students or teacher?

IMPACT OF GLOBALIZATION 182
Appendix H
Survey Protocol for Teachers and Administrators: English and Spanish Versions

IMPACT OF GLOBALIZATION 183

IMPACT OF GLOBALIZATION 184

IMPACT OF GLOBALIZATION 185

IMPACT OF GLOBALIZATION 186
Appendix I
Survey Protocol for Students: English and Spanish Versions

IMPACT OF GLOBALIZATION 187

Abstract (if available)

Abstract Costa Rica has seen rapid changes to its economic and educational systems in the past few decades. As a result of globalization and an increased presence of multinational corporations (MNCs), the Costa Rican government has recognized the need for a highly educated populace with the 21st‐century skills for success in the growing technology‐based job market. This has led to changes in educational practices and policies. ❧ This study examined the influence of globalization and MNCs on the curriculum and practices in schools. In addition, the study examined the relationship between science, technology, engineering, and mathematics (STEM) education and economic growth of the country. One method for increasing STEM education has been implementation of a national science and technology fair policy. This study examined how this policy influences the use of project‐based learning to build human capital and prepare students for 21st‐century jobs, particularly in STEM fields. ❧ The principal findings of this qualitative case study were that globalization and MNCs have positively influenced STEM education in Costa Rican schools and that students’ participation in the national science and technology fair has contributed to their desire to pursue STEM fields in college and careers. Study participants agreed that STEM education is important to the economic future of Costa Rica. The study has implications for educators, policymakers, and business leaders regarding their investment in STEM education due to its potential positive impact on both individual students and on a country’s citizenry. The study contributes to the body of work about the impact of Costa Rica’s national science and technology fair policy on classroom practices and the development of 21st‐century skills in the country.

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Asset Metadata

Creator Marion, Jessie N. (author)

Core Title The impact of globalization, economics, and educational policy on the development of 21st-century skills and education in science, technology, engineering, and mathematics in Costa Rican schools

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

Publication Date 04/09/2015

Defense Date 03/17/2015

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

Tag 21st‐century skills,CINDE,Costa Rica,foreign direct investment,Globalization,multinational corporations,OAI-PMH Harvest,project based learning,science fairs,STEM

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Escalante, Michael F. (committee chair), García, Pedro Enrique (committee member), Murray, Rocky (committee member)

Creator Email jessiemarion@hotmail.com,jnmarion@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-544566

Unique identifier UC11298672

Identifier etd-MarionJess-3261.pdf (filename),usctheses-c3-544566 (legacy record id)

Legacy Identifier etd-MarionJess-3261.pdf

Dmrecord 544566

Document Type Dissertation

Format application/pdf (imt)

Rights Marion, Jessie N.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA