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Influence of globalization, leadership, and science fairs on acquisition of 21st-century skills of Irish students and their college-career pursuit of majors in science, technology, engineering, a...

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Content Running head: INFLUENCE OF GLOBALIZATION ON IRISH EDUCATION SYSTEM 1
INFLUENCE OF GLOBALIZATION, LEADERSHIP, AND SCIENCE FAIRS ON
ACQUISITION OF 21ST-CENTURY SKILLS OF IRISH STUDENTS AND
THEIR COLLEGE-CAREER PURSUIT OF MAJORS IN SCIENCE,
TECHNOLOGY, ENGINEERING, AND MATHEMATICS
IN IRELAND SCHOOLS
by
Jennifer Graziano
____________________________________________________________________
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 2019
Copyright 2019 Jennifer Graziano
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 2
DEDICATION
I dedicate my dissertation work to my family, who have encouraged and supported me
throughout the entire process. A special feeling of gratitude goes to my parents, Juan and
Alejandrina Graziano, for always being there for me as I pursued my goals and teaching me the
value of hard work. My brother Tom has served as a role model throughout my life and has
instilled in me the importance of furthering my education. Ophelia, like a sister, offered
encouraging words of support. My brother Karlo motivated me to complete my research and has
always made me proud. I thank Duke for never leaving my side and truly being my best friend.
I also dedicate this work to my nephews, Tyler and Dylan, who have been a source of
inspiration to our family. I hope that I serve as a role model for each of them to work hard
towards their goals and pursue their dreams. They both have very exciting trajectories ahead;
I look forward to witnessing what they will accomplish in the future. I am and will always be
proud of each of them.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 3
ACKNOWLEDGMENTS
First, I wish to thank my dissertation chair, Dr. Michael Escalante, for his guidance,
encouragement, and patience throughout the entire process. The knowledge and expertise that he
has bestowed upon me in the area of education has made me better in all aspects of my
profession. Completion of the doctoral program would not have been possible without the
practical way in which he led us through the dissertation process. His vision to establish a cohort
founded on collaboration and a teamwork approach has made this experience unforgettable.
Special thanks go to Dr. David Cash and Dr. Christine Mendoza for making the
coursework relevant and engaging. Dr. Cash inspired me to be courageous in creating equitable
opportunities for all students. Dr. Mendoza taught me how to approach problems in education in
a methodical way supported by research. My experiences in both of those courses led to positive
changes in my professional life.
I acknowledge my exceptional colleagues in the USC Executive Cohort of 2019. I feel
very blessed to have gone through this journey with a group of this caliber. The experiences of
taking classes together and conducting research in Ireland are ones that I will never forget. Each
member of the group has a unique personality, expertise, and background experiences that
contributed to a positive group dynamic. The camaraderie, teamwork, and encouragement of one
another made completion of this dissertation possible. I am also very grateful to Josh and Raquel
for their friendship, collaboration, and support throughout the various courses and the
dissertation process. I thank them both for making this experience enjoyable and I look forward
to a lifelong friendship.
Finally, a special heartfelt thank you goes to my Compton Unified School District family.
I am grateful to the EL Department for being understanding and providing unwavering support
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 4
as I pursued this endeavor. I am thankful to Dr. Alvarez for the advice, guidance, and motivation
offered throughout the dissertation process. I am greatly indebted to Dr. Brawley for his
mentorship and support provided throughout my career. This accomplishment was made possible
by his belief in my abilities to pursue my aspirations.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 5
TABLE OF CONTENTS
Dedication 2
Acknowledgments 3
List of Tables 8
Abstract 11
Chapter 1: Overview of the Study 12
Statement of the Problem 13
Purpose of the Study 13
Research Questions 14
Significance of the Study 14
Limitations of the Study 15
Delimitations of the Study 16
Assumptions of the Study 16
Definitions of Terms 16
Organization of the Dissertation 18
Chapter 2: Review of Literature 19
Defining Globalization 19
History of Globalization 20
Knowledge Economy 20
Globalization and Education 21
Effect of Globalization on Ireland’s Economy 22
Effect of Globalization on Immigration in Ireland 23
Ireland’s Education System 24
21st-Century Skills 26
Project-Based Learning 30
PBL and STEM 32
STEM and 21st-Century Learning 34
STEM Instructional Practices 34
STEM Majors 35
STEM and Irish Education 36
STEM and Gender 37
Science and Technology Fairs 40
School Leadership and STEM 41
Theoretical Frameworks 43
Figure 1. Relationships among the theoretical frameworks 44
Summary of the Literature Review 46
Chapter 3: Research Methods 48
Research Design 49
Research Team 51
Population and Sample 52
Educators and Students 53
Business and Industry Leaders 53
Political Leaders and Educational Policy makers 54
Instrumentation 54
Interview Protocols 55
Observation Protocols 56
Survey Protocols 58
Data Collection 58
Data Analysis 61
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 6
Validity, Credibility, and Trustworthiness 63
Reliability 64
Ethical Considerations 64
Chapter Summary 65
Chapter 4: Results 66
Study School 68
Research Design 69
Study Participants 69
Students 70
Teachers 71
Business and Industry Leaders 71
Political Leaders and Educational Policy Makers 71
Data Analysis 72
Findings for Research Question 1 72
Theme 1 73
Theme 2 79
Summary of Findings for Research Question 1 83
Findings for Research Question 2 84
Theme 1 85
Theme 2 89
Discussion Summary for Research Question 2 94
Findings for Research Question 3 95
Theme 1 96
Theme 2 100
Discussion Summary for Research Question 3 106
Findings for Research Question 4 107
Theme 1 107
Theme 2 113
Discussion Summary for Research Question 4 119
Chapter Summary 120
Chapter 5: Summary, Implications, Recommendations, and Conclusions 122
Summary of Findings 124
Research Question 1 125
Research Question 2 126
Research Question 3 128
Research Question 4 129
Implications for Practice 131
Recommendations for Future Research 133
Conclusion 134
References 136
Appendices
Appendix A: Recruitment Letter to Principal 146
Appendix B: Political Leader/Educational Policy Maker Interview Protocol 147
Appendix C: Business and Industry (MNCs) Interview Protocol 149
Appendix D: School Leader Interview Protocol 151
Appendix E: Teacher Interview Protocol 153
Appendix F: Student/Parent Interview Protocol 155
Appendix G: Classroom Observation Protocol 157
Appendix H: SciFest Observation Protocol 160
Appendix I: Survey Protocol for School Administrator or Teacher 163
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 7
Appendix J: Survey Protocol for Political Leader or Business Leader 167
Appendix K: Survey Protocol for Parent of Senior Cycle Student 171
Appendix L: Survey Protocol for Student Participant in Science Competition 175
Appendix M: Information Sheet for Exempt Research 179
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 8
LIST OF TABLES
Table 1: Alignment of Interview Protocols to Research Questions (RQs) and
Theoretical Frameworks 57
Table 2: Alignment of Survey Protocols to Research Questions (RQs) and
Theoretical Frameworks 59
Table 3: Summary of Participants, Their Organization/Position, and Data Type 70
Table 4: Teachers at My School Employ Inquiry-Based Learning Strategies to
Positively Influence School Participation in SciFest: School C Students and
All Students 75
Table 5: Teachers at My School Employ Strategies to Positively Influence School
Participation in SciFest: School C Teachers/Administrators and All
Teachers/Administrators 76
Table 6: Teachers Employ Strategies to Positively Influence School Participation in
SciFest: Representatives of Multinational Corporations (MNCs), Politicians,
and Policy Makers 76
Table 7: Teachers at My School Employ Real-World Applications to Positively
Influence School Participation in SciFest: School C Students and All
Students 80
Table 8: Teachers at My School Employ Strategies to Positively Influence School
Participation in SciFest: School C Teachers/Administrators and All
Teachers/Administrators 81
Table 9: Teachers Employ Strategies to Positively Influence School Participation in
SciFest: Representatives of Multinational Corporations (MNCs), Politicians,
and Policy Makers 81
Table 10: School Leadership Develops a Shared Vision for Implementing SciFest at
My School: School C Students and All Students 86
Table 11: School Leadership Develops a Shared Vision for Implementing SciFest at
My School: School C Teachers/Administrators and All Teachers/
Administrators 86
Table 12: School Leadership Develops a Shared Vision for Implementing SciFest in
Schools: Representatives of Multinational Corporations (MNCs), Politicians,
and Policy Makers 87
Table 13: School Leadership Develops and Effectively Communicates a Shared Vision
for Implementing SciFest: School C Students and All Students 90
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 9
Table 14: School Leadership Develops and Effectively Communicates a Shared
Vision for Implementing SciFest: School C Teachers/Administrators and
All Teachers/Administrators 91
Table 15: School Leadership Develops and Effectively Communicates a Shared
Vision for Implementing SciFest: School C Teachers/Administrators and
All Teachers/Administrators 92
Table 16: Female Students Have Access to Female Role Models Who Influence Their
Participation in SciFest: School C Students and All Students 97
Table 17: Female Students Have Access to Female Role Models Who Influence Their
Participation in SciFest: School C Students and All Students 98
Table 18: Female Students Have Access to Female Role Models Who Influence Their
Participation in SciFest: Representatives of Multinational Corporations
(MNCs), Politicians, and Policy Makers 98
Table 19: SciFest Influences Development of Female Students’ Interest in Enrolling in
Third-Level and Senior-Level Courses in Science, Technology, Engineering,
and Mathematics (STEM): School C Students and All Students 101
Table 20: SciFest Influences Development of Female Students’ Interest in Enrolling in
Third-Level and Senior-Level Courses in Science, Technology, Engineering,
and Mathematics (STEM): School C Teachers/Administrators and All
Teachers/Administrators 102
Table 21: SciFest Influences Development of Female Students’ Interest in Enrolling in
Third-Level and Senior-Level Courses in Science, Technology, Engineering,
and Mathematics (STEM): Representatives of Multinational Corporations
(MNCs), Politicians, and Policy Makers 103
Table 22: SciFest Provides Opportunities for Students to Develop 21st-Century Skills
Needed to Obtain Careers in STEM: School C Students and All Students 109
Table 23: SciFest Provides Opportunities for Students to Develop 21st-Century Skills
Needed to Obtain Careers in STEM: School C Teachers/Administrators and
All Teachers/Administrators 110
Table 24: SciFest Provides Opportunities for Students to Develop 21st-Century Skills
Needed to Obtain Careers in STEM: Representatives of Multinational
Corporations (MNCs), Politicians, and Policy Makers 111
Table 25: SciFest Is Perceived to Be Beneficial in Development of 21st-Century Skills
Needed to Compete in a Globalized Economy: School C Students and All
Students 115
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 10
Table 26: SciFest Is Perceived to Be Beneficial in Development of 21st-Century Skills
Needed to Compete in a Globalized Economy: School C Teachers/
Administrators and All Teachers/Administrators 116
Table 27: SciFest Is Perceived to Be Beneficial in Development of 21st-Century Skills
Needed to Compete in a Globalized Economy: Representatives of
Multinational Corporations (MNCs), Politicians, and Policy Makers 117

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 11
ABSTRACT
The impact of globalization on the Irish economy includes a knowledge-based economy
dependent on foreign direct investment and multinational corporations. Globalization is
perceived as an opportunity for Ireland to maintain competitiveness in a global economy.
Investment in education is important to Ireland’s future economic growth. Ireland must prepare
the future workforce with the skills required in a knowledge-based economy. Consequently,
changes to educational policies and curriculum reflect the 21st-century skills necessitated in a
global economy.
In order to remain competitive, Ireland has emphasized the importance of preparing
students for careers in science, technology, engineering, and mathematics (STEM), along with
inquiry-based learning. The development of 21st-century skills in the areas of critical thinking,
collaboration, communication, and creativity has also been a focus of the educational system in
Ireland. In order to prepare students for a globalized economy, educational policies that integrate
STEM-related fields of study and 21st-century skills must be implemented.
This study examined the influence of globalization on Ireland’s educational system,
specifically in the areas of STEM, inquiry-based problem-based learning (PBL), and 21st-
century skills. The relationships between science competitions such as SciFest and school
leadership, female participation in STEM courses, application of inquiry-based PBL and 21st-
century skills were explored. The findings indicated a positive perception among study
participants about the influence of SciFest with regard to 21st-century skills development,
inquiry-based PBL, female students’ interest in STEM courses, and the value of science
competitions in preparing students for a globalized economy.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 12
CHAPTER 1: OVERVIEW OF THE STUDY
Ireland has engaged in strategic economic actions, policy decisions, and business
partnerships that have ignited economic prosperity and influential education reform efforts for
the entire nation (Dorgan, 2006). The aforementioned changes in Ireland have been influenced
by globalization, the integration of technology, capitol, and information across national
boundaries (Friedman, 2007). Ireland has realized significant economic benefits as a result of the
decision to attract multinational corporations (MNCs; Dorgan, 2006). Ireland has attracted key
global enterprises such as Intel, Microsoft, Dell, Compaq, and Hewlett-Packard. Ireland’s
economy is restructuring in response to globalization challenges (Lane & Ruane, 2006).
According to Wickham and Boucher (2004), the Irish educational system was an antecedent to
Ireland’s rapid economic escalation. Ireland has made decisions regarding its education system
to continue to invest in a skilled workforce to meet the demands of MNCs and the global
economy.
In order to compete in a global economy, Ireland has placed emphasis on preparing
students for careers in science, technology, engineering, and mathematics (STEM), along with
inquiry-based learning. For example, science fairs such as SciFest provide opportunities for
students to demonstrate the 21st-century skills of critical thinking, adaptability, collaboration,
and communication by means of STEM (SciFest, 2017; Wagner, 2008).
This study examined the influence of globalization on Ireland’s education system,
particularly in the areas of STEM, inquiry-based learning (sometimes called project-based
learning [PBL]), and 21st-century skills. Science competitions such as SciFest were examined by
researching site leadership’s influence on participation. Throughout this study, female
participation in STEM courses was examined. The perceptions of various groups, including
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 13
educational leaders, policy makers, parents, teachers, and students, regarding the value of SciFest
were an integral component of this study.
Statement of the Problem
Changes in human capital and post-industrialism have created a knowledge economy in
which wealth is tied to knowledge workers and ultimately to education systems (Spring, 2008).
The concept of a knowledge economy caused by globalization has had significant implications
for the Irish education system. Kivunja (2015) cited research on the 4 C’s (critical thinking,
communication, collaboration, and creativity), as well as their importance for success in the
digital economy. Ireland has placed a particular emphasis on improving the quality of education
in STEM areas for the purpose of preparing students for a global economy.
Ireland has attracted MNCs and FDIs to the country. In particular, Ireland’s economy is
clearly supported by MNCs through foreign direct investment (FDI). It is essential that students
be provided with quality STEM education in order to continue to compete with other countries.
Furthermore, investing in education will to develop human capital and better workers, which will
promote economic growth (Spring, 2008). One example of Ireland’s efforts to integrate STEM,
PBL, and 21st-century skills is SciFest, which administers science competitions and fairs that
prepare students for future careers in a knowledge-based economy.
Purpose of the Study
The purpose of this study was to understand the influence of globalization and
educational policy on the development of 21st-century skills throughout implementation of
STEM education and inquiry-based instructional practices such as PBL and student participation
in science competitions. The study examined how participation in SciFest prepares students for
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 14
the Leaving Certificate Examination and influences school leadership practices, female interest
in STEM courses, and stakeholder perceptions of the value of schools in Ireland.
Research Questions
The study was guided by addressing the following research questions:
1. How do schools engage in SciFest while preparing students for the Leaving Certificate
Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders,
college/university professors, and MNCs have regarding the value of student participation in
SciFest?
Significance of the Study
Globalization is the process by which people, ideas, and goods spread throughout the
world. This dissemination requires interaction and integration among the world’s cultures.
Globalization has had a significant influence on Ireland’s economic prosperity, which has led to
increased demand for a well-educated workforce. The language of globalization has quickly
entered discourses on schooling. Government and business groups talk about the necessity of
schools to meet the needs of the global economy (Spring, 2015).
In order for Ireland to be competitive in the global economy, there has been an increased
emphasis on the Irish education system. In particular, there has been a focus on developing 21st-
century competencies relative to critical thinking, collaboration, communication, and creativity
(Wagner, 2008). A key role of education in Ireland is to produce a well-educated workforce that
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 15
can meet the demands of an expanding economy and be attractive to foreign investors (O’Hagan
& Newman, 2014). The education policy in Ireland is designed to achieve the objectives of
facilitating accumulation of human capital in the economy for the purpose of fueling economic
growth. Also, there has been an increase in the number of Irish graduates in finance, science, and
engineering to prepare for Ireland’s smart economy (O’Hagan & Newman, 2014).
This study examined the educational implications of globalization on the Irish education
system. In particular, the interconnection between preparation for SciFest and the
implementation of 21st-century skills, PBL, and STEM was a focus of this study. This study also
explored female interest in STEM and STEM-related careers as it relates to participation in
SciFest.
The research questions guided development of survey and interview protocols to learn the
perceptions held by various stakeholders regarding the value of SciFest. The results of this study
may be utilized by educators to review implementation of 21st-century skills, PBL, and STEM.
Business leaders and educational policy makers may be interested in this study for purposes of
examining the discourse between globalization and preparation of Ireland’s future workforce.
Limitations of the Study
The limitations of this study include the distance between Los Angeles, California, and
the study locations in Dublin, Ireland. Online meetings were held and telephone calls were made
in preparation for the collection of data via interviews, surveys, and observations conducted
within a 10-day time frame. An additional limitation is that the researcher was the primary
source of data collection and analysis. Generalizability of findings is limited due to the inability
to apply the results to broader contexts.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 16
Delimitations of the Study
Delimitations are limitations that result from specific decisions made by the researcher
(Simon & Goes, 2013). The delimitations of this study included selection of schools participating
in SciFest. In addition, there was no consideration of socioeconomic status, ethnicity, or
demographics when selecting participating schools.
Assumptions of the Study
The following assumptions were made: (a) Globalization has influenced the education
system of Ireland; (b) participation in SciFest exerts an impact on acquisition of 21st-century
skills; (c) STEM, PBL, and inquiry-based learning are prevalent among students who participate
in SciFest; and (c) interviews, surveys, and observational protocols provided sufficient data to
determine the relationships posited in the research questions.
Definitions of Terms
The following terms are defined as used in this study.
21st-century skills: Skills needed by the MNC workforce in a knowledge-based economy:
collaboration, critical thinking, curiosity, adaptability, excellent oral and written communication
skills, and the ability to access and analyze information (Wagner, 2008).
Foreign direct investment (FDI): Investment by a corporation based in one country into
the economy of another country. The long-term relationship reflects a lasting interest by a
corporation from one country in economic activity in another country (Razin & Sadka, 2012).
Globalization: An increased interconnectedness around the world that is driven by
advancements in technology that have resulted in information, goods, people, and customs
moving quickly throughout the world (Chanda, 2007; Friedman, 2007; Spring, 2008).
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 17
Inquiry-based learning: An instructional model that poses a question or problem to
students and then facilitates student collaboration and communication through critical thinking
and problem solving to arrive at a solution (Capraro & Slough, 2013; Slough & Milam, 2013).
Knowledge-based economy: An economic system based on production and sales that
require ideas, information, and high-level skills. In this economy, education and knowledge are
more valued and leveraged than physical ability (Chanda, 2007; Wagner, 2008).
Multinational corporation (MNC): A corporation that produces and sells products or
services in more than one country (O’Hagan & Newman, 2014).
Project-based learning (PBL): An inquiry-based approach in which students are the
driving force in instruction as they work through real-world problems and collaborate,
communicate, and solve problems to arrive at creative solutions (Bender, 2012; Slough &
Milam, 2013).
Science, technology, engineering, and mathematics (STEM): An interdisciplinary
approach in which students utilize PBL or inquiry-based instruction to solve problems,
understand concepts, and achieve mastery in what are seen as the connected disciplines of
science, technology, engineering, and mathematics (Capraro & Slough, 2013).
SciFest: An organization that conducts science competitions for secondary students in
Ireland. Competitions are held at school, regional, and international levels (SciFest, 2017).
Senior Cycle: The final 2 or 3 years of the Irish secondary education experience. The
final 2 years culminate in students taking either the Leaving Certificate Examination or
vocational alternatives of this assessment (Faulkner, Hannigan, & Gill, 2010).
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 18
Organization of the Dissertation
This dissertation is organized into five chapters. The first chapter provides an overview of
the study including the problem statement and the study’s purpose. The chapter also poses the
research questions, significance of the study, and definitions of key terms. Chapter 2 reviews the
literature relevant to the topics of globalization, inquiry-based PBL, STEM, leadership in STEM,
the history of Ireland, and Ireland’s educational system. In addition, Chapter 2 includes the
theoretical frameworks utilized in the study. Chapter 3 provides an overview of the research
methodology including a description on how were collected, organized, and analyzed. Details
regarding the population and instrumentation used to collect the data are covered in this chapter.
Chapter 4 introduces the research findings collected from the data and identifies emergent
themes with the research questions via the lens of the theoretical frameworks. Chapter 5 presents
a summary of the findings and suggestions for future research.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 19
CHAPTER 2: REVIEW OF LITERATURE
This literature review examines the influence of globalization, inquiry-based PBL, and
STEM on the Irish educational system. The chapter also reviews how science competitions such
as SciFest influence 21st-century instructional practices and how these 21st- century
instructional practices prepare students for future STEM careers necessitated in the Irish
economy. Leadership and gender related to STEM are examined.
The literature review is organized in five sections. The first section defines globalization
and its influence on the Irish economy and educational system. The second section provides an
overview of 21st-century skills and inquiry-based PBL; this section outlines the instructional
implications of 21st-century skills and inquiry-based PBL. The third section reviews STEM and
21st-century skills and their significance on Ireland’s education. This particular section identifies
identify the role of gender in pursuing STEM majors. The fourth section reviews research on
leadership in STEM education. The fifth section provides an overview of the theoretical
frameworks used for this study: Acker (1987), Bolman and Deal (2017), Friedman (2007),
Slough and Milam (2013), Spring (2008), and Wagner (2008).
Defining Globalization
Spring (2015) defined globalization as the process of increased interaction and
integration by individuals, companies, and governments driven by international trade and FDI.
Globalization describes the broadening and strengthening of world links that have taken place
progressively and have now reached a stage at which almost no one is completely untouched by
events originating outside his or her own country (Stewart, 1996). Research by Friedman (2007)
described globalization as a flattening phenomenon caused by convergence of technologies so
that individuals can now communicate and collaborate on a level playing field. The dissimilarity
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 20
of the effects of globalization in other eras in history has a significant impact on environments,
cultures, and economics throughout the world (Chanda, 2007; Friedman, 2007).
History of Globalization
Research on the history of globalization offers various perspectives on its origins and
impact on the global economy. Friedman (2007) reviewed the history of globalization and
identified three periods. He referred to the first period as Globalization 1.0, from 1492 to 1800,
when trade between the New World and Old World began. Globalization 2.0 lasted from 1800 to
2000; the dynamic force driving global integration was MNCs. This period is often identified as
the origination of the global market. Globalization 3.0 began after the Berlin Wall fell.
Stewart (1996) shared a similar perspective based on his contention that a form of
ideological globalization has emerged with the defeat of communism and the growing influence
of the International Monetary Fund and the World Bank, both representing Western ideology.
Friedman (2007) contended that Globalization 3.0 continued to shrink and flatten the world but
differed from previous periods because it became a decreasingly Western-driven process.
Friedman argued that the use of information technology and creation of the World Wide Web
accelerated the process. According to Burgos (2000), technological advances have produced
global interdependence and interconnectedness that have diminished geographical and social
distances. From an economic historical perspective, globalization has been seen as an inevitable
tendency involving the universalization of the market economy in terms of labor division,
commodification, consumer practices, and goods production and distribution (Burgos, 2000).
Knowledge Economy
According to theorists, changes in human capital and post-industrialism have created a
knowledge economy in which wealth is tied to knowledge workers and ultimately to education
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 21
systems (Spring, 2008). The knowledge-based economy is fundamentally transforming the role
of the nation-state. Instead of being a controller of economic events within its borders, the
nation-state is increasingly becoming a platform builder to attract global economic activity to
locate within its borders (Thurow, 2000). Contained within discourses about the knowledge
economy are discussions of technology, human capital, lifelong learning, and the global
migration of workers (Spring, 2008). “Collectively, these technologies and their interactions are
producing a knowledge-based economy that is systematically changing how all people conduct
their economic and social lives (Thurow, 2000, p. 20).
Developing countries must provide relatively well-educated workforces (Thurow, 2000).
The new economic environment can be accessed successfully only by people who can read
fluently, compute efficiently, and do both with understanding. These skills, in particular, are
emphasized as a broader recognition of the need for students to participate in a knowledge-based
economy that demands increasingly sophisticated and specialized capabilities (Brooks &
Normore, 2010).
Globalization and Education
Global educational discourse plays an important role in creating common educational
practices and policies (Spring, 2008). Burgos (2000) described the linking of two extremes of
political discourse: how one thinks of displacement of sense (ethical, political, epistemical,
and/or aesthetic values) from the macropolicy to the microphysics, and vice versa. Similar
research related to worldwide discourse, processes, and institutions affecting education practices
and policies offers various theoretical perspectives concerning globalization and education. In
the framework of postcolonialism, education is viewed as an economic investment designed to
produce better workers to serve MNCs (Spring, 2008).
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 22
As Brooks and Normore (2010) explained, schools are intended to educate and prepare
students to enter into and thrive in a global economy. The language of globalization has quickly
entered discourses about schooling. Wagner (2008) contended that, in today’s highly competitive
global knowledge economy, all students need new skills for college, careers, and citizenship.
Government and business groups talk about the necessity of schools meeting the needs of the
global economy (Spring, 2008).
Effect of Globalization on Ireland’s Economy
Ireland is a unique country, as its economy can be compared to developed countries.
However, some aspects of Ireland are indicative of third-world countries (Fagan, 2002). The role
of economics on education policy has been significant due to Ireland’s Celtic Tiger era, which
existed between 1995 and 2000.
Ireland gained independence from the United Kingdom in 1922. The nation then on being
economically self-sufficient and relied on small-scale agriculture, exporting primary products to
U.K. markets and manufacturing mainly for the home market of fewer than 3 million people
(Dorgan, 2006). During the Celtic era, in which Ireland’s economy experienced great success
due to openness of global markets and low corporate tax rates (Dorgan, 2006). FDI and MNCs
contributed to rapid economic growth in the country (Jacobson & Mottiar, 1999). Ireland has
been ranked as the most globalized nation in the West and the world’s third most globalized
economy in terms of gross domestic product (GDP), according to the annual globalization index
(Irish America Staff, 2013). Ireland’s economic competitiveness is attributed to the benefits of
globalization evidenced by the country’s high performance in movement of capital and high
level of FDI (Irish America Staff, 2013).
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 23
Jacobson, Kirby, and O’Broin (2006) stated that globalization is characterized by MNCs
in the process of transnational production and service provision networks becoming more
pervasive in controlling the economy. As a result of globalization and MNCs, employment has
increased in Ireland. Globalization led nations to construct individual platforms to which MNCs
were attracted to conduct business (Thurow, 2000). Culmination of a social transformation and
economic boom was directly correlated with the Celtic Tiger era, with mass immigration
resulting in nearly half a million people moving to Ireland (Fanning & Munck, 2011).
Effect of Globalization on Immigration in Ireland
One of the effects of globalization in Ireland has been a recent influx of immigrants.
Globalization has manifested through increased mobility of people, contributing positively to
Ireland’s population and potential workforce. The old Ireland was deemed monocultural and
monoethnic. According to Ruhs and Quinn (2009), Ireland’s economic boom during the 1990s
brought unprecedented levels of prosperity and resulted in net immigration by the early 2000s.
On a social level, globalization has contributed to increased migration to Ireland and created
racial conflicts between citizens and immigrants (Lentin & McVeigh, 2006). Consequently,
Ireland had to develop policies pertinent to immigration. The Irish government created a list of
safe countries of origin and began to prioritize applications accordingly. The government moved
to redefine Irish citizenship by means of the 2004 Citizenship Referendum. This policy
fundamentally changed Ireland’s citizenship laws by eliminating an Irish-born child’s automatic
right to citizenship when the parents are not Irish nationals (Fanning & Munck, 2011).
With regard to labor immigration, Ireland moved away from its liberal work permit
system in order to meet its low-skilled labor needs from within the enlarged European Union
(Ruhs & Quinn, 2009). The manner in which immigrant workers were treated was highly
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 24
influenced by unions. Prior to Irish trade unions, there were various examples of migrant worker
exploitations. Irish trade unions played an integral part in ensuring labor standards for all
workers (Fanning & Munck, 2011). Many economic migrants have come in response to skills
shortages in Ireland and have above-average levels of education. Ireland’s economy is
restructuring in response to globalization challenges; migrants are being employed in
professional and technical sectors (Lane & Ruane, 2006). Globalization exerts an impact on a
country’s political, social, economic, and education systems (Fagan, 2002).
Ireland’s Education System
When Ireland became the “Celtic Tiger,” it experienced economic growth by exhibiting
an openness to global markets, lower tax rates, and investment in education to prepare a
workforce for potential employers (Dorgan, 2006). Economic security was a significant factor in
revising education policies to reflect a focus on STEM and technology. Education is typically
justified as a direct versus instrumental way to achieve economic security. Students are thought
to need a quality education that will enable them to get good or satisfying jobs, to be more
productive workers, or to be more informed citizens. Average earnings in foreign firms were
significantly higher than in Irish-owned firms. Wages and salaries in foreign firms account for
more than 53% of total wages and salaries in Irish manufacturing (Lane & Ruane, 2006). The
educational policies in Ireland are designed to maintain competitiveness through the future
workforce of MNCs and to maintain the country’s economic security. In terms of globalization
and its impact on education, many countries, including Ireland, have focused on educational
initiatives that prepare students to navigate a global economy (Conneely, Lawlor, & Tangney,
2013; O’Connell, 2013).
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 25
Globalization has taken many forms across many institutions, but particular emphasis in
education is on the transforming power of globalization both economically and institutionally.
Research on globalization and education by Spring (2008) led to the conclusion that investing in
education develops human capital or better workers, which promotes economic growth. Also, the
United Nations, the Organisation for Economic Co-operation and Development (OECD), and the
World Bank are promoting global educational agendas that reflect discourse about human
capital, economic development, and multiculturalism (Spring, 2008). Globalization has affected
Ireland’s education system to produce a well-educated and skilled labor force to meet the
demands of MNCs (Dorgan, 2006).
A study by Conneely et al. (2013) revealed the importance of collaboration, technology,
and incorporation of 21st-century skills in Irish classrooms. One example of Ireland’s focus on
education has been investment in Institutes of Technology and Academic Universities (Dorgan,
2006). Similarly, the Bridge 21 teaching and learning model in Irish classrooms is described as
collaborative and incorporating PBL. Bridge 21 conveys a shift from traditional models of
teaching to those that foster creativity, problem solving, and peer support during the learning
process (Conneely et al., 2013). Irish classrooms are described as collaborative and incorporating
PBL.
Ireland has been identified as the most globalized country in the world in three of the first
five editions of Foreign Policy (Jacobson et al., 2006). Research on globalization and education
involves the study of intertwined worldwide discourses, processes, and institutions affecting
local educational practices and policies (Spring, 2008). Education policy in Ireland has been
significantly affected by globalization. For example, 10 Regional Technical Colleges and two
National Institutes of Higher Education were built in Ireland and assigned a technological focus.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 26
The ratio of students to teachers in secondary and tertiary institutions is one of the largest among
OECD and partner countries (Dorgan, 2006). The Teaching Council, the professional body for
teaching in Ireland, was established to promote teaching as a profession at primary and post-
primary levels (Ireland Department of Education and Skills, Curriculum and Assessment Policy
Unit, n.d.). The goal of education in Ireland is to produce a workforce that is well educated and
attractive to MNCs and FDI (Dorgan, 2006).
Spring (2008) noted that MNCs no longer demand workers who can perform manual
labor; instead, they require workers who can run the technology that now performs the manual
labor. Spring noted that dependence on technology has shifted the required worker skillset.
Currently, workers are needed who can solve problems and modify their skills to the ever-
changing environment in which they work. In light of the demands of MNCs, coupled with their
workforce needs, Ireland’s school system is challenged to integrate STEM and 21st-century
skills in instructional programs (Ananiadou & Claro, 2009; Kivunja, 2015). Advancements in
science, technology, and interconnectivity have led to increased opportunities for innovation and
collaboration (Holbrook, 2008). In order to address this challenge, the country supports and
implements educational initiatives that utilize technology, creativity, problem-solving skills,
PBL, 21st-century skills, and STEM education at all levels of learning (Conneely et al., 2013;
O’Connell, 2013).
21st-Century Skills
Wagner (2008) explained that, in the 21st century, mastery of the basic skills of reading,
writing, and mathematics is no longer enough. He noted that work, learning, and citizenship in
the 21st century demand that workers know how to think, reason, analyze, weigh evidence, and
solve problems (Wagner, 2008). Students are moving beyond the basics and embracing the 4 C’s
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 27
for the 21st century: creativity, communication, critical thinking, and collaboration. These 21st-
century skills must be infused in the Common Core Standards, which are the end goals of the
Career and College Readiness Standards (Ananiadou & Claro, 2009). Research on 21st-century
skills in the classroom shows that 21st-century skills should be taught and integrated across the
current curriculum by providing students engaging learning opportunities in authentic contexts
(Larson & Miller, 2011). Similar research on the science of learning shows that there are few
teacher training programs that target the teaching or development of 21st-century pedagogy and
how to teach those skills in the classroom (Kivunja, 2015).
Although the teaching of 21st-century skills is not new, it was not until recently that
educators and policy makers reached consensus on its importance in academic standards.
According to Kivunja (2015), education used to be about the “three Rs,” but reading, writing,
and arithmetic are not the only skills that today’s students need to be successful. Students now
must show that they can be collaborators, communicators, creators, and critical thinkers. The
implications for educators and students are that 21st-century skills should be taught and
integrated across the current curriculum by providing students with engaging learning
opportunities in authentic contexts (Larson & Miller, 2011).
According to Wagner (2008), understanding how schools must adapt to new realities
requires exploration of three fundamental transformations that have taken place in a very short
period of time: (a) the rapid evolution of the new “knowledge economy,” (b) the dramatic shift
from a world characterized by a limited amount and availability of information to a world of
information flux and glut, and (c) the profound impact of media and technology on how young
people learn and how they relate to the world and each other (Wagner, 2008). Wagner (2008)
concluded that, taken together, these transformations require a fundamental reconsideration of
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 28
assumptions about what children need to learn and how learning takes place for today’s young
people.
To understand the impact of 21st-century skills in the educational setting, it is imperative
to identify how these skills can be incorporated into the curriculum. Research by Larson and
Miller (2011) in 21st-century classroom led to the conclusion that students should collaborate
and communicate in both online and offline environments. Offline communication skills are
fostered as students solve problems collaboratively, engage in inquiry-based activities (such as
science experiments), or conduct research on a particular topic. As online communication skills
become increasingly important, students benefit from participation in online book clubs, science
forums, or other forms of virtual discussions (Larson & Miller, 2011). According to Kivunja
(2015) collaboration includes teamwork, working in groups, and working cooperatively with
others. Comparative research on critical thinking defines this skill as enabling students to think
deeply and to solve unfamiliar problems in various ways (Kivunja, 2015). Research on the 21st-
century skill of creativity suggests that development of this skill requires structure and
intentionality from teachers and students, both of which can be learned through the disciplines
(Saaverda & Opfer, 2012).
The skills of creativity, collaboration, communication, and critical thinking are
representative of frameworks for 21st-century skills. For instance, the Rainbow framework
represents a holistic view of 21st-century teaching and learning that combines a discrete focus on
21st-century student outcomes (a blended learning of specific skills, content knowledge,
expertise, and literacies) with innovative support systems to help students to master
multidimensional abilities required of them in the 21st century and beyond (Kivunja, 2015).
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 29
Kereluik, Mishra, Fahnoe, and Terry (2013) stated that knowledge and skills presented in
the 21st-century frameworks are the same ideas that were espoused by pedagogues in the 20th
century. The world of the future will continue to depend on specialized knowledge (or domain
knowledge) and high-level cognitive skills (such as creativity and critical thinking). Rather than
being novel to the 21st century, these skills are required for successful learning and achievement
in any time, included but not limited to the 21st century (Kereluik et al., 2013). Effective
communication, curiosity, and critical thinking skills are much more than the traditional
desirable outcomes of a liberal arts education; they are essential competencies and habits of mind
for life in the 21st century (Wagner, 2008)
One of the major challenges in implementation of 21st-century skills in the classroom
comes from the area of assessing teaching and learning. According to Salpeter (2008), regardless
of the impact of 21st-century learning on test scores, there is clearly a need for assessment tools
that measure those essential skills in a way that will never be captured by traditional tests.
Similar research led to the conclusion that clear and well-defined assessment policies are an
important, some would argue essential, condition for these skills being taught effectively by
teachers and developed by students (Ananiadou & Claro, 2009). As a result, it is a widely held
belief that, if it is not endorsed by rigorous assessment policies, the teaching of 21st-century
skills risks not being treated as a priority by teachers and students alike (Kereluik et al., 2013).
Research on 21st-century teaching and learning has shown that PBL is an innovative
approach to learning that teaches a multitude of strategies that are critical for success in the 21st
century (Bell, 2010). Bell explained that PBL allows students to drive their own learning through
inquiry, as well as to work collaboratively to create projects that reflect their knowledge.
Furthermore, by gleaning new, viable technology skills to become proficient communicators and
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 30
advanced problem solvers, students benefit from this approach to instruction (Bell, 2010). PBL
promotes social learning as children practice and become proficient in the 21st-century skills of
communication, negotiation, and collaboration (Ananiadou & Claro, 2009).
Project-Based Learning
The roots of PBL extend back more than a hundred years to the work of educator and
philosopher John Dewey. Dewey argued that students will develop personal investment in the
material if they engage in real, meaningful tasks and if they solve problems that emulate what
experts do in real-world situations (Blumenfeld & Krajcik, 2004). Dewey proposed that learning
by doing has great benefit in shaping students’ learning (Bell, 2010). PBL is a comprehensive
perspective focused on teaching by engaging students in investigation. Within this framework,
students pursue solutions to nontrivial problems by asking and refining questions, debating ideas,
making predictions, designing plans or experiments, collecting and analyzing data, drawing
conclusions, communicating their ideas and findings to others, asking new questions, and
creating artifacts (Blumenfeld & Krajcik, 2004). Learning environments that are project based
have five key features (Blumenfeld & Krajcik, 2004): (a) They start with a driving question, a
problem to be solved; (b) students explore the driving question by participating in authentic,
situated inquiry; (c) students, teachers, and community members engage in collaborative
activities to find solutions to the driving questions; (d) while engaged in the inquiry process,
students are scaffolded with learning technologies that help them to participate in activities that
are normally beyond their ability; and (e) students create a set of tangible products that address
the driving question.
One barrier to using PBL in diverse settings is the lack of a sufficient number of skills
facilitators in many settings. Classrooms have more students than one person can easily
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 31
facilitate, and learning to facilitate is a challenge (Silver, 2004). Research has shown that
teachers’ understanding and implementation of STEM PBL has greatly affected students’ content
understanding and development of skills (Bugrahan, Capraro, & Han, 2015).
Another difficulty is alignment of assessments to PBL instruction. Many of these skills
are not measureable through standardized tests. Thinking about assessment of 21st-century skills
must shift in recognition that assessment of results PBL is authentic. The student’s performance
is measured via rubrics, self-evaluation, and reflection (Bell, 2010).
PBL is an approach that integrates 21st-century learning skills. Bell (2010) described
PBL as students driving their learning through inquiry, as well as working collaboratively to
research and create projects that reflect their knowledge. Bell concluded that use of technology
skills to become proficient communicators and advanced problem solvers benefits students and is
embedded in this approach to instruction.
Project-based instruction relies on a classroom that promotes inquiry and a mastery
orientation (Blumenfeld & Krajcik, 2004). According to Blumenfeld and Krajcik (2004),
students collaborate with others in their classroom and with the teacher to ask questions, write
explanations, form conclusions, make sense of information, discuss data, and present findings.
During PBL instruction, students reflect on their own communication skills. Consistent practice
of these skills strengthens them over time and leads to proficiency and mastery. These skills are
critical to future success in the structures of a global economy (Bell, 2010).
Research on the role of technology and PBL has shown that technology can challenge
students by providing multiple levels of tasks to match student knowledge and proficiency,
access to numerous sources of information that allow breadth in project questions, and
possibilities for artifact production (Blumenfeld & Krajcik, 2004). Many of the aforementioned
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 32
skills cannot be measured via standardized tests (Bell, 2010). Furthermore, these approaches
view teaching as a highly complex cognitive activity in which diverse sources of knowledge
must be integrated. These perspectives focus on the teacher as a reflective professional, in
contrast to the previous emphasis on skills and techniques (Blumenfeld & Krajcik, 2004).
Students develop 21st-century skills through PBL that will aid them in becoming
productive members of a global society (Bell, 2010). Research also supports that PBL is a highly
engaging and motivating approach that generates student involvement, interest, and investment
in learning (Blumenfeld & Krajcik, 2004). Other research on PBL and the sciences shows that, in
the early 1990s, educators increasingly realized that most students were not motivated to learn
science. In response to these findings, several researchers began to work collaboratively with
middle school and high school science teachers to develop project-based instruction in science
(Blumenfeld & Krajcik, 2004).
PBL and STEM
The role of PBL in STEM education has garnered much interest since the beginning of
the 21st century (Thomas, 2000). A project-based science classroom allows students to explore
phenomena, investigate questions, discuss ideas, challenge the ideas of others, and try out new
ideas (Blumenfeld & Krajcik, 2004). Research indicates that many inquiries posed during PBL
are science based or originate from social problems (Bell, 2010). Han, Yalvac, Capraro, and
Capraro (2015) defined STEM PBL as not only an instructional approach using a project with at
least two of the four STEM subject areas but also a teaching orientation grounded in
constructivism and constructionism. Research on secondary science and mathematics teachers’
perceptions of interdisciplinary STEM PBL in their schools suggested that professional
development must emphasize a close connection between pedagogy and subject matter content,
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 33
which can be enhanced by fostering collaborative strategies through professional networks in
schools (Asghar, Ellington, Rice, Johnson, & Prime, 2012).
A study on PBL conducted by Wallace and Webb (2016) led to the conclusion that
pairing STEM and PBL mirrored challenges faced by K–12 education. Findings from that study
showed that instructional design led to increased student engagement. Similarly, research on
students who participated in STEM PBL showed an increase in motivation, self-image, and
achievement at end-of-year matriculation examinations at levels comparable to those of high
achievers who attended the same schools (Doppelt, 2003). These findings suggest that STEM
PBL instruction could be implemented outside of the regular school day as an intervention
measure in American schools to assist students to develop 21st-century skills to prepare them for
college and career readiness assessments (Doppelt, 2003).
STEM PBL is not only an instructional approach using a project with at least two of the
four STEM subject areas; it also includes teaching orientation grounded in constructivism and
constructionism (Han et al., 2015). Slough and Milam (2013) suggested a theoretical framework
outlining the relationship between STEM and PBL. STEM PBL has been defined as “a well-
defined outcome with an ill-defined task” (Slough & Milam, 2013, p. 2). PBL might be defined
more clearly by comparing it with problem-based learning. In PBL, students have autonomy to
drive and investigate problems on the basis of ill-defined tasks, while in problem-based learning,
research questions and the context of the problem are provided for them (Slough & Milam,
2013).
Content must be accessible to students. Projects should represent an authentic context to
which the student can relate personally. Personalized questions and design, along with feedback,
are essential to making the experience accessible (Slough & Milam, 2013).
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 34
STEM and 21st-Century Learning
The need for professionals in STEM fields continues to grow to meet the demands of a
high-technology global economy.
STEM education has become an international topic of discussion over the past decade.
This is driven by the changing global economy and workforce needs that indicate there
will be a shortage of STEM prepared workers and educators around the world. (Kennedy
& Odell, 2014, p. 247)
The necessity to bring additional professionals into STEM fields has become a driving force in
meeting the demands for a competent and changing workforce (Bybee, 2010). Consequently,
there have been many calls internationally for more people to study STEM fields (Regan &
Dewitt, 2015).
STEM Instructional Practices
The lack of understanding about inquiry instruction, the complexity of the approach, and
educational significance to future educators and STEM professionals provide justification for
offering and investigating inquiry-based STEM professional development for elementary
education teachers (Nadelson et al., 2013). Research by Kennedy and Odell (2014) led to the
conclusion that high-quality STEM education programs and curricula should promote inquiry:
the process of asking questions and conducting investigations as a way to understand nature and
the designed world. Students have to discover learning in a larger context, mimicking the mental
activity of an expert. Similarly, work by Sanders (2009) showed that purposeful design and
inquiry pedagogy purposefully combine technological design with scientific inquiry, engaging
students or teams of students in scientific inquiry situated in the context of technological problem
solving in a robust learning environment. Kennedy and Odell (2014) confirmed that elements of
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 35
engaging STEM education programs should promote inquiry as a way to understand nature and
the designed world. Purposeful design and inquiry represent a new frontier in education, toward
which integrative STEM education research and practice are targeted (Sanders, 2009).
According to Kennedy and Odell (2014), curricula that engage students in STEM
promotes instructional strategies that challenge students to innovate and invent. In efforts to
address the new national standards in science, teacher educators must model strategic
interdisciplinary planning and curriculum to make authentic connections across subject areas
Close attention must be paid to the intersection of mathematics and science. Strategically and
meaningfully integration of mathematics into instruction yields positive outcomes for students
(Cook & Bush, 2015).
Engineering concepts, along with more advanced inquiry science and mathematics
concepts, are being incorporated at much earlier stages of the elementary curriculum. Research
by Kennedy and Odell (2014) indicated that students must apply their science and mathematics
knowledge to an engineering problem and utilize technology to find a solution. Technology
should be integrated into the culture, curriculum, teaching strategies, and daily operations in
classrooms to enhance learning and provide relevance (Kennedy & Odell, 2014). Teachers of
STEM should recognize the compelling and inherent opportunities of STEM to strengthen and
support the teaching of STEM topics and, where possible, integrate STEM applications into the
curriculum (Kennedy & Odell, 2014).
STEM Majors
Research has shown that capturing students’ interest in STEM content at an earlier age
puts them on track through middle and high school to complete the needed coursework for
adequate preparation to enter STEM degree programs at institutions of higher learning.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 36
According to research conducted by Wang, Eccles, and Kenny (2013) identification of high
school ability patterns that predict future career choices will help to increase understanding of
what influences students to choose or reject STEM occupations. According to Anderson and
Ward (2014), students must take appropriate science and mathematics coursework in high school
to ensure readiness to enter postsecondary STEM programs. Expectations for success in science
and mathematics are represented by science and mathematics self-efficacy (Anderson & Ward,
2014).
Anderson and Ward (2014) noted the underrepresentation of minorities in STEM
disciplines and the extensive underdeveloped talent in those populations. Sanders (2008)
described the “STEM pipeline” problem as a decrease in the number of students pursuing STEM
fields, particularly those from historically underrepresented populations. Black and Hispanic
students complete lower-level high school courses but are not as likely as White students to take
high-level courses to pursue STEM degrees (Tyson, Lee, Borman, & Hanson, 2007). That
research confirmed that Black and Hispanic students had the poorest course-taking patterns,
which is a primary contributor to these students dropping out of STEM pathways (Tyson et al.,
2007). Similar research by Wang et al. (2013) indicated that mathematics achievement and
exposure to mathematics and science have a more positive impact on White students than on
students from underrepresented minorities. This research provides evidence of race, class, and
gender disparities in the highest-level science and mathematics courses that are taken in
preparation for postsecondary education.
STEM and Irish Education
A report on STEM and the Irish education system concluded that numerous informal,
extracurricular STEM initiatives that emphasize inquiry-based learning skills, curiosity-inspired
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 37
projects, and a focus on STEM careers are active across Ireland and are having a substantial
impact (Irish America Staff, 2013). In Ireland, the mathematics curriculum has undergone a
major reform with introduction on a phased basis of a revised curriculum entitled Project Maths
in all schools nationally (Prendergast & O’Meara, 2017). There is a much greater emphasis on
students’ understanding of mathematical concepts, with increased use of contexts and
applications that will enable students to relate mathematics to their everyday experiences
(Prendergast & O’Meara, 2017). With the “flattening” of the global economy in the 21st century,
the teaching of STEM topics has taken on new importance as economic competition has become
truly global (Kennedy & Odell, 2014).
STEM and Gender
The reignited interest in gender equity in academic STEM came many years after
national committees and professional organizations initiated programs to increase female
participation in science and engineering (Xu, 2007). Xu’s (2007) research on the presence of
women in STEM fields described a pipeline model that emphasizes the importance of increasing
the number of female students, from grade school through graduate school. Career aspirations
based on individual aptitudes, interests, and values are formulated during adolescence and shape
the academic choices that can lead to the STEM career pipeline (Wang et al., 2013). From a
social justice perspective, gender and racial/ethnic disparities in STEM fields represent a
troubling instance of stratification (King, Grodsky, & Muller, 2012). Researchers have provided
various explanations for underrepresentation of females in STEM fields, including gender
differences in mathematics ability, ability self-concept, interests, and occupational and lifestyle
values and preferences (Wang et al., 2013).
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 38
There is a significant disparity in the number of women enrolling in STEM careers.
Although women are in close to half of all work positions in the U.S. economy, they hold less
than 25% of STEM jobs. This has been the case throughout the past decade, even as college-
educated women have increased their share of the overall workforce (Beede, Julian, McKittrick,
& Doms, 2011). Women who left STEM majors tended to have higher grades in college than
men who left these majors, but the women reported greater dissatisfaction with the major than
did the men (Morganson, Jones, & Major, 2010).
Beede et al. (2011) argued that, even when women choose STEM degrees, their typical
career paths diverge substantially from those of their male counterparts. About 40% (2.7 million)
of men with STEM college degrees work in STEM jobs, whereas only 26% (0.6 million) of
women with STEM degrees work in STEM jobs (Beede et al., 2011). Numerous studies have
revealed the disproportionately high attrition rates of women and minorities and the bachelor’s
degree completion gap in STEM disciplines at 4-year institutions across the nation (Wang et al.,
2013).
Many factors may contribute to the gender discrepancy in STEM jobs (Beede et al.,
2011). The deficit model is an attempt to explain the career experiences and outcomes of women
faculty in STEM disciplines by examining structural obstacles in the career path (Xu, 2007).
Formal and informal organizational mechanisms provide women faculty members with fewer
opportunities, limited support, and inequity in pay and leadership. Therefore, a deficient work
climate and negative individual experiences directly hinder success of women faculty and lead to
low job satisfaction and high attrition (Xu, 2007).
King et al. (2012) argued that considering inequality in STEM through the lens of
sociological theories that recognize gender as a social structure is more likely to answer this
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 39
question than focus on differences in individual skills. A major concern of liberal feminists in
education focuses on socialization, sex roles, and sex stereotyping. Acker (1987) posited a
theoretical framework grounded in sociological theories. Girls (and boys) are thought to be
socialized (by the family, the school, the media) into traditional attitudes and orientations that
unnecessarily limit their futures to sex-stereotyped occupational and family roles (Acker, 1987).
Sociologists have stressed sex segregation as a central mechanism linking sex to unequal career
rewards (Reskin & Bielby, 2005). Sex segregation across jobs reflects the longstanding
association between workers’ sex and their careers; it is the primary mechanism by which
workers’ sex is associated with career outcomes, such as earnings, job authority, and chance for
promotion (Reskin & Bielby, 2005).
In the extensive literature on gender inequality in STEM fields published in the past
several decades, there are conflicting accounts of the continued validity of female
underachievement arguments as a primary cause of gaps in college and beyond (King et al.,
2012). In addition to the gender and racial disparities in STEM persistence and completion,
researchers have posited theoretical reasons why students persist or leave a STEM field of study,
such as early exposure to and proficiency in mathematics and science (Wang et al., 2013).
Hence, the underrepresentation of certain groups in STEM fields is often discussed as a
consequence of lower levels of academic qualifications or lower levels of interest and inclination
toward such fields (King et al., 2012). Wang et al. (2013) argued that gender gaps in test scores
are important because they lay the foundation for women’s underrepresentation in science in
postsecondary school.
Contrasting research provides evidence that lack of ability does not cause females to
pursue non-STEM careers; rather, the greater likelihood is that females with high ability in
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 40
mathematics also have high verbal ability and thus can consider a wider range of occupations
than can their male peers with high mathematics ability, who are more likely to have moderate
verbal ability (Wang et al., 2013). King et al. (2012) reviewed national-level data and considered
several conceptualizations of high school achievement that might be relevant for gender
inequality at the college level. Evidence from that study strongly undermined the assertion that
women’s underrepresentation in STEM fields is due to deficits in prior achievement (King et al.,
2012).
Science and Technology Fairs
Science and technology fairs began in 1828 in New York with the Science and
Technology Exposition held by the American Institute of Science and Technology, which
exhibited Morse’s telegraph and Bell’s telephone (Bellipanni & Lilly, 1999). The institute began
to shift focus away from industrial expositions toward stages of children’s science fairs. The first
student science fair also took place in 1828, serving as a model for all subsequent fairs
(Bellipanni & Lilly, 1999). In 1921, the industrial fair evolved into the International Science and
Engineering Fair (ISEF). ISEF has generated interest by corporations such as the Intel
Corporation in countries such as the United States and Ireland. In 1964, the first ISEF was held
in Seattle (Bellipanni & Lilly, 1999).
In relation to Ireland, extracurricular science-related activities at schools are linked to
better student performance and greater engagement in STEM (Walsh, 2015). Knowledge-based
economies, such as Ireland’s, are particularly dependent on the quality and number of STEM
graduates. Science competitions such as SciFest encourage STEM participation. SciFest is
supported by Intel, Discovery, and various other MNCs (SciFest, 2017). Ireland was part of the
44th ISEF in 1993 in Biloxi, Mississippi (Bellipanni & Lilly, 1999). SciFest consists of local,
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 41
regional, national, and international science fairs intended for secondary students (SciFest,
2017). SciFest plays a significant role in encouraging and developing Irish students’ interest in
STEM (Silicon Ireland News, 2016).
Benefits of science fairs were noted by Abernathy and Vineyard (2001) as a way for
students to develop science content knowledge, process skills, and generate interest. Findings
from a study conducted by Sahin (2013) showed that after-school STEM clubs that required
students to complete science fair projects as part of their regular school curriculum increased the
number of students who pursue STEM-related majors. Participation in clubs seems to provide an
area of interest for students who may already be inclined toward a STEM field. However, many
in the STEM pipeline drop out, so club opportunities may provide impetus for students to remain
in STEM (Sahin, 2013).
A survey of students’ perspectives on the benefits of participating in a science fair
included learning new things, learning the scientific process, and preparing for the future
(Abernathy & Vineyard, 2001). Research supports the premise that science fairs can prepare
students to be competitive in a global economy. STEM and PBL correlate to career pathways and
competitiveness in a knowledge-based economy (Bencze & Bowen, 2009; Sahin, 2013). Bencze
and Bowen (2009) posited that the overall science fair process functions as a filtering system for
selecting the most gifted students for potential enrollment in sponsoring universities and,
eventually, for jobs as knowledge workers with sponsoring businesses.
School Leadership and STEM
Bolman and Deal (2017) argued that leaders should look at and approach organizational
issues from four perspectives, which they called frames. The four frames that they proposed were
structural, human resource, political, and symbolic. The structural frame focuses on strategy,
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 42
whereas the human resource frame places emphasis on people’s needs. The political frame
addresses the problem of individuals and interests having conflicting and hidden agendas. The
symbolic frame addresses people’s need for a sense of purpose and meaning in their work
(Bolman & Deal, 2017). The role of leadership in effective STEM programs is dependent on a
leader’s ability to integrate this leadership theory with effective STEM practices.
In order for nations such as Ireland to implement effective STEM programs, school
leadership is a crucial component in both enhancing instructional practices and STEM program
development. It is important for instructional leaders to focus on giving teachers the opportunity
to perform their jobs well, while at the same time addressing their needs for personal growth and
job satisfaction, all of which is aligned with the human resource frame (Bolman & Deal, 2017).
For instance, since teachers have the most direct impact on student learning in the school setting,
examining teachers’ perceived role of the principal as an instructional leader to improve STEM
may generate suggestions for improving leadership practices (Munir & Khalil, 2016).
Merrill and Daugherty (2010) explained that, in addition to managing school’s day-to-day
operations, principals are increasingly expected to be effective leaders in areas such as
instructional approaches that engage the staff in renewing their own approaches. Research by
Robinson, Lloyd, and Rowe (2008) demonstrated a strong correlation between principal
participatory leadership in professional development and teacher-student outcomes. Comparisons
between transformational and instructional leadership styles have suggested that the more leaders
focus their relationships, their work, and their learning on the core business of teaching and
learning, the greater their influence on student outcomes (Robinson et al., 2008).
Leadership practices that align with Bolman and Deal’s structural frame consist of
leaders analyzing internal school structures that correlate with effective STEM schools (Bolman
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 43
& Deal, 2017). The significance of principals in the organizational behavior of schools is crucial
(Nir & Hameiri, 2014). Through the structuring processes of interactions facilitated or dominated
by the principal, an organization’s culture is developed or altered. Thus, organizational culture is
the outcome of interactions among group members and includes the behaviors, norms, dominant
values, philosophies that guide policy, and unwritten rules of the school (Merrill & Daugherty,
2010). The more leaders focus their relationships, their work, and their learning on the core
business of teaching and learning, the greater the influence on student outcomes (Robinson et al.,
2008). Key factors in improving leadership practices include building trusting relationships,
shared vision, responsibility, commitment, and perseverance (Munir & Khalil, 2016). All of
these factors are related to Bolman and Deal’s frameworks. The frames can help change agents
to conceptualize a range of approaches to an issue. The frames can be viewed as lenses or
perspectives through which leaders can view and process their work, leadership, and
organizations (Bolman & Deal, 2017).
Theoretical Frameworks
The frameworks applied to this literature review were used to understand the relationship
of globalization and Ireland. According to Maxwell (2013), a theoretical framework consists of
selected theory (or theories) that undergird thinking with regard to understanding and planning
research on a selected topic. Six frameworks were used to acquire insight into the relationship
between globalization and Ireland: Friedman (2007), Spring (2008), Slough and Milam (2013),
Wagner (2008), Bolman and Deal (2017), and Acker (1987). Figure 1 is a visual representation
of the relationships among these six frameworks.
Friedman (2007) explained the effects of globalization by describing the world as flat. He
implied that globalization has flattened the world in the sense that competition between industrial
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 44

Figure 1. Relationships among the theoretical frameworks.

and emerging market countries is leveling and that individual entrepreneurs and companies are
becoming part of a global supply chain. For example, the expansion of MNCs, followed by the
ability to communicate and technology, has become essential to compete in a global economy.
Friedman’s (2007) definition of globalization is a combination of economics, technology,
culture, language, business, politics, and ideas. Friedman’s framework depicts the relationship of
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 45
globalization and the skills that are required to compete in a global economy; the skills include
attainment of a 21st-century education.
The theoretical perspective on globalization and education was delineated by Spring
(2008). Spring described the intertwined worldwide discourse, processes, and institutions that
affect local educational practices and policies. Spring noted that investing in education to
develop human capital or to produce better workers promotes economic growth. He described a
knowledge economy in which wealth is tied to knowledge workers and ultimately to education
systems. A knowledge economy relies on application of technology and human capital. Various
nations and organizations are implementing educational policies to prepare students to compete
in a global economy. For example, the United Nations, OECD, and he World Bank are
promoting global educational agendas that reflect discourse about human capital economic
development and multiculturalism (Spring, 2008).
Research by Wagner (2008) provides the framework for teaching and learning 21st-
century skills. Critical thinking and problem solving, collaboration and leadership, agility and
adaptability, initiative and entrepreneurialism, effective oral and written communication, the
ability to access and analyze information, and the ability to have and use curiosity and
imagination are essential skills for the 21st century. Wagner asserted that these skills are needed
prepare students for learning, work, and citizenship in the 21st century. Integrating these skills
into the curriculum will enhance students’ competencies to prepare them for competition in the
current global economy (Wagner, 2008).
Slough and Milam (2013) described the interrelatedness of PBL and STEM. STEM PBL
integrates inquiry-based practices via collaboration, critical thinking, and problem-solving skills.
The four key principles that are essential to PBL are making the content accessible, making
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 46
things visible, helping students to learn from others, and promoting student autonomy. These
four principles are integrated into the practice of PBL. As students take control of their own
learning, both academically and cognitively, changes in conceptual understanding occur as they
learn to set goals, interpret input, and evaluate their ideas (Slough & Milam, 2013).
The Bolman and Deal (2017) four-frame model was chosen for this dissertation study,
focusing on school leadership and STEM. The structural, human resources, political, and
symbolic frames can help change agents to conceptualize a range of approaches to an issue.
Depending on the circumstances, one approach may be more appropriate than another. In this
study, the frames will be utilized to comprehend how school leaders implement STEM education
by means of developing programs and structures that reflect 21st-century learning. The
relationships among school leaders, teachers, and parents will be analyzed according to these
four frames.
This study will focus on understanding female participation in courses of study to lead to
STEM career pathways in Ireland. STEM and gender will be analyzed based on Acker’s (1987)
framework of gender and socialization. Acker theorized that gender is institutionalized in
organizations by the socialization of females. The association between socialization and its
impact on STEM is correlated to social structures that either encourage or hinder females from
pursuing STEM careers. The relationship of these structures to female participation in STEM
courses and careers will be examined based on Acker’s socialization perspective.
Summary of the Literature Review
This literature review cites research on the influences of globalization in Ireland with
regard to its history, immigration, and economic policies. The literature emphasized the
influence of globalization and MNCs on Ireland’s education system. For example, during the
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 47
Celtic Tiger era, Ireland experienced an economic boom caused by FDI and MNCs; this
transformed Ireland into one of the most economically successful countries in Europe (Dorgan,
2006). As a result, acquisition of 21st-century skills and STEM PBL has influenced Ireland’s
education system for the purpose of maintaining global competitiveness and preparing a skilled
workforce.
This chapter provides a comprehensive review of research relevant to the purpose of the
study. The purpose of this study is to examine the influence of leadership, globalization, and
acquisition of 21st-century skills in Irish schools by researching STEM practices in preparation
for SciFest competition. Research on globalization will include the role of SciFest on MNCs and
STEM PBL inquiry-based practices. Research on STEM practices will entail studying how
participation in SciFest influences female students’ participation in STEM coursework to lead to
STEM-related careers. This literature review identified theoretical frameworks related to
globalization, 21st-century skills, STEM PBL, leadership, and female STEM participation.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 48
CHAPTER 3: RESEARCH METHODS
One of the major successes of the Irish economy has been new job creation. Ireland
achieved success through a combination of sensible policies based on a belief in economic
openness to global markers, low tax rates, and investment in education (Dorgan, 2006). As a
result, Ireland has the world’s third most globalized economy in terms of GDP, according to the
annual globalization index. Ireland’s high ranking is attributed to the country’s high performance
in the areas of movement of capital and finance, cultural integration, and a disproportionately
high level of FDI (Irish America Staff, 2013).
In terms of globalization and its impact on education, countries around the world,
including Ireland, have focused on educational initiatives that prepare students to navigate in a
global economy (Conneely et al., 2013; O’Connell, 2013). Globalization has manifested through
increased mobility of people, contributing positively to Ireland’s population and potential
workforce (Lane & Ruane, 2006). Consequently, economic and educational policies have been
influenced in response to globalization challenges that include Ireland’s dependency on a skilled
workforce.
The purpose of this study was to explore how the Irish educational system has been
influenced by globalization and MNCs. The study examined how STEM, PBL, and 21st-century
learning are related to students’ preparation for the SciFest science competition. The relationship
between leadership practices and STEM was examined. In addition, female participation in
STEM courses was studied.
Qualitative and quantitative research methods were utilized as SciFest and its influence
was examined. Four research questions were formulated to be addressed via observations,
interviews, and surveys:
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 49
1. How do schools engage in SciFest while preparing students for the Leaving Certificate
Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders,
college/university professors, and MNCs have regarding the value of student participation in
SciFest?
The sections in this chapter are research design, the research team, sample and
population, instrumentation, data collection, data analysis, credibility and trustworthiness, and
ethical considerations.
Research Design
A mixed-methods research design was used to address the research questions in this
study. According to Merriam (2009), in a qualitative approach, researchers are the data collectors
who study things in their natural settings, attempting to make sense of, or interpret, occurrences
in terms of the meanings that people bring to them. Qualitative studies are further characterized
by a focus on process, understanding, and meaning; the researchers, as the primary instrument of
data collection and analysis, apply an inductive process (Merriam, 2009). The process or talking
directly to people and observing them in their natural setting is a major characteristic of
qualitative research (Creswell, 2014). Creswell (2009) described quantitative research as the
examination of the relationships among variables.
This study used qualitative and quantitative methods in the form of interviews, surveys,
and observations directly correlated to the research questions. A mixed-methods approach to a
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 50
study requires combining or associating both qualitative and quantitative forms. It involves the
use of both approaches in tandem to contribute to the strength of the study (Creswell, 2009).
Mixed methods were most applicable to this study to determine trends related to participation in
SciFest and its implications for 21st-century learning in the Irish education system.
Creswell (2009) described six steps in data analysis that will be followed throughout this
study: (a) identification of a problem to be researched, (b) review of the literature, (c)
specification of a research purpose, (d) data collection, (e) analysis and interpretation of data,
and (f) report of the findings of the research. The purpose of those steps is to follow a systematic
inquiry process correlated to the research questions. According to Maxwell (2013), research
questions express what the researcher seeks to understand in conducting the study; they are the
heart of the research design. The research design for this study utilized qualitative and
quantitative approaches that applied surveys, interviews, and observations of participants in
relation to the SciFest science competition.
Qualitative data for this study were collected by conducting structured interviews and
observations. Qualitative research takes place in the natural setting, relies on the researcher as the
instrument for data collection, employs multiple methods of data collection, is both inductive and
deductive, is based on participants’ meaning, includes researcher flexibility, and is holistic
(Creswell, 2014). This study used qualitative methods by means of interviews followed by
observations correlated to the research questions. The process of talking directly to people and
observing them in their natural setting is a major characteristic of qualitative research (Creswell,
2014). Part of this study involved conducting interviews related to the research questions. Weiss
(1994) stated that interviews allow the researcher to learn about people’s interior experiences,
how people are perceived, and how they interpret their perceptions.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 51
Triangulation of data includes data collection through multiple sources, such as
interviews, observations, and document analysis (Creswell, 2014). Both interviews and
observations were used for the purpose of data triangulation. In addition to interviews,
observations enabled the researcher to collect descriptive data to assist in understanding
participants’ responses during the interviews. According to Maxwell (2012), observation and
interviewing give the researcher a description of what the participant said but not a direct
understanding of the participant’s perspectives.
Quantitative data for this study were collected via surveys for the purpose of
understanding respondents’ perceptions relative to the SciFest science competition. In particular,
surveys were utilized to inquire about the influence of SciFest on the Irish education system,
primarily acquisition of 21st-century learning. Surveys were a source for data triangulation
correlated to the mixed-methods research design of this study. Qualitative data were prevalent
throughout this study; however, quantitative data from surveys were merged. In convergent
parallel mixed methods, the researcher converges or merges quantitative and qualitative data in
order to provide a comprehensive analysis of the research problem (Creswell, 2014). The
convergent parallel mixed-methods approach was used to triangulate the data relevant to
understanding the influence of SciFest on the Irish education system and 21st-century learning.
The triangulation of data from these multiple measures validated the findings. In addition to
triangulation for validity, a constructivist worldview was used to analyze qualitative and
quantitative data and meaning were derived through theoretical frameworks (Creswell, 2014).
Research Team
The research team for this study was comprised of 13 doctoral students attending the
University of Southern California (USC). Dr. Michael Escalante was the advisor for the cohort
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 52
and provided leadership, guidance, and instruction in preparation for the study. The research
team met frequently in the past 10 months to prepare and to provide a focal point for the study by
developing research questions pertinent to globalization and SciFest’s influence on the Irish
education system. In addition, the research team reviewed literature on 21st-century skills, PBL,
STEM, and the influence of MNCs, all of which provided a purpose for the study. Members of
the research team worked in pairs to acquire data in Ireland. Although the dissertations of the
research team members have some similarities, each researcher had a distinct focus relevant to a
specific aspect of the study.
Population and Sample
Patton (2002) asserted that purposeful sampling works best when cases are selected for
informational richness and when the study highlights the questions under study. Purposeful
sampling was used to identify study participants and location of the study. This type of sampling
was described by Merriam (2009) as nonprobability sampling, which is purposeful sampling
based on what the researcher wants to understand.
This study took place in Ireland. Participants included teachers, site administrators,
students, politicians, and representatives of MNCs. All participants in the study had some type of
affiliation with SciFest, whether by participating in the science competition or by their roles in
the Irish education system. Convenience sampling was done by selecting a sample based on time,
availability, and location (Merriam, 2009). Purposeful and convenience sampling were both used
for purposes of this study.
During summer 2017, the research team made initial contact with the Chief Executive
Officer (CEO) of SciFest, Sheila Porter, and the Chief Financial Officer (CFO) of SciFest,
George Porter, during their visit to Los Angeles while they were attending Intel’s International
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 53
Science and Engineering Fair (ISEF). Communication with them was established on a monthly
basis via Skype with all members of the research team. During these monthly meetings,
information pertinent to participants and locations were established. The research team contacted
locations of the study in Ireland (Appendix A), primarily assigned school sites to establish
communication, obtain consent, and coordinate site interviews and observations.
The assigned school for this researcher was School C (pseudonym) located in the county
area of Ireland. This all-girl Catholic school has approximately 331 students, 20 teachers, a
deputy principal, and a principal. Their mission statement emphasizes the importance of
mentorship and development of students in preparation for a transformative society. The school
has been recognized for blended learning pedagogy and provides students opportunities to
participate in extracurricular activities.
Educators and Students
The research team traveled to Dublin, Ireland, in April 2018 to conduct the research.
Researchers visited schools in Dublin and Cork in pairs or triads for the purpose of collecting
data via classroom observations, interviews and surveys. The research team administered surveys
to and conducted interviews with site administrators and representatives from MNCs.
Purposefully selecting participants or sites helped the researcher to understand the problem and
address the research questions (Creswell, 2014). The choice of collecting data from these
participants was based on their presumed knowledge and involvement with SciFest. The research
team also visited SciFest to collect data from participating students and educators.
Business and Industry Leaders
While in Ireland, the research team interviewed and surveyed representatives from MNCs
chosen based on recommendations of education contacts in Ireland. Data were utilized to
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 54
examine the relationship between MNCs and SciFest participation. In particular, the data
provided information pertinent to the influence of SciFest on MNC representatives’ perceptions
of students’ preparation for STEM careers.
Political Leaders and Educational Policy Makers
Political leaders and educational policy makers affect the Irish education system. Hence,
the research team interviewed political leaders and representatives from the Ireland Department
of Education and Skills to understand their perspectives on the education system in Ireland.
Selected political leaders and educational policy makers participated based on Sheila and George
Porter’s recommendations.
Instrumentation
The instruments used for data collection followed a mixed-methods design approach. The
researcher utilized both qualitative and quantitative design methods for data collection. Due to
the overall structure of the study, stronger emphasis was be given to qualitative approaches for
the purpose of understanding the importance of SciFest on STEM education and the influences
of globalization on the Irish education system. Interview protocols, observation protocols, and
survey protocols comprised the data instruments used for this study. Qualitative data were
collected by means of interview protocols with students, teachers, site administrators, MNC
representatives, and political leaders. Observation protocols guided collection of qualitative data
via observations, and quantitative data were collected via surveys.
This study used five interview protocols, two observation protocols, and four survey
protocols. These protocols were developed by the USC research team during weekly meetings
under the guidance of USC professors. All protocols were correlated to the research questions
and were developed to acquire information specific to this study. Monthly communication was
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 55
established with George and Sheila Porter to develop a common understanding of the protocols
and their corresponding instruments. All research instruments were submitted to the USC
Institutional Review Board (IRB) in March 2016 for review and approval of this study.
The research team ensured that participants
Interview Protocols
The interview protocols were divided into four sections aligned to the study’s theoretical
frameworks. The theoretical frameworks suggested by Friedman (2007), Spring (2008), and
Wagner (2008) are relative to globalization and its influence on the education system. Bolman
and Deal’s (2017) theoretical framework is associated with leadership. Acker’s (1987)
theoretical framework explores the socialization of gender. Slough and Milam’s (2013)
framework is pertinent to inquiry-based instruction and STEM education. Each section is
associated with one of the four research questions. The research team aligned the questions in
accordance with the participants: students, administrators, MNC representatives, and policy
makers. Appendices B through F contain the interview protocols developed by the research team
respectively for political leaders and educational policy makers, business and industry leaders,
school leaders, teachers, and students.
The research team chose to use a semistructured approach to the interviews. The process
for talking directly to people and observing them in their natural setting is a major characteristic
of qualitative research (Creswell, 2014). Interviews were most applicable to this study for
determining trends related to SciFest participation and the influence of globalization on the Irish
education system. Merriam (2014) described a semistructured interview as a mix of more-or-less
structured questions. Usually, specific information is desired from all participants; this forms the
highly structured section of the interview (Merriam, 2014). This method of inquiry enabled the
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 56
research team to understand the perceptions of each group of study participants to address the
research questions through the lens of the theoretical frameworks.
Section I was aligned to the first research question, related to how schools engage in the
SciFest competition. Section II was aligned to the second research question, regarding school
leadership and its influence on SciFest participation. Section III was aligned to the third research
question, regarding female participation in SciFest and enrollment in STEM courses. Section IV
was aligned to the fourth research question, regarding the perceptions of various study
participants on the value of student participation in SciFest. Table 1 provides a complete list of
frameworks and their connections to interview questions.
Observation Protocols
According to Maxwell (2012), data in a qualitative study can include anything that is
seen, heard, or otherwise communicated to the researcher while conducting the study.
Observations for this study occurred at secondary schools in Ireland that participate in SciFest
and during a SciFest even. According to Merriam and Tisdell (2015), observation enables a first-
hand account of what interviews and review of documents cannot provide. Observation protocols
developed for this study were developed to allow for flexibility and accessibility for note taking.
In addition, observation protocols were developed according to the environments of SciFest and
classrooms in Ireland. The research team agreed on classroom (Appendix G) and SciFest
(Appendix H) observation templates for the study.
The research team developed a protocol for observing classrooms in which specific terms
and actions are correlated to the acquisition of 21st-century learning, inquiry-based PBL, and
STEM. In particular, the skills of collaboration, creativity, communications, and critical thinking
described by Wagner (2008) were observed in the interactions between students and their
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 57
Table 1

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

Item RQ1 RQ2 RQ3 RQ4 Friedman Spring Wagner Bolman/Deal Acker Slough/Milam

Section I
1 x * * *
2 x * * * *
3 x * * * * *
4 x * * * * *

Section II
1 x * * *
2 x * * *
3 x * * * *
4 x * * * * * *

Section III
1 x * * *
2 x * * * *
3 x * * * * * *
4 x * * * * * *

Section IV
1 x * * * * * *
2 x * * * *
3 x * * * * * *
4 x * * * *

teachers. Furthermore, observations regarding how teachers have structured their lessons, types
of questioning, and room environments were part of the protocol. Protocols for SciFest had
components similar to those of the classroom observation protocol and included notations
regarding 21st-century skills, inquiry-based PBL, and STEM. The notes included a visual
description of SciFest. Observations in classrooms in Ireland and at SciFest worked together to
address the research questions via the lens of the theoretical frameworks. Moreover, the
observations connected to the key concepts of the study: STEM, inquiry-based PBL, and 21st-
century skills relative to Irish schools participating in SciFest.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 58
Survey Protocols
According to Fink (2013), to decide on a survey’s content, the surveyor must define the
attitude, value, belief, or idea to be measured. A survey design provides a quantitative or numeric
description of trends, attitudes, or opinions of a sample or population (Creswell, 2014). The
research team developed survey protocols for school leaders/teachers (Appendix I), political
and/or business leaders or educational policy makers (Appendix J), parents of Senior Cycle
students (Appendix K), and students (Appendix L). The quantitative surveys used a 6-point
Likert-type scale for participant responses: Strongly Agree, Agree, Neutral, Disagree, Strongly
Disagree, and Don’t Know.
Research questions and theoretical frameworks cited in this study were significant in
developing survey items. The survey items were designed to avoid jargon, use standard grammar
and syntax, and be concrete and relevant to participants’ experience (Fink, 2013). While
questions were comparable throughout the survey protocols, they were distinctly personalized to
the specific groups of participants. Table 2 outlines the alignment of survey items to the research
questions and theoretical frameworks by Friedman, Spring, Wagner, Bolman and Deal, Acker,
and Slough and Milam.
Data Collection
The research team collected a majority of the data in Ireland from April 12 to April 22,
2018. The data in a qualitative study can include anything that is seen, heard, or otherwise
communicated to the researcher while conducting the study (Maxwell, 2012). The research team
visited various school sites to conduct interviews and observations to collect data. Interviews
were conducted with representatives of MNCs and government agencies. Surveys were
administered to participants from the various schools and representatives of MNCs and
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 59
Table 2

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

Item RQ1 RQ2 RQ3 RQ4 Friedman Spring Wagner Bolman/Deal Acker Slough/Milam

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

government agencies. Collected data from these various entities correlated with the topics of
STEM, inquiry-based PBL, 21st-century skills, SciFest science fair competition, and MNCs to
assess their influence on the Irish education system.
The research team ensured that participants are provided with a consent form that informs
them of the purpose of the study and a notice of confidentiality. Signing the consent form was
part of the data collection protocol and was completed prior to conducting any interviews,
observations, or surveys.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 60
The fundamental principle of qualitative interviewing is to provide a framework within
which respondents can express their understanding in their own terms (Patton, 2002). Study
participants had a clear understanding of the purpose of the interview. Interviews took place in a
quiet location and lasted approximately 30 to 45 minutes. The researcher used an audio recorder
and all recordings were professionally transcribed. Additional notes, key phrases, and comments
were recorded by the researcher during each interview. According to Patton (2002), “we
interview people to find out from them those things we cannot directly observe” (p. 340). Data
collected via interviews assisted the researcher in identifying emerging themes.
While visiting schools in Ireland and SciFest, observations took place using the protocols
developed by the research team. The number of observations varied according to the schools
visited. Observations lasted approximately 30 to 40 minutes to provide the researcher an
opportunity to record activities and interactions among study participants. The value of
observation is to describe activities and participants in the activities and to understand the
context in which activities occur (Patton, 2002).
Surveys can be used to collect information from people about what they believe, know,
and think. They can take many forms and can be administered orally, in writing, or electronically
(Fink, 2013). For purposes of this study, surveys were distributed to school leaders, teachers,
students, business leaders, and educational policy makers. The administration of surveys
occurred both in person and via email. In order to increase response rates, surveys that were
distributed in person were collected immediately upon completion.
The mixed-methods approach used for this study associated both qualitative and
quantitative forms; therefore, the data collected from the various participants and settings were
utilized by members of the research team (Creswell, 2014). The research team worked in pairs or
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 61
triads when conducting observations and interviews; however, each researcher focused on his or
her assigned school. The research team utilized the same protocols, aligned to the research
questions, when collecting data. All acquired data were made available to all members of the
research team.
Data Analysis
A mixed-methods approach to collect and utilize both qualitative and quantitative data
was used to understand the influence of globalization on the Ireland’s education system. This
study examined student participation in the SciFest competition as it relates to implementation of
inquiry-based PBL, 21st-century learning, and STEM in Irish classrooms. The researcher
combined the quantitative and qualitative data through side-by-side comparison (Creswell,
2014). Merriam and Tisdell (2015) described a database in which data are organized, edited, and
accessible throughout the course of the study. In this study, data from surveys, observations, and
interview protocols were collected and uploaded into a shared file folder. All researchers had
access to these files and were responsible for individual interpretation of the data as they related
to the focus of their individual studies.
Researchers ensured that all data and files were organized periodically for quality
assurance. This process ensured that the researchers had access to information related to the
focus and purpose of the study.
Interpretation and analysis of the data followed Creswell’s (2014) process for analyzing
the data: (a) organize and prepare data for analysis, (b) read through the data, (c) code the data,
(d) generate a description and themes of the setting or people, (e) provide descriptions and
themes in the qualitative narrative, and (f) interpret the data.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 62
The first two steps in Creswell’s data analysis process were done by ensuring that
interview recordings were transcribed, observation notes were typed, and all data were organized
in a manner that was comprehensible to all members of the research team. The data were
uploaded to files that were made accessible to all research team members. The data were
analyzed to identify trends among comparative data. After organization and analysis, the data
were read thoroughly and findings were synthesized.
Data were shared among all researchers. Interview recordings were transcribed and
survey results were analyzed and organized from the perspectives of teachers and administrators.
Student science scores were analyzed to identify trends in comparative data between the two
selected schools in Ireland to determine whether a correlation existed.
The third and fourth steps required that the data acquired from interviews, surveys, and
observations be coded and categorized according to theme. Coding is the process of organizing
the data by bracketing chunks (or text or image segments) and writing a word representing a
category in the margins (Creswell, 2014). In order to begin the coding process, the researchers
identified predetermined codes relevant to 21st-century skills, inquiry-based PBL, and STEM. In
the fourth step the coding process was used to generate a description of the setting or people, as
well as categories or themes for analysis (Creswell, 2014). During this step, emergent themes
and themes across data sets were categorized and associated with the research questions.
The fifth step entailed developing narratives to convey the findings of the analysis
conducted in the previous steps. Visuals, figures, and tables depicting the interconnected themes
were used to report the findings. This step interrelated themes into a detailed description of
participants and settings of the study. The final step involved interpretation of the data to derive
meaning in relation to the research questions and the purpose of the study. This final step
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 63
addressed why this research was relevant, generated recommendations, and suggested questions
for future studies.
Validity, Credibility, and Trustworthiness
Evaluating the quality of research is essential if findings are to be considered valid and
credible. Merriam and Tisdell (2015) described validity as the degree to which a study accurately
reflects the specific concept that the researcher is attempting to measure, whereas credibility
indicates the researcher’s conclusions supported by the research findings. Qualitative validity
consists of the researcher checking for accuracy of the findings by employing certain procedures.
The research team incorporated validity strategies recommended by Creswell (2014) to assess
the accuracy of the findings. Data were collected through multiple sources for data triangulation.
The research team ensured that codes were consistent and clearly defined when coding the data.
In addition, constant communication among members of the research team regarding data
analysis was established. This researcher used a peer examiner to review data interpretation and
make suggestions regarding how the findings would be represented.
Patton (2002) viewed trustworthiness as evidence of both validity and credibility.
According to Merriam (2014), external validity “is concerned with the extent to which the
findings of one study can be applied to other situations” (p. 39). Data triangulation consisted of
utilizing multiple data points to ensure validity and credibility of the findings. Maxwell (2012)
defined critical subjectivity as a quality of awareness in which one does not suppress one’s
primary experience; rather, one raises it to consciousness and uses it as part of the inquiry
process. In order to increase trustworthiness of this study, the researcher reflected on potential
biases to understand their impact on the research.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 64
Reliability
In order for the results of a study to be considered valid, data procedures must be reliable.
Reliability in a research design is based on the assumption that there is a single reality and that
studying the topic repeatedly will yield the same result (Merriam, 2014). Procedures outlined by
Creswell (2014) were used to address reliability of the results: (a) The researcher reviewed the
transcripts for accuracy and compared them to recordings and other collected data; (b) the
researcher ensured consistency in the definition of codes used and consistency in their use when
coding; (c) the researcher communicated regularly with coders on the research team regarding
analysis of the data; and (d) the researcher cross-checked the codes developed by other research
team members by comparing independently derived results.
Ethical Considerations
The researcher, in conjunction with other members of the research team, completed the
Collaborative IRB Training Initiative (CITI), which consisted of reviewing modules regarding
ethical behavior and protection of participants that must be exemplified throughout the study.
The team of researchers gained approval of the study design from the IRB committee and was
permitted to conduct an exempt study on human subjects in Ireland. Patton (2002) stated that
credibility involves intellectual rigor, professional integrity, and presentation of self. The
researcher has the obligation not only to protect participants but also to respect the rights, needs,
values, and desires of participants. Prior to any interviews, observations, or surveys, participants
were provided a letter detailing the purpose of the study (Appendix M). Participants were asked
to sign a consent form indicating agreement to participate in the study. An informational letter
was sent to parents of student participants in which they were informed of their child’s role in the
research.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 65
Chapter Summary
This chapter delineated the research methods relevant to data collection processes that
will be used in this study. These descriptions include the research team, population sample,
instrumentation, and collection and analysis of data. Interviews, observations, and surveys of
participants aligned directly to the research questions and purpose of the study. The data
collection was essential in the inquiry process. The research components of validity, reliability,
trustworthiness, and ethics were discussed in this chapter.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 66
CHAPTER 4: RESULTS
Ireland has evolved from one of the poorest countries in Western Europe to one of the
most successful (Dorgan, 2006). According to Friedman (2007), the rise of MNCs and
globalization is distinguishable by individuals seeking to take control of their economic destiny.
Ireland’s financial growth has been attributed to FDI and MNCs that have been in Ireland for
more than 20 years. Ireland achieved success through a combination of sensible policies and
pragmatism. At the heart of these policies was a belief in economic openness to global markets,
low tax rates, and investment in education (Dorgan, 2006). Investment in education has produced
a high output of graduates, particularly in science, engineering, and business studies. There has
been a national effort to increase participation rates in higher education and a strategic effort to
match the country’s education and training programs to the skills needed in global high-
technology companies (McDonagh, 2000). For these reasons, Ireland’s educational system has
focused on 21st-century skills, STEM, and PBL to meet the demands of the workforce and to
ensure continuous economic prosperity.
Due to changes in economic and technical conditions, Ireland was required to update the
skills, knowledge, and competencies of the future workforce (McDonagh, 2000). In recent years
in Ireland, there has been a rapidly growing rise in interest by government, industry, and other
stakeholders in the uptake of STEM subjects in schools. This has been driven by the need to
ensure that young people gain the skills and aspirations to participate in an increasingly scientific
and technological society (STEM Education Review Group, 2016). Extracurricular STEM
initiatives such as SciFest that emphasize inquiry-based learning, 21st-century skills
development, curiosity-inspired projects, and a focus on STEM careers are active across Ireland
and are having a substantial impact (STEM Education Review Group, 2016). Changes in the
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 67
global economy require Ireland’s educational system to continue to focus on STEM, PBL, and
21st-century skills in the school system.
The influence of globalization and educational policy on development of 21st-century
skills through integration of STEM education and inquiry-based practices such as PBL and
student participation in science competitions was the focus of this study. The study also
examined how participation in SciFest prepares students for the Leaving Certificate Examination
and influences school leadership practices, female interest in STEM courses, and stakeholder
perceptions of the value of schools in Ireland. A mixed-methods design involving both
quantitative and qualitative data was used for the study (Creswell, 2009). Use of both
quantitative and qualitative approaches that were aligned to the research questions comprised the
design of the study.
This chapter reports the findings from analysis of the data. The study was guided by the
following research questions:
1. How do schools engage in SciFest while preparing students for the Leaving Certificate
Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college and
university professors, and MNCs have regarding the value of student participation in SciFest?
Six theoretical frameworks were applied to the study to understand the relationships
among globalization in Ireland, STEM, inquiry-based learning practices, STEM and its relation
to female participation, and participation in science competitions such as SciFest. Work by
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 68
Friedman (2007) explained the effects of globalization; Spring’s (2008) theoretical perspective
aligned to globalization and education; Wagner (2008) provided insight regarding the framework
of teaching and learning of 21st-century skills; Slough and Milam (2013) described the
interrelatedness of PBL and STEM; Bolman and Deal (2017) focused on school leadership and
STEM; and Acker (1987) provided a framework on the socialization of gender.
The chapters provides a summary of the research design, a description of the participants,
and a conclusion. Subsequently, this chapter provides an explanation of the findings from
surveys, interviews, and observations pertinent to each research question. The explanation of the
findings for each research question correlate to themes associated with the research literature and
the frameworks of this study.
Study School
The assigned school for this researcher was School C (pseudonym), located in the county
area of Ireland. School C is an all-girls Catholic school serving 331 students. This school has a
staff consisting of one principal, a deputy principal, and approximately 20 teachers. School C
follows a blended learning pedagogy. It was named Digital School of the Year. None of the
subjects is taught in the Irish language and students are provided with IPADs to participate in
21st-century learning activities. The academics and curriculum offered at School C are the Junior
Cycle, the Transitional Year, and the Leaving Certificate. School C offers various extracurricular
activities, including student council, prefects, athletics, clubs, and debate team. Data from School
C were compared to data collected by other members of the research team. Survey and interview
data collected by the research team were shared collectively.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 69
Research Design
A cohort of 16 doctoral students from USC comprised the research team for the study.
Dr. Michael Escalante advised the cohort and provided instruction in preparation of the literature
review, data protocols, and the data collection process in Ireland. During the onset of the
dissertation process, the research team met frequently to select a focal point for the study by
development of research questions. In addition, the team agreed on conceptual frameworks
related to the purpose of the study and research questions. The research team reviewed literature
pertinent to globalization, 21st-century skills, PBL, STEM, science fairs, and the influence of
MNCs. All of this literature was correlated to the Irish educational system. Although the research
team collaborated on the development of the protocols and overall topics, each dissertation has a
distinct focus relevant to findings for a particular assigned school.
The research team had ongoing contact with the CEO of SciFest, Sheila Porter, and the
CFO of SciFest, George Porter. Both organized the contact with Irish schools, business and
industry leaders, educational policy makers, and government officials. Each member of the
research team was responsible for making contact with his or her respective school and preparing
schedules for completion of surveys, interviews, and observations. Research team members
initiated contact with MNCs with the purpose of conducting interviews related to the study.
Study Participants
Study participants included students, teachers, administrators, business and industry
leaders, political leaders, and education policy makers in Ireland (Table 3). Purposeful sampling
was utilized for to identify participants (Merriam, 2009). Surveys, interviews, and observations
were conducted at School C to collect data. Data collected at School C was compared to the
survey and interview data collected at schools assigned to other research team members and at
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 70
Table 3

Summary of Participants, Their Organization/Position, and Data Type

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

Students
14 students School C Interviews
18 students School C Survey
1,293 students All schools in the study Survey, Interviews

Teachers/administrators
4 teachers/administrators School C Interviews
3 teachers/administrators School C Survey
89 teachers/Administrators All schools in the study Survey, Interviews

Business leaders: 19 Various organizations Survey/Interviews

Political leaders, educational
policy makers: 12 Various organizations Survey/Interviews

the SciFest competition. The research team used collective data from interviews and surveys
from political leaders, educational policy makers, and representatives of MNCs. All data were
subjected to triangulation (Creswell, 2009).
Students
Students were selected for the study based on their participation in and familiarity with
the SciFest competition. Three researchers interviewed and observed students in their
classrooms. Fourteen students were interviewed. Student interviews were conducted in groups of
three or four. Six classroom observations took place in science and mathematics courses.
Observations were also conducted at SciFest in Cork, Ireland. In addition, data were collected
via surveys, interviews, and observations from School C. Survey data were collected from all 13
schools and compared to data from School C for the purpose of identifying emergent themes.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 71
Teachers
School sites were selected based on their participation in SciFest. Four educators (one
administrator and three teachers) were interviewed. Three surveys were administered to teachers
at School C. Interviews were purposefully conducted with teachers who taught science and
mathematics. Data collected via surveys and interviews were compared to data from all
participating teachers. Data analysis comparing School C to all schools was used to identify
themes related to the research questions.
Business and Industry Leaders
Nineteen business and industry leaders participated in the study. Sheila and George
Porter facilitated contact with MNC leaders and the research team communicated with business
and industry leaders via email. While in Ireland, the research team identified additional business
and industry leaders to participate in the study. The research team worked in pairs and triads to
conduct interviews with leaders from various industries. The data provided via surveys and
interviews provided insight into the perspective of those business and industry leaders regarding
Ireland’s educational practices.
Political Leaders and Educational Policy Makers
Political leaders and educational policy makers were selected to participate in the study in
order to understand their insight regarding educational policy in Ireland. The researchers sought
to understand the relationship between globalization and the future of the Irish educational
system. Fifteen interviews with political leaders and educational policy makers were conducted
by the research team. Data from the interviews and surveys were analyzed to understand the
perspective of these participants regarding SciFest and education.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 72
Data Analysis
Data were collected by means of surveys, interviews, and observations to address the four
research questions. Data were collected in Ireland and triangulated, utilizing a model for analysis
consisting of coding and development of themes related to each research question.
Each research team member was assigned a school for collection of data via surveys,
interviews, and observations. Sheila Porter and George Porter identified representatives of
MNCs, political leaders, and educational leaders who could provide relevant information for the
study. This helped the researcher to conduct interviews with those participants. Survey,
interview, and observation protocols were developed prior to collection of data. Surveys were
available to participants in Qualtrics and links were provided to study participants. During the
data analysis phase, each researcher transcribed interviews utilizing a web-based transcription
service. Analysis of survey data consisted of comparing individual data pertinent to each
researcher’s assigned school to data from all participants in the study. The process of data
analysis assisted the researcher to interpret data from observations, interviews, and surveys. The
researcher identified themes related to the research questions and the overall purpose of the
study. The findings are represented by themes for each research question and supported by the
research and theoretical frameworks.
Findings for Research Question 1
Research Question 1 asked, How do schools engage in SciFest while preparing students
for the Leaving Certificate Examination? This question was focused on how schools prepare
students for science competitions such as SciFest and the university matriculation examination in
Ireland known as the Leaving Certificate Examination. The education policy in Ireland is
designed to facilitate accumulation of human capital in the economy and contribute to the
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 73
government’s policy of equity by ensuring equal access to opportunities within the system for all
(O’Hagan & Newman, 2014).
A key role of education in Ireland is to prepare students for the Leaving Certificate and
STEM-related jobs to meet the demands of an expanding economy. Science fairs such as SciFest
aid students to develop science content knowledge, process skills, and show interest in STEM
fields (Abernathy & Vineyard, 2001). Establishing a relationship between instructional practices
and participation in SciFest while preparing students for the Leaving Certificate Examination
was at the core of this research question. Data collected via interviews, surveys, and observations
were triangulated (Creswell, 2014), which led to identification of themes and frameworks related
to Research Question 1. The first theme that emerged from the data was that school leaders and
teachers encourage students’ participation in SciFest while preparing for the Leaving Certificate
Examination by engaging students in inquiry-based learning on a topic or issue that is of interest
to them. The second theme was that implementation of 21st-century skills relative to
collaboration and interpersonal skills was a strategy employed by both teaches and leaders to
influence students’ participation in SciFest.
Theme 1
Theme 1 for Research Question 1 was that inquiry-based learning is a strategy used by
teachers to prepare students for SciFest and the Leaving Certificate Examination. Inquiry-based
instructional approaches reflect a learner-centered environment and concentrate on learners’
application of disciplinary concepts, tools, experiences, and technologies to research the answer
to questions and solve real-world problems. The phases of the inquiry process include
questioning, prediction, experimentation, modeling, and application (Kennedy & Odell, 2014).
PBL is a student-driven, teacher-facilitated approach to learning (Bell, 2010). As students are
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 74
engaged in science fairs in Ireland, they become active problem solvers, addressing issues that
have both local and global impact. Furthermore, students who engage in project-based work for
science fairs develop skills that are directly relevant to the curriculum framework (SciFest,
2017). The genesis of a project is inquiry. Students develop a question and are guided through
research under the teacher’s supervision (Bell, 2010). Engagement in PBL and inquiry-based
learning provides students with 21st-century skills that are necessary for their future in a global
economy (Bell, 2010).
Survey and interview questions were asked of various stakeholders regarding the
strategies that are utilized to influence student participation in SciFest while preparing them for
the Leaving Certificate. The data revealed that inquiry-based learning was an influential factor
among research participants.
All participating students at School C strongly agreed or agreed to the survey item
pertaining to teachers’ implementation of strategies to influence participation in SciFest. All
student survey participants from School C agreed that inquiry-based learning was a prevalent
strategy utilized by teachers to prepare them for SciFest. Survey data from School C was
compared to results from all schools in the study. The majority (71%) of students from all
schools agreed or strongly agreed that teachers employ strategies to influence participation in
SciFest. Data from all schools indicated that 83% of the students strongly agreed or agreed that
inquiry-based learning was a strategy used by teachers (Table 4). Survey data from teachers at
School C indicated that all responding teachers agreed that teachers employ strategies to
influence participation in SciFest; 94% of the teachers from all schools responded in the same
manner. In comparing responses germane to inquiry-based learning as a strategy to influence
SciFest participation, 100% of School C teachers and 99% of all teachers responded yes on the
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 75
Table 4

Teachers at My School Employ Inquiry-Based Learning Strategies to Positively Influence School
Participation in SciFest: School C Students and All Students

Survey item and response categories School C students All students

Teachers at my school employ strategies to positively
influence school participation in SciFest.
Strongly Agree 6 228
Agree 12 466
Disagree 0 154
Neutral 0 49
Strongly Disagree 0 18
Don’t Know 0 64

Inquiry-based learning
Yes 18 891
No 0 180

survey (Table 5). The survey results from MNCs and similar stakeholders indicated that 75%
agreed or strongly agreed that teachers employ strategies to influence SciFest participation
(Table 6).
Students’ responses to interview questions regarding strategies used by teachers to
influence SciFest participation, supported implementation of inquiry-based pedagogy.
I think it does benefit, because you’re learning, as I said, you’re learning how to research
stuff, and you’re learning how to research. You’re categorizing bits of information into
headings. So it’s also like you’re learning how to do something, or why; the five main
questions like how, why, when, where, which are really important for answering
questions in state examinations, and for knowing how to answer questions as well.
(Student E, interview, April 17, 2018)
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 76
Table 5

Teachers at My School Employ Strategies to Positively Influence School Participation in
SciFest: School C Teachers/Administrators and All Teachers/Administrators

School C teachers/ All teachers/
Survey item and response categories administrators administrators

Teachers at my school employ strategies to positively
influence school participation in SciFest.
Strongly Agree 0 20
Agree 3 38
Neutral 0 12
Disagree 0 5
Strongly Disagree 0 2
Don’t Know 0 3

Inquiry-based learning
Yes 3 77
No 0 1

Table 6

Teachers Employ Strategies to Positively Influence School Participation in SciFest:
Representatives of Multinational Corporations (MNCs), Politicians, and Policy Makers

MNC representatives, politicians,
Survey item and response categories and policy makers

Teachers employ strategies to positively influence
school participation in SciFest.
Strongly Agree 2
Agree 1
Neutral 0
Disagree 0
Strongly Disagree 0
I Don’t Know 1

Inquiry-based learning
Yes 5
No 0

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 77
Another student addressed inquiry-based learning as a strategy used in science.
I think just maybe incorporating you know like bringing together like what is in the
projects with say science, like what’s beyond the science and maybe like bring that into a
project you could do for the certificate examination. You have to solve problems and
investigate to find answers and plan your experiments. (Student C, interview, April 17,
2018)
One of the soundest responses in support of implementation of inquiry-based strategies
came from the teachers. Regarding strategies that are implemented in the classroom, one teacher
said, “I suppose it all encompassed by inquiry-based learning. So ultimately you’re raising, or
trying to manifest that natural, inquisitive child that’s inside everybody and it isn’t natural to
most people” (Teacher A, interview, April 17, 2018).
The teacher continued:
So strategies, details as what it actually looks like in a classroom, it really is based around
questioning, so trying to tease out understanding. So I suppose from a Socratic, Socrates,
that kind of a Socratic perspective, in terms of drawing out their questions, leading their
thinking to an extent but balancing that with not giving answers. Providing a
juxtaposition or trying to contrast their thoughts with backs and vice versa. (interview,
April 17, 2018)
Teacher C described an example of how inquiry-based learning is taught in the
classroom:
Strategies can be helped or aided by physical stimuli, so it really depends on the topic.
Again, for density I might use a normal coke can and a diet coke can and have them set in
a water bath and they’ve the same volume, students think it’s the same type of liquid,
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 78
they’re roughly the same mass, they might assume that they’re the same mass and yet one
sinks and one floats and that would be a stimulus to engage. (interview, April 17, 2018)
Additional responses from educational leaders supported the relationship between
inquiry-based learning skills and preparation for SciFest.
Getting students involved in classroom-based assessments, inquiry-based learning, which
all are similar to what you would be doing if you weren’t doing your own independent
work in a project. So if you were doing SciFest, you’re applying some of those skills that
you’re learning from junior cycle and vice versa. (Educational Leader 1, interview,
April 20, 2018)
A similar response was given by another educational leader:
I suppose if they become involved in maybe inquiry based learning within their projects
for SciFest, then that really does help. I think also if they are doing it in a if they begin it
in either first or second year, if they become interested in the whole SciFest thing in first
or second year, then it means that when it comes to third year where they are under the
pressure of exams, at least they are very familiar with the whole SciFest system and how
to do it, and it doesn’t take quite as much time from them maybe as it would otherwise.
(Educational Leader 2, interview, April 20, 2018)
The theme of inquiry-based learning was evident not only in survey and interview
responses at School C; it was also noticed during SciFest and classroom observations. During
SciFest, students exhibited their science projects and articulated their hypotheses based on the
inquiry process and an analysis of their results (SciFest observation, April 20, 2018). During
observations at School C, students were working in triads on science projects with poster and
display boards. The researcher noted that all students had a question for investigation. One group
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 79
of students was investigating how air pressure in a football or basketball can affect the outcome
of a game. Two students were using an air pump, as one tested the air pressure while the other
took notes. There were posters related to the scientific method (make observations, form a
hypothesis, test the hypothesis with investigations, analyze results, form a conclusion), which
was reflected in students’ science projects. The teacher asked a student, “What did you notice
about the chemical reaction of sodium and water?” Observations at School C and SciFest
indicated that inquiry-based learning was evident in teacher and student interactions.
Theme 2
Theme 2 for Research Question 1 was that teaching the 21st-century skills of
collaboration and communication is a strategy that is employed by teachers to influence
students’ participation in SciFest and to prepare them for the state examinations. Globalization
connects economies throughout the world. Friedman (2007) stated that globalization has
influenced the world in communication, technology, political influences, and integration of
economies. In terms of GDP, Ireland has been ranked as the most globalized nation in the West
(Irish American Staff, 2013). The language of globalization has quickly entered discourses about
schooling (Spring, 2008). The “global achievement gap” can be described as what schools are
teaching and testing versus what all students will need to succeed as learners, workers, and
citizens in today’s global economy (Wagner, 2008). Wagner (2008) identified seven essential
skills related to the competencies that students must have to become knowledge workers in the
21st century, including collaboration across networks.
All students at School C demonstrated agreement about teachers employing strategies to
influence SciFest participation, as did 83% of all student survey participants (Table 7). Similarly,
all teachers at School C and 72% of all teachers agreed or strongly agreed that real-world
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 80
Table 7

Teachers at My School Employ Real-World Applications to Positively Influence School
Participation in SciFest: School C Students and All Students

Survey item and response categories School C students All students

Teachers at my school employ strategies to positively
influence school participation in SciFest.
Strongly Agree 6 228
Agree 12 466
Disagree 0 154
Neutral 0 49
Strongly Disagree 0 18
Don’t Know 0 64

Real-world applications
Yes 16 553
No 2 233

applications are a strategy employed by teachers (Table 8). All MNC representatives and
educational policy makers agreed that teachers employ real-world applications to influence
SciFest participation (Table 9).
Student who were interviewed were asked about the strategies that teachers use to
encourage participation in SciFest while supporting student success on the state examinations.
Many of their responses cited collaboration and communication as the common theme related to
the types of strategies used by teachers: “During your science class, you can work on your
project and it’s good for your communication skills to other people” (Student 1, interview,
April 17, 2018). Another student elaborated on how collaboration is embedded in SciFest:
We’re always kind of working in teams and researching is a huge part of SciFest, the
teachers are always there to help as well. It’s very important to be able to work in a team
to split up each part of the project. (Student 4, interview, April 17, 2018)
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 81
Table 8

Teachers at My School Employ Strategies to Positively Influence School Participation in
SciFest: School C Teachers/Administrators and All Teachers/Administrators

School C teachers/ All teachers/
Survey item and response categories administrators administrators

Teachers at my school employ strategies to positively
influence school participation in SciFest.
Strongly Agree 0 20
Agree 3 38
Neutral 0 12
Disagree 0 5
Strongly Disagree 0 2
Don’t Know 0 3

Real-world applications
Yes 3 51
No 0 20

Table 9

Teachers Employ Strategies to Positively Influence School Participation in SciFest:
Representatives of Multinational Corporations (MNCs), Politicians, and Policy Makers

MNC representatives, politicians,
Survey item and response categories and policy makers

Teachers employ strategies to positively influence
school participation in SciFest.
Strongly Agree 2
Agree 1
Neutral 0
Disagree 0
Strongly Disagree 0
I Don’t Know 1

Real-world applications
Yes 4
No 1

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 82
One of the students provided specific examples of how the 21st-century skills of
collaboration and communication will prepare her for college and a future career:
I think SciFest is really important for preparation for state examinations and life in
general because you’re learning how to work in groups. I mean, in college you work
more in groups and I think it’s important to be able to communicate with other people as
well, it makes you a more well-rounded person as well. I think, obviously the state
examinations are important, but you can’t become a doctor with no interpersonal skills
either, so you have to have both ends of it. (Student 1, interview, April 17, 2018)
Another student said:
I think with SciFest, you’re presenting a project to other people. You’re learning how to
talk to other people about what interests you, and you’re also learning to work in groups
which is also extremely important, because it’s important to be able to delegate as well. A
lot of group projects, you don’t want to be doing it on your won. Obviously, you’d have
to split it, work out and everything, so I think it’s very important. (Student 5, interview,
April 17, 2018)
Interviews with teachers at School C expressed the necessity to develop 21st-century
skills of collaboration and communication for both SciFest and preparation for state
examinations. One teacher noted that SciFest encourages collaboration and communication
among peers: “Aiding in their state exam progress definitely because you know SciFest, their
experiments, their posters, communication, working together, they develop skills there” (Teacher
A, interview, April 17, 2018). Another teacher said, “I think activities that encourage students to
collaborate and work together in research is important for the future exams and application of
their understanding” (Teacher C, interview, April 17, 2018).
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 83
MNC leaders shared a similar perspective regarding how participation in SciFest
influences preparation for the state examination in ways that are relative to the 21st-century skills
of collaboration and communication. One said, “SciFest is a great opportunity for them to kind
of develop other skills that they may not have the opportunity to have within the classroom. Such
as communication skills, they’re researching independently and as a group” (MNC Leader,
interview, April 17, 2018). Another MNC leader stated that his organization is looking for
workers who can work together as a team and communicate well (interview, April 17, 2018).
Observations in classrooms at School C and at SciFest indicated collaboration and
communication as a focus on development of 21st-century skills. Posters of 21st-century skills
were consistently evident in the classrooms at School C. In addition, the classroom contained
desks in groups, conducive to collaborative grouping. The researcher noted student
communication among peers in their groups (personal observation, April 17, 2018). During the
SciFest competition, students were observed to work in groups and explain their projects
(personal observation, April 20, 2018).
Summary of Findings for Research Question 1
Research Question 1 focused on how schools engage in SciFest while preparing students
for state examinations. Data from surveys, interviews, and observations relative to Research
Question 1 were thoroughly analyzed and coded for identification of themes. Two themes
emerged: (a) Inquiry-based learning is a strategy used by teachers to prepare students for SciFest
and the Leaving Certificate Examination, and (b) teaching the 21st-century skills of collaboration
and communication is a strategy that is employed by teachers to influence students’ participation
in SciFest and to prepare them for the state examinations. These themes are reflective of how
Ireland is preparing a future workforce to compete in a global economy, particularly how schools
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 84
are implementing inquiry-based learning and 21st-century skills to prepare students to meet the
needs of MNCs in Ireland.
More than 80% of all surveyed students and 70% of surveyed teachers agreed that
teachers employ strategies to influence school participation in SciFest. Both teachers and
students at School C agreed or strongly agreed that teachers use strategies to influence
participation in SciFest while preparing students for state examinations. Evidence from surveys,
interviews, and observations at School C emphasized the necessity to provide students inquiry-
based learning and 21st-century skills. Interview data from students and teachers provided
insight regarding implementation of collaboration and communication skills. Survey data and
interview data revealed a focus on 21st-century skills and inquiry-based learning as a prevalent
strategy to prepare students for the SciFest competition and leaving certificate examinations.
Findings for Research Question 2
Research Question 2 asked, How does school leadership influence participation in
SciFest? The intent of this question was to measure leadership practices that correlated with
successful participation in SciFest. Bolman and Deal (2017) developed four perspectives, or
frames, for understanding leadership: structural, human resource, political, and symbolic. These
themes were prevalent in determining the relationship between school leaders and student
participation in SciFest. Three themes were evident upon review of the data from interviews and
surveys. The first theme related to school leadership dealt with reflection that takes place after
every SciFest event. The second theme related to the relationship between student choice and
SciFest participation: Communication from both teacher leaders and administrators emphasized
the expectation that all students would participate in SciFest.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 85
Theme 1
Theme 1 for Research Question 2 was that school leadership influences participation in
SciFest by reflecting on the process each year and setting timelines for implementation. Research
suggests that effective leadership entails discussing, modeling, and jointly planning how to solve
problems of practice (Robinson et al., 2008). As noted in research, reflective leadership is
important in assessing problems to arrive at an appropriate solution. This type of leadership
coincides with Bolman and Deal’s (2017) structural frame, which focuses on planning strategy,
setting measureable goals, clarifying tasks, and creating systems. Reflecting on participation in
SciFest emerged as a theme related to leadership.
Survey data from teachers and students indicated consistent responses to the statement
regarding development by school leadership of a shared vision for implementation of SciFest.
Student survey results indicated that all students at School C and 50% of all surveyed students
strongly agreed or agreed that school leadership develops a shared vision for SciFest
implementation (Table 10). All teachers at School C and 64% of all surveyed teachers agreed or
strongly agreed with this item (Table 11). Survey data from MNCs and Educational Policy
makers indicated that 20% agreed with the survey item (Table 12).
Interview data from School C provided results similar to the survey data. The following
response emphasizes the importance of being reflective. The administrator from School C
responded in the following manner:
So for us, what’s more important, is that year on year, when I go to our individual SciFest
in our own school is that what I’m seeing is that the process is becoming a little bit more
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 86
Table 10
School Leadership Develops a Shared Vision for Implementing SciFest at My School: School C
Students and All Students

Survey item and response categories School C students All students

School leadership develops a shared vision for
implementing SciFest at my school.
Strongly Agree 7 114
Agree 11 449
Disagree 0 261
Neutral 0 70
Strongly Disagree 0 15
Don’t Know 0 213

Table 11

School Leadership Develops a Shared Vision for Implementing SciFest at My School: School C
Teachers/Administrators and All Teachers/Administrators

School C teachers/ All teachers/
Survey item and response categories administrators administrators

School leadership develops a shared vision for
implementing SciFest at my school.
Strongly Agree 2 13
Agree 1 36
Neutral 0 17
Disagree 0 3
Strongly Disagree 0 1
Don’t Know 0 7

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 87
Table 12

School Leadership Develops a Shared Vision for Implementing SciFest in Schools:
Representatives of Multinational Corporations (MNCs), Politicians, and Policy Makers

MNC representatives, politicians,
Survey item and response categories and policy makers

School leadership develops a shared vision for
implementing SciFest in schools.
Strongly Agree 0
Agree 1
Neutral 3
Disagree 0
Strongly Disagree 0
I Don’t Know 1

explicit, a little bit more articulate. That, year and year, we’re seeing that they’re using
the experience to cumulatively improve the students’ experience. (interview, April 17,
2018)
The same administrator was asked an interview question regarding advice that would be
given to a new principal regarding implementing SciFest:
Really, it comes down to its principles, its concepts, it is professionals having discussions
with each other around those. Likewise, as a department, you’re having discussions
around, “Why did that work, why didn’t that?” It’s a feedback cycle which is improving
our whole practice day to day. (interview, April 17, 2018)
Interview responses by students and teachers at School C noted reflection on the
implementation of SciFest as a characteristic of administration. A group of students were asked
what leadership qualities are important in getting the school to participate in SciFest. One student
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 88
from School C said, “I suppose school leaders making SciFest better every time” (Student 2,
interview, April 17, 2018)
Teacher B described the relationship between leadership and SciFest participation: “The
dynamic of SciFest, understanding the day-to-day issues that a student has or that can arise in
carrying out an effective experiment. I think understanding the inner work that’s involved and
creating a timeline of implementation” (interview, April 17, 2018).
Educational policy makers were also interviewed regarding the influence of school
leadership on SciFest participation; they noted the time involved as a consideration for
administrators. One provided insight on the challenge for administrators in implementing
SciFest: “Project preparation, if they enter first, the good thing about SciFest is that everybody
gets to go present. If you enter, then there’s time involved, so it’s time, it’s managing the time”
(interview, April 20, 2018)
Another educational policy maker described the influence that school leaders have on
implementation:
They also, the leadership of the school constructs a timetable, and they construct the, they
have a lot of leeway in how they construct the timetable, particularly for transition years.
So some schools would actually leave a slot of time for SciFest, or BT, or for students to
enter science competitions. (interview, April 20, 2018)
Observations were limited in establishing a relationship between leadership reflective
practices and SciFest participation. One observation in the classroom contained anecdotal
records of the teacher reminding students of dates by which they were to submit their science
project (personal observation, April 20, 2018). This was the only example noted related to
timelines of implementation in preparation for SciFest. There were not sufficient data from
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 89
observations to connect reflective leadership to setting timelines as an element of SciFest
participation.
Theme 2
Theme 2 for Research Question 2 was that school leadership (administrators and teacher
leaders) communicate the expectation that all students will participate in SciFest during the
transitional year. According to Kennedy and Odell (2014), a school’s culture is developed or
altered through the structuring processes of interactions facilitated or dominated by a principal.
Organizational culture is the outcome of interactions among group members and includes the
behaviors, norms, dominant values, philosophies that guide policy, and unwritten rules of the
school (Kennedy & Odell, 2014). Students and teachers in this study agreed in their perceptions
of the school’s expectation that all students would participate in SciFest during their transitional
year. The viewpoints expressed by students during interviews provided diverse perspectives on
how this expectation influences their participation.
All students at School C and 50% of all students agreed that school leadership develops a
shared vision for implementing SciFest at their schools; 94% of School C students and 49% of
all students agreed that school leadership communicates a shared vision to all stakeholders
(Table 13). Sixty-six percent of teacher participants at School C and 64% of all surveyed
teachers agreed that school leadership develops a shared vision for implementing SciFest and
67% of School C teachers/administrators and 49% of all surveyed teachers agreed that the vision
is communicated to various stakeholders (Table 14). Forty percent of MNC representatives and
educational policy makers agreed with the survey item related to development and
communication of a shared vision of SciFest participation by all students (Table 15).
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 90

Table 13

School Leadership Develops and Effectively Communicates a Shared Vision for Implementing
SciFest: School C Students and All Students

Survey item and response categories School C students All students

School leadership develops a shared-vision for
implementing SciFest at my school.
Strongly Agree 7 107
Agree 11 438
Disagree 0 261
Neutral 0 70
Strongly Disagree 0 15
Don’t Know 0 213

School leadership effectively communicates a shared
vision to all stakeholders (students, parents, etc.).
Strongly Agree 16 90
Agree 1 386
Disagree 1 263
Neutral 0 119
Strongly Disagree 0 33
Don’t Know 0 214

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 91

Table 14

School Leadership Develops and Effectively Communicates a Shared Vision for Implementing
SciFest: School C Teachers/Administrators and All Teachers/Administrators

School C teachers/ All teachers/
Survey item and response categories administrators administrators

School leadership develops a shared-vision for
implementing SciFest at my school.
Strongly Agree 2 13
Agree 0 36
Neutral 1 17
Disagree 0 3
Strongly Disagree 0 1
Don’t Know 0 7

School leadership effectively communicates
a shared vision for implementing SciFest.
Strongly Agree 2 9
Agree 0 28
Neutral 1 24
Disagree 0 6
Strongly Disagree 0 3
Don’t Know 0 6

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 92
Table 15

School Leadership Develops and Effectively Communicates a Shared Vision for Implementing
SciFest: Representatives of Multinational Corporations (MNCs), Politicians, and Policy Makers

MNC representatives, politicians,
Survey item and response categories and policy makers

School leadership develops a shared vision for
implementing SciFest in schools.
Strongly Agree 0
Agree 1
Neutral 3
Disagree 0
Strongly Disagree 0
I Don’t Know 1

School leadership effectively communicates a shared
vision for implementing SciFest competitions.
Strongly Agree 0
Agree 2
Neutral 2
Disagree 0
Strongly Disagree 0
I Don’t Know 1

Responses from interviews concurred with the results. Students in interviews said the
following regarding leadership qualities and their influence on SciFest: “I think they should have
good communication skills as a good leader would and keep a level head” (Student 2, interview,
April 17, 2018). One student interviewee said,
I’m not saying like we didn’t wanna do it but we didn’t have a choice this year, so
technically we have to do it. But I feel like that’s better because I used to say I wanted to
do it but no one else wanted to do it with me and I had to do it by myself. (Student 4,
interview, April 17, 2018)
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 93
Another student remarked, “Our SciFest project this year is also part of our end-year
exam. There is a percentage for it” (interview,, April 17, 2018).
Concerning the effectiveness of school leadership in communicating a shared vision for
SciFest implementation, a teacher from School C stated,
So in this school, it’s mandatory for students in transition year, fourth year, to take part.
In previous schools SciFest, it wasn’t mandatory, I’ve taught in three schools and the
second school I was in it wasn’t mandatory but it was carried out on the impetus of the
teachers as opposed to management. (interview, April 17, 2018)
Another teacher at School C shared similar thoughts regarding leadership communication
pertaining to SciFest participation:
So I suppose, that really details in terms of how management have implicated on whether
SciFest was carried out or not. It ultimately, in every school I’ve been in, it has been
carried out. Management I suppose, concrete that. They can make it an obligation as
opposed to a possibility. That depends on a teacher motivation. (Teacher B, interview,
April 17, 2018)
An administrator from School C conveyed the following regarding leadership and SciFest
participation:
The first is, you’re going to need your teachers to first of all be willing to participate.
Secondly, in our mind, be willing to participate in a way that’s not just participation and
box checking. (interview, April 17, 2018)
An educational policy maker shared her thoughts regarding school leadership and SciFest
participation:
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 94
I think school leadership is hugely important and I think that actually comes down
through the whole staff and the teacher experience in the classroom. So you have to have
a principal that isn’t going to be wanting just state exams, or just the curriculum,
someone that wants children to experience a whole experience, through school.
(interview, April 17, 2018)
One of the chemistry classes that was observed at School C had elements throughout the
lesson connected with SciFest. The lesson focused on 21st-century learning, inquiry-based
learning, and PBL which are important for SciFest preparation. The science class that was
observed included an experiment on acids, bases, and neutral substances. What linked this
observation to Research Question 2 were the science projects evident throughout the room.
Another observation that stood out during the school site visit to School C was in the teacher’s
lounge, where one of the teacher leaders mentioned that one the students had won the regional
SciFest competition. During the SciFest competition, it was evident that leaders (teachers and
administrators) provided guidance to students. For example, administrators and teacher leaders
supported students as they presented and explained their projects (personal observation, April 20,
2018).
Discussion Summary for Research Question 2
The results of triangulating the data from surveys, interviews, and observations related to
two themes that emerged for Research Question 2. Participants in this study—students, teachers,
administrators, MNC leaders, and educational policy makers—contributed their perspectives via
surveys and interviews. The findings for Research Question 2 included (a) school leadership’s
reflection on the process of preparing and participating in SciFest, and (b) communication from
school leadership consisting of administrators and teachers about SciFest participation.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 95
In relation to school leadership influencing participation in SciFest by reflecting and
setting timelines of implementation, survey data pertinent to school leadership developing a
shared vision for SciFest implementation were analyzed. An analysis of student and teacher
survey results showed that School C students and student respondents from all schools agreed
with this item. Teachers from all 13 schools concurred with School C teachers. Survey data were
corroborated in interviews, including one in which an administrator described a feedback cycle
in which teachers engage related to SciFest. Although there were no specific classroom
observations directly correlated to this theme, two educational policy makers emphasized that
leadership and SciFest participation are attributed to project preparation and setting timelines.
Both qualitative and quantitative data provided insight into Research Question 2 and provided
evidence for the development of this theme.
Theme 2 addressed school leadership and communication of the vision that all students
will participate in SciFest during the transitional year. SciFest and classroom observations
provided an opportunity to examine the dynamic between school leadership and students. This
dynamic consisted of teachers’ expectations that were evident in instructional practices in the
classroom, as well as support provided during SciFest. Although data from all surveyed teachers
indicated that a little less than half agreed with this item, 94% of students from School C
supported this item. In addition, students and teachers were well aware of the expectations that
student would participate in SciFest during the transitional year. Over all, both students and
teachers described the communication of this expectation as positive.
Findings for Research Question 3
Research Question 3 asked, How does participation in SciFest influence female students’
interest in enrolling into senior-level and third-level STEM courses? The intent of this research
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 96
question was to obtain information about how SciFest or other science fair competitions
positively influence female enrollment in senior-level and third-level STEM courses. Survey and
interview data analyzed for this question provided insight into how allowing female students to
be innovative positively influenced their interest in STEM. Also, female confidence that was
gained during SciFest influenced their interest in enrolling in senior-level and third-level STEM
courses. Course access was not viewed as an impediment to enrolling in senior-level and third-
level STEM courses. Two themes emerged from an analysis of the interviews and surveys
related to this research question.
Theme 1
Theme 1 for Research Question 3 was that SciFest participation allows female students
to create innovative projects, which influences their perception with regard to their contribution
to the STEM field. Increasing women’s involvement in STEM is essential to creating jobs and
increasing industrial productivity (Henriksen, Dillon, & Ryder, 2015). Thus, as Ireland continues
to prepare its future workforce to compete in the global economy, it is important that female
students have the opportunity to participate in activities that will prepare them for STEM careers.
Women typically drop out of STEM majors after secondary school due to lack of role model
support, persistent stereotypes, lack of familiarity with STEM roles, and perceptions of difficulty
(Chance & Bowe, 2014). Furthermore, students’ experiences at the primary, secondary, and
tertiary levels of education all along the STEM pipeline seem to influence their perceptions and
subject interests (Chance & Bowe, 2014).
Regarding female students’ access to female role models and its influence on
participation in SciFest, 94% percent of School C students and 45% of all students agreed with
this statement (Table 16). Sixty-seven percent of School C teachers and administrators and 62%
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 97
Table 16

Female Students Have Access to Female Role Models Who Influence Their Participation in
SciFest: School C Students and All Students

Survey item and response categories School C students All students

Female students have access to female role models
who influence their participation in SciFest.
Strongly Agree 7 164
Agree 7 244
Disagree 2 235
Neutral 0 69
Strongly Disagree 1 25
Don’t Know 1 346

Of teachers and administrators from all 13 schools agreed with this statement (Table 17). Survey
results from MNC representatives and educational policy makers indicated that 40% strongly
agreed or agreed that students have access to female role models (Table 18).
Interviews provided responses that supported the data from this survey item. It is
important to note that School C is an all-girls school, and these girls found role models among
their peers. For example, Student 5 commented regarding a science project submitted by her
classmate. She also spoke about how girls can create innovative projects. “Like some project
boys probably wouldn’t do. I remember someone did about beauty. And girls would know more
probably about beauty than the guys would” (interview, April 17, 2018).
Another student from School C mentioned the same project and pointed out, “Yes, it was
about the bacteria in your make-up and the bacteria in your make-up brushes and stuff. It was
very creative and a good topic” (Student 2, April 17, 2018).
Student 1 described the following advantages of female student participation in SciFest
and future contributions to the STEM field.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 98
Table 17

Female Students Have Access to Female Role Models Who Influence Their Participation in
SciFest: School C Teachers/Administrators and All Teachers/Administrators

School C teachers/ All teachers/
Survey item and response categories administrators administrators

Female students have access to female role models
who influence their participation in SciFest.
Strongly Agree 0 18
Agree 2 27
Neutral 1 15
Disagree 0 2
Strongly Disagree 0 0
Don’t Know 0 11

Table 18

Female Students Have Access to Female Role Models Who Influence Their Participation in
SciFest: Representatives of Multinational Corporations (MNCs), Politicians, and Policy Makers

MNC representatives, politicians,
Survey item and response categories and policy makers

Female students have access to female role models
who influence their participation in SciFest.
Strongly Agree 1
Agree 1
Neutral 1
Disagree 0
Strongly Disagree 0
I Don’t Know 2

I think it could encourage female students to pursue science as a career, because they
could see how much they enjoyed researching and developing their project. So, it could
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 99
cause them to think about having a career in science in the future and their contributions.
(interview, April 17, 2018)
A teacher was asked to provide examples of the advantages that female students obtain
from participating in SciFest. She responded, “I’ll start with I suppose a positive in that there are
other girl’s schools where they’ll participate in SciFest and when you see students, female
students participating, with that sense of I suppose togetherness” (Teacher A, interview,
April 17, 2018).
Responses from education policy makers and MNC leaders regarding why female
students participate in SciFest were related to the importance of female peer participation and
access to role models in the STEM fields. One education policy maker said, “It could be the
influence of the school in general, it could be friends” (interview, April 20, 2018). Regarding
advantages of female participation in SciFest, an MNC leader said, “I suppose they’re good role
models and to encourage other females to participate” (interview, April 20, 2018).
A statement from an education policy maker conveyed perceptions of the role of female
students in the STEM fields: “A modern female student sees opportunities out there that maybe,
in the past, people didn’t see. And they want to work in the world of science, they see
opportunities in biomed, in medicine, in pharmaceuticals, those areas” (interview, April 20,
2018).
The interview responses concurred with the survey responses on female students having
access to female role models and the influence that this has on SciFest participation.
Observations conducted by this researcher produced qualitative data to support the data from
surveys and interviews. Observations at SciFest in Cork showed female students collaborating
and presenting their science fair projects as a team. In particular, when communicating the
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 100
results of their research, female SciFest participants communicated how their conclusions would
contribute to the world of science (personal observation, April 20, 2018).
Theme 2
Theme 2 for Research Question 3 was that female students who participate in SciFest
acquire confidence to participate in senior-level and third-level STEM courses. Female students
have traditionally encountered challenges in attaining equal participation in STEM. The
underrepresentation of female graduates in the STEM fields of study is generally greatest in
engineering, manufacturing, construction, and computing (Van Langen, Bosker, & Dekkers,
2006). Research on female participation in STEM indicates that the student, family, school, and
country factors play a role in the choice of STEM subjects and STEM fields (Langen et al.,
2006). According to O’Brien (2003), the process of selecting second-level schools is a silent
subject in Ireland but it is clearly shaped by classed experiences. Consequently, gender beliefs
are reflective of a cultural system operating as schemas for interpreting the world (Correll, 2004).
This theme is relative to female students’ experience during SciFest and its influence in STEM
course enrollment.
Regarding the influence of SciFest participation on enrollment in senior-level and third-
level STEM course by females, 89% of School C students and 45% of all students agreed with
the presence of this influence (Table 19). All School C teachers and 61% of all teachers agreed
regarding this influence (Table 20), as did 80% of MNC representatives and educational policy
makers (Table 21).
Student interviews revealed a perception that confidence is a major factor in female
students’ belief in their ability to participate in STEM courses and STEM-related careers.
Comments by female students revealed that their ability to excel in STEM courses derives from
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 101

Table 19

SciFest Influences Development of Female Students’ Interest in Enrolling in Third-Level and
Senior-Level Courses in Science, Technology, Engineering, and Mathematics (STEM): School C
Students and All Students

Survey item and response categories School C students All students

SciFest influences the development of female students’
interest in enrolling in senior-level STEM courses.
Strongly Agree 4 150
Agree 12 329
Disagree 2 193
Neutral 0 66
Strongly Disagree 0 20
Don’t Know 0 318

SciFest influences the development of female students’
interest in enrolling in third-level STEM courses.
Strongly Agree 6 134
Agree 10 318
Neutral 1 204
Disagree 0 55
Strongly Disagree 0 24
Don’t Know 1 340

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 102

Table 20

SciFest Influences Development of Female Students’ Interest in Enrolling in Third-Level and
Senior-Level Courses in Science, Technology, Engineering, and Mathematics (STEM): School C
Teachers/Administrators and All Teachers/Administrators

School C teachers/ All teachers/
Survey item and response categories administrators administrators

SciFest influences the development of female students’
interest in enrolling in senior-level STEM courses.
Strongly Agree 0 13
Agree 3 32
Disagree 0 15
Neutral 0 1
Strongly Disagree 0 0
Don’t Know 0 13

SciFest influences the development of female students’
interest in enrolling in third-level STEM courses.
Strongly Agree 0 11
Agree 2 34
Neutral 0 14
Disagree 0 1
Strongly Disagree 0 0
Don’t Know 1 13

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 103
Table 21

SciFest Influences Development of Female Students’ Interest in Enrolling in Third-Level and
Senior-Level Courses in Science, Technology, Engineering, and Mathematics (STEM):
Representatives of Multinational Corporations (MNCs), Politicians, and Policy Makers

MNC representatives, politicians,
Survey item and response categories and policy makers

SciFest influences the development of female students’
interest in enrolling in senior-level STEM courses.
Strongly Agree 2
Agree 6
Disagree 0
Neutral 0
Strongly Disagree 0
Don’t Know 2

SciFest influences the development of female students’
interest in enrolling in third-level STEM courses.
Strongly Agree 0
Agree 6
Neutral 2
Disagree 0
Strongly Disagree 0
Don’t Know 2

an intrinsic belief and confidence in their own capabilities. Students shared similar responses to a
question regarding barriers for female students’ participation in senior-level and third-level
STEM courses. “But I don’t really think there is barriers. I think if you wanna do something and
you believe you can do it . . . you do it” (Student 3, interview April 17, 2018).
I think, in the past, there’s always been a stigma that girls aren’t good at science, and girls
were discouraged from pursuing it as a career, but I feel like we’re breaking that down
and more and more girls and young women are more confident going into science as a
career now. (Student 1, interview, April 17, 2018)
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 104
Student 5 described how SciFest encourages girls to pursue science majors at the
university level:
I know a lot of girls that would be interested in going on and doing something STEM-
related. Yeah, definitely I think it opens up science to girls, as well, because it’s kind of
like, “Oh, I can do this as well. Nothing’s stopping me from doing it.” (interview,
April 17, 2018)
Another student from School C gave a similar response, supporting the perception that
female participation in SciFest enhances students’ confidence in enrolling in higher-level STEM
courses:
I definitely think kind of promotes girls to go and do a STEM-related thing after school,
so like in college. I think it does, it opens up doors to girls for science, as well. Yeah, it
kind of promotes them to kind of be like, “Yeah, I can do this, too.” (Student 1,
interview, April 17, 2018)
The same student explained that female confidence is a barrier to participation in senior-
level or third-level STEM courses:
I think the only barriers for girls would be themselves. I think that is a huge thing, and
because they think, “Oh no. I wouldn’t be able to do that.” Especially teenage girls, they
lack a lot of confidence. . . . think in yourself, you know you can do it, then I think it’s
possible. I think you can do what you put your mind to doing. (Student 1, interview,
April 17, 2018)
Teachers and administrators concurred with students in their responses to the survey item
regarding female SciFest participation. When asked why females participate in SciFest, an
administrator responded:
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 105
It mainly comes down to self-esteem and self-efficacy. An external feedback from people
who don’t know you, is a benefit for self-esteem, for confidence, for self-efficacy for the
students and that’s probably why they do it. (interview, April 17, 2018)
A teacher from School C further remarked regarding science competitions and its impact
on female confidence: “There are type of competitors in this school and they do like to outdo one
another at times. We see the girls confident wanting to excel more” (Teacher A, interview,
April 17, 2018).
A teacher from School C shared a similar perspective regarding female participation in
SciFest. The teacher explained how participation in SciFest instilled a sense of confidence in
female students. “Less confidence seems to fade away; they tend to not be as hesitant in
engaging in a public address, I suppose because they’re with their peers, they don’t feel like
they’re being analyzed” (Teacher B, interview, April 17, 2018).
Interviews with educational policy makers revealed a perception that confidence among
females is evident during SciFest participation. One conveyed how SciFest participation
contributes to confidence among female students: “I think it’s very good for them personally
because it gives them a form for success. It gives them a form for self-expression. I think it
advances their self-confidence” (interview, April 17, 2018).
An MNC leader noted the following regarding female participation in SciFest:
I think like anything else, I think if they’re good at something and they feel that they’re
encouraged and they have opportunity and there’s no barriers for them, then that’ll give
them the confidence and the feeling that they can go and they can do well as the boys.
(interview, April 17, 2018)
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 106
Classroom observations at School C showed female students exhibiting confidence
during classroom discussions. During one classroom observation, female students were working
in groups of four and it was noted that all of the students were confident in contributing to the
discussion on the topic of acids (personal observation, April 17, 2018). Female confidence was
also observed during SciFest in Cork, where students demonstrated confidence by explaining and
answering questions pertinent to their projects (personal observation, April 20, 2018).
Discussion Summary for Research Question 3
Experiential PBL increases student engagement and may help to explain why women
avoid STEM college majors (Chance & Bowe, 2014). Acker’s (1987) framework on the
socialization of gender was cited to understand female participation in STEM. As a result, two
themes emerged for this research question.
The findings relevant to Research Question 3 led to the first theme, which was that
SciFest participation allows female students to create innovative projects, which influences their
perception of their potential contribution in STEM fields. Various female students explained how
projects that were created by their female peers were unique and innovative. Furthermore,
students described how SciFest projects developed by females will make a difference in the
STEM field. Interviews with teachers and the administrator at School C corroborated this
finding. MNC leaders and education policy makers in interviews cited the importance of female
role models in relation to their contribution to STEM fields.
The second theme to emerge related to Research Question 3 was that female students
who participate in SciFest acquire confidence to participate in higher-level STEM courses. In
particular, female students from School C described how SciFest participation increased their
confidence and their belief in themselves. Similarly, teachers communicated how SciFest was
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 107
influential in females displaying confidence. This theme was supported by MNC leaders and
educational policy makers who cited confidence in their responses to questions regarding female
participation in SciFest. Findings associated with this theme were also evident in classroom
observations and the SciFest competition in Cork, Ireland.
Findings for Research Question 4
Research Question 4 asked, What perceptions do teachers, principals, parents, students,
civic leaders, college/university professors and MNC have regarding the value of student
participation in SciFest? The intent of this question was to comprehend the perceptions of
various stakeholders regarding the value of SciFest. In addition, an understanding of stakeholder
perceptions pertinent to the significance of SciFest and its contribution to preparing Ireland’s
future workforce was essential to this question.
An understanding of the value of SciFest as perceived by stakeholders was developed via
surveys, interviews, and observations. Upon analysis of the data, two themes emerged. First,
several stakeholders linked development of 21st-century skills and interest in STEM careers to
SciFest participation. Second, there was an overall positive perception regarding the benefits of
SciFest.
Theme 1
Theme 1 for Research Question 4 was that SciFest provides participants the opportunity
to develop 21st-century skills that are needed to obtain careers in STEM fields. Bell (2010) cited
a variety of studies that indicated that students who learn through PBL not only score higher on
standardized tests but also strengthen their 21st-century skills of communication, creativity,
collaboration, and critical thinking. Holbrook (2008) highlighted the importance of global
citizenship and the need to prepare students in STEM fields. He correlated advancements in
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 108
science and technology to economic growth and how students’ contributions influence these
advances (Holbrook, 2008). Engaging students with STEM-related clubs in early years of their
secondary education cultivates STEM interest and consideration of STEM fields as a profession
(Sahin, 2013).
Ninety-four percent of School C students and 68”% of all students strongly agreed or
agreed to the survey item regarding development of 21st-century skills for SciFest participants.
Survey data pertinent to the item concerning SciFest and the development of skills necessary for
STEM fields had some variations in responses; 78% of School C students and 54% of all
students agreed with this item (Table 22). Teachers and administrators from all sites indicated
99% and 96% concurrence when responding to survey items related to 21st-century skill
development and STEM-related skills in SciFest participants (Table 23). Similar responses were
noted in the 100% agreement by MCN leaders and educational policy makers (Table 24).
Interviews with students from School C contained the following responses regarding
participation in SciFest, 21st-century skills, and skills required in STEM fields. Student 2 stated
the following regarding acquisition of the 21st-century skill of communication and collaboration
during SciFest:
I think it benefits your communication skills greatly, because you learn not only how to
talk I would say communication because we have to explain our whole project to the
judges in 5-10 minutes and you have to get all the important points to them and all the
other things. (Student 2, interview, April 17, 2018)
Another student described how SciFest increased student interest in STEM careers:
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 109

Table 22

SciFest Provides Opportunities for Students to Develop 21st-Century Skills Needed to Obtain
Careers in STEM: School C Students and All Students

Survey item and response categories School C students All students

SciFest provides opportunities for students to
develop 21st-century skills.
Strongly Agree 6 242
Agree 11 487
Disagree 1 148
Neutral 0 57
Strongly Disagree 0 16
Don’t Know 0 122

Participants in SciFest demonstrate skills needed
to obtain careers in STEM fields.
Strongly Agree 9 171
Agree 5 408
Disagree 3 212
Neutral 0 54
Strongly Disagree 0 21
Don’t Know 1 197

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 110

Table 23

SciFest Provides Opportunities for Students to Develop 21st-Century Skills Needed to Obtain
Careers in STEM: School C Teachers/Administrators and All Teachers/Administrators

School C teachers/ All teachers/
Survey item and response categories administrators administrators

SciFest provides opportunities for students to
develop 21st-century skills.
Strongly Agree 1 35
Agree 2 39
Disagree 0 0
Neutral 0 1
Strongly Disagree 0 0
Don’t Know 0 0

Participants in SciFest demonstrate skills needed
to obtain careers in STEM fields.
Strongly Agree 0 34
Agree 2 38
Disagree 1 1
Neutral 0 1
Strongly Disagree 0 0
Don’t Know 0 1

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 111
Table 24

SciFest Provides Opportunities for Students to Develop 21st-Century Skills Needed to Obtain
Careers in STEM: Representatives of Multinational Corporations (MNCs), Politicians, and
Policy Makers

MNC representatives, politicians,
Survey item and response categories and policy makers

SciFest provides opportunities for students to
develop 21st-century skills.
Strongly Agree 3
Agree 2
Neutral 0
Disagree 0
Strongly Disagree 0
I Don’t Know 0

Participants in SciFest demonstrate skills needed
to obtain careers in STEM fields.
Strongly Agree 3
Agree 2
Neutral 0
Disagree 0
Strongly Disagree 0
I Don’t Know 0

I think that if students didn’t do SciFest, I think there’d be far less people going into
science as a career, and because they were never given the chance to look at it in that way
and research things, et cetera. So, yeah, I think that’s good. (Student 4, interview,
April 17, 2018)
Student 1 affirmed that SciFest influences choosing STEM as a future career:
I definitely think it does influence it, because if you’re doing this project and you’re like,
“I’m really enjoying this,” you definitely would consider STEM as a way to go, and I
think a lot of people now are kind of turning to STEM as a career choice, because,
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 112
obviously, the amount of advancements and stuff in science in the 21st century, yeah, I
do think that SciFest kind of highlights that as well, and highlights how exciting science
can be. (interview, April 17, 2018)
A comparable response was provided by Teacher A from School C regarding SciFest
participation and student interest in STEM related careers:
I think SciFest allows that platform for people to experience and there is no substitution
for that and when you experience it, that is exactly what it is, whatever the domain it
might be, within the sciences or technology or engineering or maths. Having that
platform to experience allows students to make a confident evidentially based decision
that’s informed and reliable because of their experience and I think that really is
incredibly important. (interview, April 17, 2018)
Interviews with MNC leaders and educational policy makers yielded the following
responses to questions about SciFest and development of 21st-century skills and how SciFest
elicits student interest in STEM fields. For example, regarding SciFest and 21st-century skills,
one educational policy maker said:
I think it helps give insight to being entrepreneurs, very important skill to have in the 21st
century. That’s what it is you’re an entrepreneur for a few days. Critical thinking,
because it’s an individual project. Communication skills, you’re communicating.
Innovation, you know. They’re all there. It’s all those things come together. It’s giving
you a real-life experience. (interview, April 17, 2018)
One MNC leader reinforced that SciFest influences students’ interest in STEM-related
fields. “But I think programs, or partners like SciFest really show all kinds of students that
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 113
there’s different science programs out there for everyone. Whether it’s biomedical, chemistry.
You don’t have to go down the typical” (interview, April, 17 2018).
The 21st-century skills of communication, creativity, critical thinking, and collaboration
were manifested during observations at SciFest in Cork in students’ projects. Based on
interactions among students, SciFest attendees, and judges, it was evident that students had
worked on projects collaboratively. They explained their projects to SciFest attendees and
judges. The skill of creativity was visible in posters and explanations of the relevance of their
projects (personal observation, April 20, 2018).
Theme 2
Theme 2 for Research Question 4 was that science fairs such as SciFest are perceived to
be beneficial in the development of 21st-century skills that are necessary for Irish students to
compete in a globalized economy. Spring (2008) described the knowledge economy as changes
in human capital and post-industrialism tied to knowledge workers and ultimately to educational
systems. Communication, collaboration, creativity, and critical thinking are essential skills for
success in college, university, career, and life outside educational institutions in the 21st century
(Kivunja, 2015). There is a need to invest in education to develop human capital or better
workers and to promote economic growth (Spring, 2008). Ireland has made a shift from a
welfare state to a competitive state that prioritizes the needs of global competitiveness. Critical
thinking, communication, collaboration, and creativity are all supported by research to be of high
importance for success in the global economy (Kivunja, 2015). For this reason, Ireland is a
model of how to achieve economic success under the conditions of today’s globalization
(Jacobson et al., 2006).
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 114
Survey data indicated agreement regarding development of skills by Irish students who
are participating in SciFest as a benefit in preparing them for a global economy. Seventy-eight
percent of surveyed students at School C and 51% of all students agreed that SciFest provides
opportunities for students to compete in a global economy; 89% of students at School C and 68%
of students from all schools agreed that students benefit from SciFest participation (Table 25).
All School C teachers and 92% of all teachers agreed to these items (Table 26). All MNC
leaders, and educational policy makers agreed with the statement about opportunities provided
by SciFest and 80% agreed that SciFest benefits students (Table 27).
Perceptions expressed by students indicated that SciFest prepares students with skills
needed to compete in a global economy and a future career.
I think in schools they’re moving away from learning off by heart and rote learning
things, and with SciFest you research what you want to research, and you research what
you’re passionate about. So, it’s developing skills that you’ll use in the future, let’s say in
college, when you’re pursuing something that you’re passionate about. (Student 4,
interview, April 17, 2018)
Student 2 described how SciFest contributes to Ireland’s economic prosperity.
I think Ireland at the moment is quite advanced in their science learning and we have
made a lot of improvement in the past few decades. I definitely think we are a fast-
growing economy and I think SciFest is kind of highlighting that the prospects in science
are so big at the moment. And yeah, I think definitely think that in the future it will be
even more improved, because a lot of people go into science because it’s so interesting.
(interview, April 17, 2018)
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 115

Table 25

SciFest Is Perceived to Be Beneficial in Development of 21st-Century Skills Needed to Compete
in a Globalized Economy: School C Students and All Students

Survey item and response categories School C students All students

SciFest provides opportunities to develop skills
needed in a global economy.
Strongly Agree 4 546
Agree 10 0
Disagree 2 243
Neutral 1 0
Strongly Disagree 0 107
Don’t Know 1 165

Students benefit from participation in SciFest.
Strongly Agree 8 301
Agree 8 427
Disagree 1 162
Neutral 0 39
Strongly Disagree 0 24
Don’t Know 1 112

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 116

Table 26

SciFest Is Perceived to Be Beneficial in Development of 21st-Century Skills Needed to Compete
in a Globalized Economy: School C Teachers/Administrators and All Teachers/Administrators

School C teachers/ All teachers/
Survey item and response categories administrators administrators

SciFest provides opportunities to develop skills
needed in a global economy.
Strongly Agree 2 32
Agree 1 37
Disagree 0 4
Neutral 0 1
Strongly Disagree 0 0
Don’t Know 0 1

Students benefit from participation in SciFest.
Strongly Agree 0 52
Agree 2 22
Disagree 1 0
Neutral 0 0
Strongly Disagree 0 0
Don’t Know 0 0

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 117
Table 27

SciFest Is Perceived to Be Beneficial in Development of 21st-Century Skills Needed to Compete
in a Globalized Economy: Representatives of Multinational Corporations (MNCs), Politicians,
and Policy Makers

MNC representatives, politicians,
Survey item and response categories and policy makers

SciFest provides opportunities to develop skills
needed in a global economy.
Strongly Agree 3
Agree 1
Disagree 0
Neutral 0
Strongly Disagree 0
Don’t Know 1

Students benefit from participation in SciFest.
Strongly Agree 5
Agree 1
Disagree 0
Neutral 0
Strongly Disagree 0
Don’t Know 0

This perception was affirmed by teachers from School C. One teacher stated the
following:
I suppose producing skilled workers is an integral part of any nation that wants to be
prosperous in a scientific domain. I think Ireland does that well and I think that SciFest I
suppose contributes to that. You’re developing skills of the scientific method, again
you’re allowing students to experience areas, or new domains, developing domains, some
that are, you know have only developed in the last decade or in that last year and being
able to have SciFest to allow for an unlimited scope for students to engage in any domain
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 118
they choose means that they can gain experience in that, whatever domain it might be and
following from that, might choose to follow from it. (Teacher A, interview, April 17,
2018)
Interviews with MNC leaders provided insight into their perspectives regarding SciFest
participation, Ireland’s future workforce, and the global economy. One MNC leader stated,
I think the more that we do as a country to get kids involved in math and science and
enjoy science competitions and get involved and do hands-on project based learning, the
more that’s gonna eventually trickle up into the colleges and universities and then into the
corporations like Cisco. We’re gonna see more and better workers there. Ireland has
taken a strong stance on having a strong technological workforce that’s ready. That’s why
companies like Cisco are here, and this is where . . . this doing these things is gonna
continue that trend and really provide us with this really, really strong group that are
gonna really contribute to the economy and hopefully continue to grow and continue to
make Ireland the leader when it comes to having a well- educated, strong, knowledge
based workforce that’s really ready for the 21st century and has 21st century skills and
move the country forward economically. (interview, April 17, 2018)
Another MNC leader shared a similar perspective:
Pharmaceutical and biochemistry and the bio-industry is a big employer and there’s a lot
of the big companies are here. Those people, those companies aren’t here unless they’ve
got the right people and they’ve got an educated workforce and workforce who have a
good education and know how to express themselves and that’s, you know if you are
going to maintain that you need these people and that’s what is going to drive that really.
(interview, April 17, 2018)
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 119
Classroom observations at School C demonstrated the teaching of STEM-related
concepts and application of 21st-century skills and evidence relevant to this theme was acquired
during SciFest in Cork. At SciFest, various MNCs were represented. Interactions among SciFest
participants and MNC leaders consisted of students explaining the relevance of their projects.
(personal observation, April 20, 2018). The presence and interest of MNC leaders at this science
competition demonstrate the importance placed on acquisition of 21st-century skills and STEM
in Ireland. Likewise, they reinforce the necessity of ensuring that students are equipped with
21st-century skills in preparation to compete in a global economy.
Discussion Summary for Research Question 4
Ireland has obtained significant economic benefits as a result of their ability to attract
MNCs. One of the significant successes of the Irish economy has been new job creation. From
1990 to 2005, employment soared from 1.1. million to 1.9 million (Dorgan, 2006). As a result,
there has been an increased emphasis in education to develop human capital or better workers to
promote economic growth (Spring, 2008). This research is critical in understanding Research
Question 4, related to the perceptions of teachers, principals, parents, students, civic leaders,
college/university professors, and MNC representatives regarding the value of SciFest.
The first theme related to Research Question 4 was 21st-century skills development for
STEM-related careers among SciFest participants. Several students, teachers, MNC leaders, and
educational policy makers shared their perceptions regarding the value of SciFest by describing
the 21st-century skills that students acquire. In addition, survey and interview data provided
insight into how these 21st-century skills were necessary for future careers in the STEM field.
The second theme for Research Question 4 was that students who participate in SciFest
acquire 21st-century skills needed to compete in a global economy. Surveys and interviews of
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 120
students, teachers, and MNC leaders supported this finding. In particular, MNC leaders provided
insight into the skills that are needed in their organizations. Students and teachers concurred in
their responses that SciFest is a contributing factor in development of 21st-century skills that are
necessary in a global economy.
Chapter Summary
Surveys, interviews, and observations pertinent to this study were analyzed. Themes
related to the four research questions explained the influence of globalization on acquisition of
21s-century skills by means of instructional practices such as PBL and STEM education. This
study examined how participation in science competitions relates to development of 21st-century
skills, PBL, and STEM-based practices. Data analysis was correlated to six foundational
frameworks from Friedman (2007) to understand the impact of globalization throughout the
world, from Spring (2008) to comprehend the implications of globalization on education, from
Wagner (2008) to analyze instruction with the integration of 21st-century skills, from Slough and
Milam (2013) to understand implementation of inquiry-based PBL in STEM education, from
Bolman and Deal (2017) to evaluate leadership by utilizing four frames of leadership, and from
Acker (1987) to understand the socialization of gender in an educational setting. The data that
were collected, reviewed, and analyzed were used in association with these frameworks to
identify themes for the study.
Data results from surveys, interviews, and observation protocols were analyzed to
identify themes pertinent to the four research questions. Research Question 1 asked, “How do
schools engage in SciFest while preparing students for the Leaving Certificate?” Two themes
emerged: (a) Inquiry-based learning is a strategy used by teachers to prepare students for SciFest
and the Leaving Certificate Examination, and (b) teaching the 21st-century skills of collaboration
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 121
and communication skills is a strategy employed by teachers to influence students’ participation
in SciFest and to prepare them for the state examinations.
Research Question 2 asked, “How does school leadership influence participation in
SciFest?” Two themes emerged: (a) School leadership influences participation in SciFest by
reflecting on the process each year and setting timelines for implementation, and (b) school
leadership, consisting of administrators and teacher leaders, communicates the expectation that
all students will participate in SciFest during the transitional year.
Research Question 3 asked, “How does participation in SciFest influence female
students’ interest in enrolling into senior-level and third-level STEM courses? Two themes
emerged related to this research question: (a) SciFest participation allows female students to
create innovative projects, which influences their perception of their potential contribution in the
STEM field, and (b) female students who participate in SciFest acquire confidence to participate
in senior-level and third-level STEM courses.
Research Question 4 asked, “What perceptions do teachers, principals, parents, students,
civic leaders, college/university professors, and MNCs have regarding the value of student
participation in SciFest?” Two themes emerged: (a) SciFest provides participants opportunities
to develop 21st-century skills needed to obtain careers in STEM fields, and (b) science fairs such
as SciFest are perceived to be beneficial in development of 21st-century skills that are necessary
for Irish students to compete in a globalized economy.
The overall results of this study indicate that science competitions such as SciFest are
associated with application of 21st-century skills and STEM-related concepts. Participants
concurred in interviews and surveys that SciFest contributes to development of 21st-century
skills and STEM education in preparation for careers in a globalized economy.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 122
CHAPTER 5: SUMMARY, IMPLICATIONS, RECOMMENDATIONS,
AND CONCLUSIONS
Political, economic, and social forces are in effect in Ireland in relation to globalization
(Fagan, 2002). As such, there are specific factors employed by Ireland to attract MNCs to infuse
FDI in the Irish economy (Buckley & Ruane, 2006). Globalization has influenced local
education policies, specifically the development of human capital (Spring, 2008). Consequently,
the importance of STEM education in Ireland and approaches to learning with regard to STEM
are a necessity (O’Connell, 2013). In addition, in order to compete in a globalized economy, the
skills of critical thinking, communication, collaboration, and creativity are important (Kivunja,
2015). As Ireland continues to integrate itself in a knowledge economy where wealth is tied to
knowledge workers and ultimately to educational systems, it is important to provide students
with opportunities to develop and apply skills in the area of STEM. Science fair competitions
such as SciFest provide exposure and engaging learning opportunities for students to learn about
science, thereby preparing them for future STEM related careers (Bellipanni & Lilly, 1999).
Chapter 1 presented an overview of the study, including the background and statement of
the problem. The purpose and significance of the study, delimitations, definition of terms,
organization of the dissertation, and assumptions of the study were addressed. Four research
questions guided this study:
1. How do schools engage in SciFest while preparing students for the Leaving Certificate
Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third level STEM courses?
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 123
4. What perceptions do teachers, principals, parents, students, civic leaders,
college/university professors and MNC have regarding the value of student participation in
SciFest?
Chapter 2 provided a review of the literature related to this study’s research questions.
Six theoretical frameworks were utilized to assist the researcher in conceptualizing and analyzing
the collected data. Friedman (2007) defined globalization and its impact on the economy and
education. Spring (2008) described the knowledge economy and how globalization of education
has resulted in the need to prepare students to compete at a global level. Wagner (2008)
explained the 21st-century skills of communication, collaboration, critical thinking, and
creativity that are necessary to compete in a global economy. Slough and Milam (2013) provided
the framework associated with designing principles for inquiry-based PBL and STEM. Bolman
and Deal’s (2017) structural, human resource, political, and symbolic frames provided a
leadership framework for the study. Acker (1987) studied socialization as related to gender and
provided a framework linked to female students’ enrollment in STEM courses. Chapter 2 also
contained of a discussion of Irish history, economy, and education pertinent to the impact of
MNCs and FDI in Ireland.
Chapter 3 described the research methodology of the mixed-methods approach to
understand the findings and develop themes related to the research questions. The data
instruments utilized to triangulate the data consisted of interviews, surveys, and observation
protocols, described in the chapter. This chapter also described purposeful sampling, study
participants, and processes for collecting data. Alignment to the research by Creswell (2014)
addressed the manner by which data were collected and analyzed to develop themes. The chapter
included a discussion of validity, reliability, and ethical considerations.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 124
Chapter 4 presented the findings associated with the four research questions. Themes for
each research question was germane to literature in the study. Identification of themes for the
study was established via a methodology of coding data, followed by analysis of each emergent
theme pertinent to each research question. The results of triangulation of data triangulation from
surveys, interviews, and observations were presented. The research design and analysis described
in the chapter utilized Creswell’s (2014) qualitative, quantitative, and mixed-methods
approaches.
Chapter 5 summarizes the preceding chapters. Also, the chapter contained a review of the
findings pertinent to each research question in the study and limitations of the study. Finally, the
chapter suggested implications for current and future research.
Summary of Findings
The purpose of this study was to understand the influence of globalization and MNCs on
the Irish educational system in the areas of 21st-century skills development, STEM education,
and participation in science competitions such as SciFest. School leadership also comprised the
purpose of this study by exploring leadership practices influence on SciFest participation while
preparing students for the leaving certificate examination. Furthermore, this study examined the
influence of SciFest on female interest in STEM courses and the perception of study participants
regarding the value of SciFest.
Eight emerging themes resulted from data analysis of surveys, interviews, and
observations correlated to the four research questions. The following summary entails the themes
yielded for each research question.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 125
Research Question 1
Research Question 1 asked, How do schools engage in SciFest while preparing students
for Leaving Certificate Examinations? This question was developed to understand how schools
prepare students for examinations while engaging in SciFest. Stakeholders from School C
provided insight into this question regarding their participation in SciFest. Data were collected
from teachers, school administrators, representatives of MNCs, educational policymakers, and
other schools participating in the study to comprehend how SciFest participation and preparation
for the state examinations occur concurrently. Two themes emerged from analysis of data from
surveys, interviews, and observations.
The first theme was that inquiry-based learning is a strategy used by teachers to prepare
students for SciFest and the Leaving Certificate Examination. A component of PBL is students
driving their own learning through inquiry, as well as working collaboratively to research and
create projects that reflect their knowledge (Bell, 2010). SciFest participation entails students
developing their projects via an inquiry process; thus, preparation for SciFest and the leaving
certificate consists of this type of learning. Survey data and interviews conducted at School C
corroborated the importance of inquiry-based learning. A majority of students and teachers
agreed that inquiry-based learning was prevalent in preparing students for SciFest and the
Leaving Certificate Examination. Interview responses from teachers specified inquiry-based
learning as a method utilized to prepare students for SciFest. Classroom observations consisted
of students asking and answering questions related to science. Inquiry-based learning was also
noted during SciFest in Cork, where students presented their projects by describing a hypothesis
and arriving at a result via the process of inquiry.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 126
The second theme pertaining to Research Question 1 was the teaching of the 21st century
skills of collaboration and communication as a strategy employed by teachers to prepare students
for SciFest. Table 5 indicated that most students and teachers agreed that real-world applications
comprise a strategy employed by teachers to influence SciFest participation. The 21st-century
skills of collaboration and communication were prevalent in interview responses conveyed by
students and teachers from School C. Students noted the importance of being able to work
together in a group when developing their projects. In addition, students described how the skill
of communication was necessary to explain their respective projects during SciFest. Similar
responses provided by teachers conveyed that application of students’ understanding related to
STEM concepts required them to collaborate and communicate effectively. This perspective was
shared by MNC representatives, who described communication and collaboration as important
skills provided by science competitions such as SciFest. Wagner (2008) defined collaboration
and communication as two of the skills that are necessary in the 21st century. Study participants
concurred that collaboration and communication are essential skills for future employers.
Research Question 2
The influence of school leadership on SciFest participation was the focus of Research
Question 2. In order to understand school leadership characteristics that may or may not
influence SciFest participation, Bolman and Deal’s (2017) four perspectives on leadership were
studied. After analysis of survey and interview data from MNC representatives, educational
policymakers, students, teachers, and school administrators, two themes emerged related to this
research question. In particular, the structural and human resource frame described by Bolman
and Deal (2017) was utilized to understand the strategy used by leaders as it pertains to
participation in SciFest.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 127
The first theme pertinent to Research Question 2 was that leadership influences
participation in SciFest via a reflective process and setting timelines. This theme was supported
by survey data from students and teachers from School C indicating 100% agreement that school
leadership develops a shared vision for SciFest implementation. Interview data from study
participants indicated the importance of school leadership as it pertains to setting structures and
processes in preparation for SciFest. The relationship to Bolman and Deal’s (2017) structural
frame consists of goal setting, aligning structures, and coordination of all of these components
within an organization.
The second theme related to Research Question 2 was that school leaders (administrators
and teacher leaders) convey the expectation that all students will participate in SciFest. In
particular, leaders and teachers from School C set forth this expectation by making SciFest
mandatory during the transition year. Table 7 shows strong agreement by 94% of School C
students that school leadership communicates a shared vision among all stakeholders regarding
SciFest. Survey results among teachers demonstrated less agreement regarding school
leadership’s communication of a shared vision pertinent to SciFest, with 64% to 66% responding
Strongly Agree or Agree to this question. Although there was some variance among survey
respondents regarding effective communication of a shared vision by school leadership pertinent
to SciFest, interview data consisted of responses that supported the theme of school leadership
setting expectations. Responses by students, teachers, and school administrators cited that setting
expectations for SciFest participation is a shared responsibility among administrators and teacher
leaders. Similarly, educational policymakers noted the importance of school management’s
influence on teachers and SciFest participation. According to Bolman and Deal (2017), the
human resource frame puts emphasis on people’s needs and providing opportunities for others to
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 128
do their job well. Support, setting expectations, and providing resources were prevalent in
responses provided by study participants.
Research Question 3
Research Question 3 was developed to comprehend how SciFest participation influences
female student interest in enrolling in higher-level STEM courses. Data collected via surveys,
interviews, and observations were analyzed from a theoretical perspective based on research by
Acker (1987) associated with gender socialization. Two themes emerged for this research
question related to gender and SciFest participation.
The first theme that emerged for Research Question 3 was that SciFest participation
allows female students to create innovative projects that influence their perception of their
contribution to the STEM field. Survey data pertinent to students was strongest among School C
students, in comparison to all study participants. A majority of students (94%) surveyed agreed
or strongly agreed that female students have access to role models that influence SciFest
participation. Interview data corroborated survey responses as students referred to specific
projects designed by females that were innovative and will contribute to the STEM field. In
particular, students conveyed how females have unique experiences and perspectives that put
them at an advantage when pursuing STEM-related careers. Whereas survey data showed 62%
agreement among teachers, interviewees noted that seeing other females participating in SciFest
positively influences students pursuing higher-level STEM courses. Likewise, MNC leaders
stated that advantages of female SciFest participation include access to good role models who
encourage other female students to be interested in science. Data collected via classroom
observations and at SciFest in Cork revealed female students working together and presenting
their projects by explaining how they would contribute to the STEM field. The findings for this
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 129
theme support research conducted by Acker (1987), who reported that girls are socialized by
schools into sex-stereotyped occupational roles.
The second theme associated with Research Question 3 was that females participating in
SciFest acquire confidence to participate in higher-level STEM courses. Survey responses from
students and teachers at School C were positive when responding to the influence of SciFest on
female enrollment in higher-level STEM courses, with 89% agreement among students and
100% of teachers agreeing with this statement. Results from all participating students ranged
from 42% to 45% in agreement, whereas 61% of all teachers participating in the study agreed
that SciFest influenced female enrollment in higher level STEM courses. A review of interviews
from students, teachers, MNC representatives, and educational policymakers showed that
confidence was a prevalent advantage for females who participate in SciFest. Data for this
research question support the literature about female participation in STEM. According to
Chance and Bowe (2014) students’ experiences at the primary, secondary, and tertiary level of
education seem to influence their perceptions and subject interests. Confidence was mentioned
by study participants as a benefit of SciFest participation. Female confidence was identified as an
influencer relative to enrollment in higher-level STEM courses.
Research Question 4
Research Question 4 asked, What perceptions do teachers, principals, parents, students,
civic leaders, college/university professors and MNCs have regarding the value of student
participation in SciFest? This research question focused on the perceived value of SciFest
among study participants as connected to the Irish educational system. The data indicated how
the value of SciFest participation described by various stakeholders in the study related to
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 130
preparing Irish students for a global economy. Upon reviewing quantitative and qualitative data
pertinent to this research question, two themes emerged.
The first theme was the association of SciFest with the opportunity to develop 21st-
century skills necessary to obtain STEM-related careers. Data from surveys indicated strong
agreement among School C study participants, consisting of students and teachers. Similarly, all
teachers participating in the study, MNC leaders, and educational policymakers demonstrated
strong agreement to the question pertaining to 21st-century and STEM-related skills among
SciFest participants. According to Wagner (2008), all students need new skills to thrive in a
global economy. Wagner described seven survival skills for careers, college, and citizenship in
the 21st century. Development of 21st-century skills is important for MNCs and the STEM
industry. Interviews with students, teachers, and MNC leaders noted that the skills of innovation,
critical thinking, and communication were perceived benefits of SciFest participation.
According to Spring (2008), discourses about the knowledge economy focus on the
necessity to educate students to attain skills for the global workplace. The second theme
pertinent to Research Question 4 was that science fairs such as SciFest are perceived to be
beneficial in the development of 21st-century skills necessary for Irish students to compete in a
globalized economy. Table 11 showed that 51% of all students and 78% of students from School
C agreed that SciFest provides opportunities for students to compete in a global economy.
Survey responses from all participating teachers were positive regarding SciFest participation
and development of skills for global competition. The perceptions shared by students and
teachers conveyed during interviews consisted of comments regarding how SciFest provides
students opportunities for research and advanced learning in the area of science. In addition,
students and teachers shared how these opportunities will prepare the future workforce of
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 131
Ireland. MNC leaders stated that SciFest participation provides students opportunities to
demonstrate skills that are sought by future employers. In particular, the skills of collaboration,
critical thinking, innovation, and research were observed during SciFest in Cork, Ireland. These
skills were prevalent when students were presenting their presentations to judges and SciFest
attendees.
Implications for Practice
Chapter 2 presented a review of the literature pertinent to the focus of this study, which
was to understand the relationship between globalization, the Irish economy, and educational
system as related to the areas of STEM, inquiry-based learning, and acquisition of 21st-century
skills. The influence of SciFest participation was a focal component of this study as related to the
acquisition of skills necessary to compete in a global economy. Changes in Ireland’s economy
are attributed to increased attention to the Irish educational system. One of the most significant
factors that has influenced the Irish economy is openness to global markets. As a result,
investment in education occurred with a focus on science and technology (Dorgan, 2006). In
order to meet the demands of MNCs and a growing economy, the educational system in Ireland
has to focus on preparing a knowledgeable workforce (O’Hagan & Newman, 2014).
Consequently, the acquisition of 21st-century skills, inquiry-based PBL, and STEM are noted as
important components of Irish education.
The first implication for practice is the focus on collaboration and communication as
essential 21st-century skills needed to prepare students for future careers in the Irish economy.
Interview responses from MNC leaders reflected their perception regarding the importance of
collaboration among peers and the ability to communicate effectively as skills sought by their
respective organizations. These were described by Wagner (2008) as survival skills for the 21st
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 132
century, which are to be embedded within the curriculum. This practical implication requires
lessons and curriculum to be presented in a manner that allows students to collaborate on various
topics that require some type of problem solving. In addition, providing students opportunities to
communicate with one another and as a group during SciFest is supported by research in which
the culture of innovation consists of collaboration versus individual achievement (Wagner,
2008).
The second practical implication is collaboration among administrators and teachers as an
essential element of SciFest preparation and participation. In particular, student interviews cited
that SciFest participation was a common expectation shared by administration and teachers.
Responses from teachers noted the importance of working together with administration when
preparing students for SciFest, rather than in isolation. This type of leadership, consistent with
setting an organizational culture among stakeholders, is associated with Bolman and Deal’s
(2017) structural frame. Preparation for SciFest consists of an inquiry approach to learning that
requires teachers to be provided necessary resources. Thus, communication and collaboration by
administrators and teachers are important in preparing students with 21st-century skills and
inquiry-based learning related to STEM.
The third implication for practice pertains to the importance of female role models during
SciFest competitions. Specifically, a review of interview responses regarding female
participation in SciFest and its relation to enrollment in higher level STEM courses provided
insight into how students viewed their female peers as role models. Students and teachers
conveyed that female participation in SciFest allows students to observe how their peers will
contribute to the STEM field in the future. The types of innovative and creative projects
presented by female students during science fairs such as SciFest were described as distinctive
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 133
due to their unique perspective on the world. MNC leaders and educational policymakers stated
that female participation in SciFest encourages other female students to participate. They noted
that female students in the modern era are innovative and creative in STEM-related projects.
According to research, lack of role model support and persistent stereotypes contribute to women
dropping out of STEM majors after secondary school (Chance & Bowe, 2014). Research
supports the importance of female role model support, which is consistent with the implication
regarding female participation in SciFest as a means of students serving as examples and
contributors to the STEM field.
Recommendations for Future Research
The first recommendation for future research pertinent to this study is to examine the
implementation of 21st-century skills, inquiry-based PBL, and STEM in schools that participated
in science fair competitions such as SciFest in comparison to schools that did not participate.
This type of research would be beneficial in determining the relationship between preparation for
science fairs and instructional practices implemented in the classroom. In addition, this
comparison would support the benefits of science fair competitions in relation to preparing
students for STEM-related careers.
The second recommendation for future research is to conduct a longitudinal study on
students who have participated in the SciFest competition and their subsequent choice in college
majors. The influence of SciFest competitions in relation to the percentage of students who
selected STEM-related majors would be analyzed. A study of this nature would provide
longitudinal data on the impact of SciFest participation. Furthermore, it would relate to the
research regarding the need for STEM graduates to meet the demands of MNCs in Ireland.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 134
The third recommendation for future research is in relation to participation in SciFest and
confidence acquired by female students to pursue higher-level STEM courses. A study focused
on the growth mindset of female students in relation to STEM courses could investigate how
beliefs about learning and intelligence influence decisions pertinent to course selection. In
particular, the study could focus on how a growth versus a fixed mindset affects the perspective
of female students in enrollment in STEM courses. Such a study would contribute significantly
to research on gender and STEM education.
Conclusion
The impact of globalization in Ireland has resulted in MNCs requiring a skilled
workforce. Therefore, the Irish educational system has implemented educational policies focused
on preparing students with essential skills required by the knowledge economy. A well-educated
work force that can meet the demands of an expanding economy and can be attractive to foreign
investors is the main purpose of education in Ireland. In order to meet the demands of MNCs,
Ireland has put emphasis on preparing students for future careers in STEM and development of
the 21st-century skills of critical thinking, adaptability, collaboration, and communication
(Wagner, 2008).
This study examined the influence of globalization on Ireland’s educational system by
researching SciFest participation in relation to the acquisition of 21st-century skills, STEM,
inquiry-based PBL, female participation in STEM courses, and school leadership. Surveys,
interviews, and observations conducted at 13 participating schools (including School C) and
SciFest in Cork, Ireland, indicated a positive relationship between science competitions such as
SciFest and development of 21st-century skills. The perceptions of stakeholders were analyzed
in relation to the research questions of the study. The perceptions of educational leaders,
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 135
teachers, students, MNC leaders, and educational policymakers indicated that inquiry-based PBL
and the 21st-century skills were strategies utilized to prepare students for SciFest. School
leadership consisting of reflection and communication of expectations was found to be
influential in SciFest participation. Female students who participate in SciFest were perceived to
acquire confidence and view themselves as contributors to the STEM field. The value of SciFest
was perceived by stakeholders to be an opportunity to develop 21st-century skills needed to
obtain careers in STEM fields in a globalized economy. A teacher’s response from School C
summed the value of SciFest: “I think that SciFest contributes to producing skilled workers
which is important for the prosperity of Ireland and other countries.” It was evident that School
C emphasized STEM education and 21st-century skills development to prepare students for
future careers in the global economy.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 136
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Thomas, J. W. (2000). A review of research on PBL. Educational Sciences: Theory and
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Thurow, L. C. (2000). Globalization: The product of a knowledge-based economy. Annals of the
American Academy of Political and Social Science, 570(1), 19-31.
Tyson, W., Lee, R., Borman, K. M., & Hanson, M. A. (2007). Science, technology, engineering,
and mathematics (STEM) pathways: High school science and math coursework and
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Van Langen, A., Bosker, R., & Dekkers, H. (2006) Exploring crossnational differences in gender
gaps in education. Educational Research and Evaluation, 12(2), 155-177.
Wagner, T. (2008). Even our “best” schools are failing to prepare students for 21st-century
careers and citizenship. Educational Leadership, 66(2), 20-25.
Wallace, M., & Webb, A. (2016). In the midst of a shift: Undergraduate STEM education and
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INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 145
Wang, M. T., Eccles, J. S., & Kenny, S. (2013). Not lack of ability but more choice: Individual
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Wickham, J., & Boucher, G. W. (2004). Training cubs for the Celtic Tiger: The production of
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Xu, J. (2007). Gender disparity in STEM disciplines: A study of faculty attrition and turnover
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INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 146
APPENDIX A
RECRUITMENT LETTER TO PRINCIPAL
Dear [CONTACT NAME],
My name is [USC STUDENT’S NAME] and I am currently [USC STUDENT’S TITLE/POSITION],
located in the United States. I am also a doctoral student at the University of Southern California (USC).
In April, 2018, I will travel with 12 other doctoral students from USC to Ireland as part of a research team
led by Dr. Michael Escalante.
Your name was provided to me as an innovative leader running an exemplary program. Recently, Sheila
Porter, CEO of SciFest, contacted you or a representative at your school to request your participation in a
1-day study. From April 16 to 19, 2018, another doctoral student and I hope to visit [NAME OF
SCHOOL/INSTITUTION] to talk with, observe, and survey willing students, teachers, and you.
This study’s ultimate goal is to understand how schools and SciFest are helping students to develop 21st-
century skills, particularly in the fields of science, technology, engineering, and maths (STEM). We are
interested in STEM education as a means of producing knowledge-ready workers and citizens prepared
for the 21st-century. Expanding on prior studies, we hope to understand how leadership and increased
female participation influence broader acquisition of 21st-century skills and/or pursuit of STEM in
college-career. Furthermore, we aim to understand the influence of globalization and multinational
corporations on schools throughout Ireland.
The following questions will guide our research:

1. How do schools engage in SciFest while preparing students for the Leaving Certificate
Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into senior-level
and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/university
professors, and multinational corporations (MNCs) have regarding the value of student
participation in SciFest?
Please know that participation during our visit will be entirely voluntary, confidential, and nonevaluative.
If you would like, at the completion of the overall study, I would be more than happy to provide a copy of
the final dissertation results and conclusions report.
Thank you for considering my request and taking your valuable time to read this correspondence; without
your help, this experience would not be possible. May I request that you reply at your convenience via
email to [USC STUDENT’S EMAIL] to provide a contact number and preferred time for me to call you
to discuss details about my visit to [NAME OF SCHOOL/INSTITUTION].
Sincerely,
[USC STUDENT’S NAME]
Doctoral Candidate
Rossier School of Education
University of Southern California
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 147
APPENDIX B
POLITICAL LEADER/EDUCATIONAL POLICY MAKER INTERVIEW PROTOCOL

Interviewer: ____________________________ Date: _______________________________
Interviewee: ____________________________ Location: ___________________________
Job Title: _______________________________ Contact Information: __________________
Length of Time in Your Position: _________________________________________________
Start Time: _____________________________ End Time:___________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the Leaving Certificate Exam. Additionally, this
study investigates how SciFest influences female students’ interest in STEM courses and
stakeholders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. For clarification, we are particularly interested in the fields of science, technology,
engineering, and maths (STEM). Students need 21
st
-century skills to compete in a global
workforce and economy; these 21st-century skills include critical thinking, collaboration,
effective oral and written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes among the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the Leaving Certificate
Examination

1. What is the ideal way to prepare students for the Leaving Exam while participating in SciFest
at the same time?
2. What strategies should schools employ to prepare students for SciFest while preparing
students for the Leaving Certificate Exam?
3. How does participation in SciFest influence preparation for the Leaving Certificate Exam?
4. Some principals say that SciFest takes away from the core instruction and preparation for the
Leaving Certificate Exam. How would you respond to that?
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 148
II. The influence of school leadership on SciFest participation

1. If possible, talk to me about instances that you are aware of when school leadership
influenced students to participate in SciFest.
2. What leadership qualities are important in getting schools to participate in SciFest?
3. What challenges do you think school leaders face in supporting their school’s participation in
SciFest?
4. Suppose I am a new principal and I am considering implementing SciFest at my school.
What would you say?

III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses

1. How has SciFest affected female students’ interest in continuing their study in STEM courses
in the senior level and/or third level, if at all?
2. Why do you believe female students participate in SciFest?
3. What do you see as some of the advantages of female students’ participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?

IV. The value of student participation in SciFest

1. How does student participation in SciFest benefit students, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if at all?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 149
APPENDIX C
BUSINESS AND INDUSTRY (MNCS) INTERVIEW PROTOCOL
Interviewer: ____________________________ Date: _______________________________
Interviewee: ____________________________ Location: ___________________________
Job Title: _______________________________ Contact Information: __________________
Length of Time in Your Position: _________________________________________________
Start Time: _____________________________ End Time: ___________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the Leaving Certificate Exam. Additionally, this
study investigates how SciFest influences female students’ interest in STEM courses and
stakeholders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. For clarification, we are particularly interested in the fields of science, technology,
engineering, and maths (STEM). Students need 21st-century skills to compete in a global
workforce and economy; these 21st-century skills include critical thinking, collaboration,
effective oral and written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the Leaving Certificate
Examination

1. What is your opinion of the ideal way to prepare students for the Leaving Exam while
participating in SciFest at the same time?
2. What strategies should schools employ to prepare students for SciFest while preparing
students for the Leaving Certificate Exam?
3. How does participation in SciFest influence preparation for the Leaving Certificate Exam?
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 150
4. Some principals say that SciFest takes away from the core instruction and preparation for the
Leaving Certificate Exam. How would you respond to that?

II. The influence of school leadership on SciFest participation

1. If possible, talk to me about instances you are aware of when school leadership influenced
students to participate in SciFest.
2. What leadership qualities are important in getting schools to participate in SciFest?
3. What challenges do you think school leaders face in supporting their school’s participation in
SciFest?

III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses

1. How has SciFest affected female students’ interest in continuing their study in STEM fields
in the senior level and/or third level, if at all?
2. Why do you believe female students participate in SciFest?
3. What do you see as some of the advantages of female student participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?

IV. The value of student participation in SciFest

1. How does student participation in SciFest benefit your organization, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if at all?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 151
APPENDIX D
SCHOOL LEADER INTERVIEW PROTOCOL
Interviewer: ____________________________ Date: _______________________________
Interviewee: ____________________________ Location: ___________________________
Job Title: _______________________________ Contact Information: __________________
Length of Time in Your Position: _________________________________________________
Start Time: _____________________________ End Time: ___________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the Leaving Certificate Exam. Additionally, this
study investigates how SciFest influences female students’ interest in STEM courses and
stakeholders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. For clarification, we are particularly interested in the fields of science, technology,
engineering, and maths (STEM). Students need 21st-century skills to compete in a global
workforce and economy; these 21st century skills include critical thinking, collaboration,
effective oral and written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the Leaving Certificate
Examination

1. What is the ideal way to prepare students for the Leaving Exam while participating in SciFest
at the same time?
2. What strategies are employed to prepare students for SciFest at your school while preparing
students for the Leaving Certificate Exam?
3. How does participation in SciFest influence preparation for the Leaving Certificate Exam?
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 152
4. Some principals say that SciFest takes away from the core instruction and preparation for the
Leaving Certificate Exam. How would you respond to that?

II. The influence of school leadership on SciFest participation

1. Talk to me about instances, if any, when your leadership has influenced participation in
SciFest.
2. What leadership qualities are important in getting your school to participate in SciFest?
3. What challenges do school leaders face in supporting their school’s participation in SciFest?
4. Suppose I am a new principal and I am considering implementing SciFest at my school.
What would you say?

III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses.

1. How has SciFest affected female students’ interest in continuing their study in STEM fields
in the senior level and/or third level, if at all?
2. Why do you believe female students participate in SciFest?
3. What do you see as some of the advantages of female students’ participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?

IV. The value of student participation in SciFest

1. How does student participation in SciFest benefit students, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if at all?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 153
APPENDIX E
TEACHER INTERVIEW PROTOCOL
Interviewer: ____________________________ Date: _______________________________
Interviewee: ____________________________ Location: ___________________________
Job Title: _______________________________ Contact Information: __________________
Length of Time in Your Position: _________________________________________________
Start Time: _____________________________ End Time: ___________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the Leaving Certificate Exam. Additionally, this
study investigates how SciFest influences female student’s interest in STEM courses and
stakeholder perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. For clarification, we are particularly interested in the fields of science, technology,
engineering, and maths (STEM). Students need 21st-century skills to compete in a global
workforce and economy; these 21st-century skills include critical thinking, collaboration,
effective oral and written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the Leaving Certificate
Examination

1. What is the ideal way to prepare students for the Leaving Exam while participating in SciFest
at the same time?
2. What strategies are employed to prepare students for SciFest at your school while preparing
students for the Leaving Certificate Exam?
3. Are you finding that participation in SciFest influences preparation for the Leaving
Certificate Exam? Please describe this influence.
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 154
4. Some teachers might say that SciFest takes away from the core instruction and preparation
for the Leaving Certificate Exam. How would you respond to that?

II. The influence of school leadership on SciFest participation

1. Talk to me about instances, if any, where your school principal or other school leaders have
influenced participation in SciFest.
2. What leadership qualities does your principal demonstrate in getting your school to
participate in SciFest?
3. What challenges does your school principal, or other school leaders, face in supporting the
school’s participation in SciFest?
4. If you worked at a school where the principal was considering implementing SciFest, what
advice would you give them?

III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses

1. In your opinion, how has SciFest affected female students’ interest in continuing their study
in STEM fields in the senior level and/or third level, if at all?
2. Why do you believe female students participate in SciFest?
3. What are examples of the advantages that female students get when they participate in
SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?

IV. The value of student participation in SciFest

1. What is your perception of the benefit that students may get from participation in SciFest?
2. What is the role of SciFest in the development of 21st-century skills, if at all?
3. If I were a student at this school and I were trying to decide on a college major (third-level
course of study), how would SciFest influence my decision?
4. What is your opinion of SciFest’s contribution to Ireland’s economic prosperity?
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 155
APPENDIX F
STUDENT/PARENT INTERVIEW PROTOCOL
Interviewer: ____________________________ Date: ______________________________
Interviewee: ____________________________ Location: ___________________________
Select One: Student______ Parent _______ Contact Information: _________________
(Child’s) Gender:_____________________ (Child’s) Grade:______________________
(Child’s) School:______________________________________________________________
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 SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the Leaving Certificate exam. Additionally, this
study investigates how SciFest influences female students’ interest in STEM courses and
stakeholders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. For clarification, we are particularly interested in the fields of science, technology,
engineering, and maths (STEM). Students need 21st-century skills to compete in a global
workforce and economy; these 21st-century skills include critical thinking, collaboration,
effective oral and written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 156
I. Schools’ engagement in SciFest while preparing students for the Leaving Certificate
Examination

1. What is the ideal way to prepare students for the Leaving Exam while participating in SciFest
at the same time?
2. What strategies are utilized to prepare students for SciFest at your (child’s) school while
preparing students for the Leaving Certificate Exam?
3. How does participation in SciFest influence students’ preparation for the Leaving Certificate
Exam, if at all?
4. Some say that SciFest takes away from the core instruction and preparation for the Leaving
Certificate Exam. How would you respond to that statement?

II. The influence of school leadership on SciFest participation

1. Talk to me about instances, if any, when school leadership has influenced your (child’s)
participation in SciFest.
2. What leadership qualities are important in getting your (child’s) school to participate in
SciFest?
3. What challenges do school leaders face in supporting their school’s participation in SciFest?
4. Suppose I am a new principal and I am considering implementing SciFest at my school.
What would you say?

III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses.

1. How has SciFest affected female students’ interest in continuing their study in STEM courses
in the senior level and/or third level, if at all?
2. Why do you believe that female students participate in SciFest?
3. What do you see as some of the advantages of female students’ participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?

IV. The value of student participation in SciFest

1. How does student participation in SciFest benefit students, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if at all?
3. How does SciFest influence students’ college and career choices?
4. Why do you (does your child) participate in SciFest?
5. (Parent Only) How does SciFest contribute to Ireland’s economic prosperity, if at all?
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 157
APPENDIX G
CLASSROOM OBSERVATION PROTOCOL
Date: _______________________ Location of Observation: ___________________________
Teacher Observed: _________________________ Time of Observation: __________________
Class Size (total students): ________________ Males ______ Females ______
Class Title and Grade Level: ______________________________________________________
DESCRIPTION/DIAGRAM
OF CLASSROOM

- Position of student desks

- Position of teacher’s desk

- Whiteboard

- Grouping of students

- Technology

- Tables, computers, shelves

- Wall displays, decorations

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

FRONT OF CLASSROOM

Overview of Lesson (Learning Objective for the Day):

Instructional Materials Used:

Additional Classroom Information:
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 158

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

Collaborating
Across Networks
Making
Thinking
Visible

Agility and
Adaptability
Helping
Students Learn
from Others

Initiative and
Entrepreneurialism
Promoting
Autonomy and
Lifelong
Learning

Effective Oral and
Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

Other Observations

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 159
Reflection Questions:

1. RQ1: What evidence exists of STEM education and 21st-century skill development?

2. RQ1: What evidence exists of inquiry-based learning strategies?

3. RQ1: What evidence is there in preparing students for the Leaving Certificate
Examination?

4. RQ1: How does the teacher integrate elements of SciFest during the lesson?

5. RQ3: How are female students engaged in STEM activities in the classroom?

6. RQ1: What is the nature of student interactions in class?

7. RQ1: How is the teacher engaging students in STEM education?

8. Are there additional questions for the teacher?
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 160
APPENDIX H
SCIFEST OBSERVATION PROTOCOL
Date: April 20, 2018 Location of Fair: Cork Institute of Technology
Time of Observation: ______________________
Number of Students Participating: ____________ Males ______ Females ______
Grade Level of Students Participating: ______

DESCRIPTION/DIAGRAM
OF FAIR

- Position of student projects

- Grouping of students/themes

- Technology

- Tables, computers

- Wall displays, decorations

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

Overview of Events/Themes:

Additional SciFest Information:

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 161

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

Collaborating
Across Networks
Making
Thinking
Visible

Agility and
Adaptability
Helping
Students Learn
from Others

Initiative and
Entrepreneurial-
ism
Promoting
Autonomy and
Lifelong
Learning

Effective Oral
and Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

Other
Observations

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 162
Reflection Questions:

1. RQ1: What evidence exists of STEM education and 21st-century skill development?

2. RQ1: What evidence exists of inquiry-based learning strategies?

3. RQ1: What evidence is there in preparing students for the Leaving Certificate
Examination?

4. RQ1: How does the teacher integrate elements of SciFest during the lesson?

5. RQ3: How are female students engaged in STEM activities in the classroom?

6. RQ1: What is the nature of student interactions in class?

7. RQ1: How is the teacher engaging students in STEM education?

8. Are there additional questions for the teacher?
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 163
APPENDIX I
SURVEY PROTOCOL FOR SCHOOL ADMINISTRATOR OR TEACHER

Date: ___________________ Location of Survey: ____________________________________

Select One: School Administrator ______ Teacher ___________

Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.

STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other countries
and their influence on education and policy in Ireland (e.g., Intel).
School Leadership: Principal, other school administrator, or SciFest lead teacher.
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know

1. Participation in SciFest prepares students to be successful
on the Leaving Certificate Examination. SA A N D SD DK

2. School leadership encourages participation in SciFest to support
student success on the Leaving Certificate Examination. SA A N D SD DK

3. Teachers encourage participation in SciFest activities to support
student success on the Leaving Certificate Examination. SA A N D SD DK

4. School leadership employs strategies to positively influence
school participation in SciFest. SA A N D SD DK

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 164

4a. Check all strategies that school leadership employs at your school: Yes No
Common planning time
Department meetings
Professional development
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Held informational meetings
Promotes SciFest on social media
Family Science Nights
Alignment of curriculum to exit exam
Actionable feedback to teachers to improve science instruction
Recruitment of partners/sponsors
Schoolwide student recognitions
Schoolwide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 165
5. Teachers at my school employ strategies to positively influence
school participation in SciFest. SA A N D SD DK

5a. Check all strategies that teachers employ: Yes No
Inquiry-based learning
Before or after school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:

6. School leadership works with teachers to align SciFest activities
with the Leaving Certificate Examination. SA A N D SD DK

7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK

8. School leadership effectively communicates to all stakeholders
a shared vision for implementing SciFest competitions
at the school. SA A N D SD DK

9. School leadership is a positive influence on SciFest
competitions at my school. SA A N D SD DK

10. School leadership allocates adequate financial resources
to effectively implement SciFest at my school. SA A N D SD DL

11. School leadership provides support, including time, materials,
and training, for participation in SciFest. SA A N D SD DK

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 166
12. Female students who participate in SciFest tend not to
select maths-based or technology-based projects. SA A N D SD DK

13. I actively encourage and recruit female students to
participate in SciFest. SA A N D SD DK

14. Female students are encouraged by their parents to
participate in SciFest. SA A N D SD DK

15. Female students have access to female role models who
influence their participation in SciFest. SA A N D SD DK

16. My school actively employs strategies to increase
female participation in SciFest. SA A N D SD DK

17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK

18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK

19. SciFest influences the development of female students’
interest in enrolling into third-level STEM courses. SA A N D SD DK

20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK

21. SciFest provides opportunities for students to develop
21st-century skills. SA A N D SD DK

22. Participants in SciFest demonstrate skills needed to
obtain careers in STEM fields. SA A N D SD DK

23. SciFest participation enhances STEM educational
development in students. SA A N D SD DK

24. SciFest provides opportunities to develop skills needed
in a global economy. SA A N D SD DK

25. Students benefit from participation in SciFest. SA A N D SD DK

26. MNCs are an important partner in SciFest. SA A N D SD DK
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 167
APPENDIX J

SURVEY PROTOCOL FOR POLITICAL LEADER,
BUSINESS LEADER, OR POLICY MAKER

Date: ___________________ Location of Survey: ____________________________________

Select One: Political Leader ______ Business Leader___________ Policy Maker___________

Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.

STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other countries
and their influence on education and policy in Ireland (e.g., Intel).
School Leadership: Principal, other school administrator, or SciFest lead teacher.
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know

1. Participation in SciFest prepares students to be successful
on the Leaving Certificate Examination. SA A N D SD DK

2. School leadership encourages participation in SciFest to
support student success on the Leaving Certificate Examination. SA A N D SD DK

3. Teachers encourage participation in SciFest activities to
support student success on the Leaving Certificate Examination. SA A N D SD DK

4. School leadership employs strategies to positively influence
school participation in SciFest. SA A N D SD DK
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 168

4a. Check all strategies that school leadership employs at your
school:
Yes No Don’t
Know
Common planning time

Department meetings

Professional development
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Family Science Nights
Alignment of curriculum to exit exam
Actionable feedback to teachers to improve science instruction
Recruitment of partners/sponsors
Schoolwide student recognitions
Schoolwide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 169
5. Teachers at my school employ strategies to positively influence
school participation in SciFest. SA A N D SD DK

5a. Check all strategies that teachers employ: Yes No Don’t
Know
Inquiry-based learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:

6. School leadership works with teachers to align SciFest activities
with the Leaving Certificate Examination. SA A N D SD DK
7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates a shared vision
to all stakeholders for implementing SciFest at the school. SA A N D SD DK
9. School leadership is a positive influence on SciFest
competitions at my school. SA A N D SD DK
10. School leadership allocates adequate financial resources
to effectively implement SciFest in schools. SA A N D SD DK
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 170
11. School leadership provides support, including time, materials,
and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology-based projects. SA A N D SD DK
13. School leadership encourages and recruits female students
to participate in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their participation in SciFest. SA A N D SD DK
16. Schools actively employ strategies to increase female
students’ participation in SciFest. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female students’ interest
in enrolling into third-level STEM courses. SA A N D SD DK
20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK
21. SciFest provides opportunities for students to develop
21st-century skills. SA A N D SD DK
22. Participants in SciFest demonstrate skills needed to obtain
careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational development
in students. SA A N D SD DK
24. SciFest provides opportunities to develop the skills needed
in a global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in SciFest. SA A N D SD DK
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 171
APPENDIX K

SURVEY PROTOCOL FOR PARENT OF SENIOR CYCLE STUDENT

Date:____________________ Location of Survey:____________________________________

Your child’s gender: Female_____ Male_____

Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.

STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other countries
and their influence on education and policy in Ireland (e.g., Intel).
School Leadership: Principal, other school administrator, or SciFest lead teacher.
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know

1. Participation in SciFest prepares students to be successful on the
Leaving Certificate Examination. SA A N D SD DK
2. The school leadership at my child’s school encourages
participation in SciFest to support student success on the
Leaving Certificate Examination. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to support
student success on the Leaving Certificate Examination. SA A N D SD DK
4. The school leadership at my child’s school employs strategies
to positively influence school participation in SciFest. SA A N D SD DK
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 172

4a. Check all strategies that the school leadership employs: Yes No Don’t
Know
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Held informational meetings
Promotes SciFest on social media
Family Science Nights
Alignment of curriculum to exit exam
Recruitment of partners/sponsors
Schoolwide student recognitions
Schoolwide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:

5. Teachers at my child’s school employ strategies to
positively influence school participation in SciFest. SA A N D SD DK
5a. Check all strategies that teachers employ: Yes No Don’t
Know
Inquiry-based Learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 173
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:

6. School leadership works with teachers to align SciFest
activities with the Leaving Certificate Examination. SA A N D SD DK
7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates to all stakeholders
(students, parents, teachers, etc.) a shared vision for
implementing SciFest competitions at the school. SA A N D SD DK
9. School leadership is a positive influence on SciFest
competitions at my child’s school. SA A N D SD DK
10. School leadership allocates adequate materials and resources
to effectively implement SciFest at my child’s school. SA A N D SD DK
11. School leadership provides support, including time, classroom
materials, and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology-based projects. SA A N D SD DK
13. My child’s school actively encourages and recruits female
students to participate in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
16. My child’s school actively employs strategies to increase
female students’ participation in SciFest. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 174
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female student’ interest
in enrolling into third-level STEM courses. SA A N D SD DK
20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK
21. SciFest provides opportunities for students to develop
21st-century skills. SA A N D SD DK
22. Participants in SciFest demonstrate the skills needed
to obtain careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational
development in students. SA A N D SD DK
24. SciFest provides opportunities to develop the skills
needed in a global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in promoting SciFest. SA A N D SD DK
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 175
APPENDIX L

SURVEY PROTOCOL FOR STUDENT PARTICIPANT IN SCIENCE COMPETITION

Date: _____________________ School: _________________________________________

Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.
STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: Learning through teaching methods in which students gain knowledge and
skills by working for an extended period of time to investigate and respond to an engaging and complex
question, problem, or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other countries
and their influence on education and policy in Ireland (e.g., Intel).

Background Information:

Have you taken part in a @School science competition? Yes No

Have you taken part in a @College science competition? Yes No

You are: Male______ Female______ Decline to State______

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

1. Participation in SciFest prepares students to be successful on the
Leaving Certificate Examination. SA A N D SD DK
2. The school leadership at my school encourages participation
in SciFest to support student success on the Leaving Certificate
Examination. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to support
student success on the Leaving Certificate Examination. SA A N D SD DK
4. The school leadership at my school employs strategies to
positively influence school participation in SciFest. SA A N D SD DK
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 176

4a. Check all strategies that the school leadership employs at
your school:
Yes No Don’t
Know
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Held informational meetings
Promotes SciFest on social media
Family Science Nights
Alignment of curriculum to exit exam
Recruitment of partners/sponsors
Schoolwide student recognitions
Schoolwide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:

INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 177
5. Teachers at my school employ strategies to positively
influence school participation in SciFest. SA A N D SD DK
5a. Check all strategies that teachers employ: Yes No Don’t
Know
Inquiry-based learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:

6. School leadership works with teachers to align SciFest
activities with the Leaving Certificate Examination. SA A N D SD DK
7. School leadership develops a shared-vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates to all stakeholders
(students, parents, teachers, etc.) a shared-vision for
implementing SciFest competitions at the school. SA A N D SD DK
9. School leadership is a positive influence on SciFest
competitions at my school. SA A N D SD DK
10. School leadership allocates adequate financial resources to
effectively implement SciFest at my school. SA A N D SD DK
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 178
11. School leadership provides support, including time,
classroom materials, and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology- based projects. SA A N D SD DK
13. My school actively encourages and recruits female students
to participate in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their participation in SciFest. SA A N D SD DK
16. My school actively employs strategies to increase female
students’ participation in SciFest. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female students’ interest
in enrolling into third-level STEM courses. SA A N D SD DK
20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK
21. SciFest provides opportunities for students to develop
21st-century skills. SA A N D SD DK
22. Participants in SciFest demonstrate the skills needed
to obtain careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational
development in students. SA A N D SD DK
24. SciFest provides opportunities to develop skills needed
in a global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in promoting SciFest. SA A N D SD DK
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 179
APPENDIX M

INFORMATION SHEET FOR EXEMPT RESEARCH

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

THE INFLUENCE OF GLOBALIZATION, LEADERSHIP, AND SCIENCE AND
TECHNOLOGY FAIRS ON STUDENTS’ ACQUISITION OF 21ST-CENTURY SKILLS
AND THEIR COLLEGE-CAREER PURSUIT OF SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS MAJORS-CAREERS IN SCHOOLS IN IRELAND

You are invited to participate in a research study conducted by Dr. Michael Escalante, Professor
of Clinical Education, principal investigator and faculty advisor, from the University of Southern
California. This study is entirely student funded and the data collected will to be used to produce
individual doctoral dissertations for the co-investigators listed below at the University of
Southern California. Please read through this form and ask any questions you might have before
deciding whether or not you want to participate.

PURPOSE OF THE STUDY
Influence of globalization, leadership, and science fairs on the female student acquisition of 21st-
century skills and their college-career pursuit of STEM majors-careers in schools in Ireland.

PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you could be asked to participate in any combination of the
following activities: a 15-minute online survey; a 45-minute audiotaped face-to-face interview; a
45-minute classroom observation (teachers/students only); and/or a 10-minute observation at
SciFest in Cork, Ireland (students/parents/teachers/principals only). You are not obligated to
answer any questions that cause you discomfort.

POTENTIAL RISKS AND DISCOMFORTS
There are no potential risks to your participation; however, you may feel uncomfortable
answering some of the questions. You do not have to answer any question you do not want to.

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

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
There are no anticipated benefits to your participation. We hope that this study will help
researchers and policy-makers to better understand the drivers that increase the likelihood of
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 180
students pursuing studies in Science, Technology, Engineering and Maths (STEM) while
acquiring 21
st
Century Skills necessary for all citizens.

PAYMENT/COMPENSATION FOR PARTICIPATION
There is no payment for your involvement in the study. However, the co-investigator to your
site, might provide tchotchkes (swag) from the University of Southern California or create a
lottery for your participation in the study.

CONFIDENTIALITY
Survey and observation data will be anonymous for all groups. Interview protocols for teachers,
principals and students collect identifiers. However, any identifiable information obtained in
connection with this study will remain confidential. Responses will be coded with a false name
(pseudonym) and maintained separately. The audiotapes of interviews will be destroyed once
they have been transcribed.

Interview protocols for business leaders, government officials and educational policy makers
collect identifiers (participant names/job titles/time in position and contact information). Only
names and titles will be identifiable in the study. The audiotapes of interviews will be destroyed
once they have been transcribed.

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

INVESTIGATOR CONTACT INFORMATION
Principal Investigator:
Dr. Michael Escalante, Clinical Professor, University of Southern California, mescalan@usc.edu

Co-investigators:
Jonathan Blackmore, Director, Covina-Valley Unified School District, jblackmo@c-vusd.org
Roger Brossmer, Assistant Superintendent, Downey Unified School District, brossmer@usc.edu
Elizabeth Eminhizer, Assistant Superintendent, Covina-Valley Unified School District,
eminhize@usc.edu
Raquel Gasporra, Assistant Superintendent, Whittier City School District, gasporra@usc.edu
Jennifer Graziano, Director, Compton Unified School District, jgrazian@usc.edu
Jason Hasty, Director, Los Angeles County Office of Education, jhasty@usc.edu
Chris Hollister, Assistant Superintendent, Chaffey Joint Union High School District,
chollist@usc.edu
Veronica Lizardi, Director, Downey Unified School District, vlizardi@usc.edu
Robert McEntire, Assistant Superintendent/CBO, Covina-Valley Unified School District,
rmcentir@usc.edu
Josh Randall, Assistant Superintendent, Sulphur Springs Union School District,
jirandal@usc.edu
Wayne Shannon, Assistant Superintendent, Downey Unified School District, twshanno@usc.edu
Marc Trovatore, Director, West Covina Unified School District, trovator@usc.edu
Diana Velasquez, Director, Los Angeles County Office of Education, vela983@usc.edu
INFLUENCE OF GLOBALIZATION ON THE IRISH EDUCATION SYSTEM 181
IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street, #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu

Abstract (if available)

Abstract The impact of globalization on the Irish economy includes a knowledge‐based economy dependent on foreign direct investment and multinational corporations. Globalization is perceived as an opportunity for Ireland to maintain competitiveness in a global economy. Investment in education is important to Ireland's future economic growth, Ireland must prepare the future workforce with the skills required in a knowledge‐based economy. Consequently, changes in educational policies and curriculum reflect the 21st‐century skills necessitated in a global economy. ❧ In order to remain competitive, Ireland has emphasized the importance of preparing students for careers in science, technology, engineering, and mathematics (STEM), along with inquiry‐based learning. The development of 21st‐century skills in the areas of critical thinking, collaboration, communication, and creativity has also been a focus of the educational system in Ireland. In order to prepare students for a globalized economy, educational policies that integrate STEM‐related fields of study and 21st‐century skills must be implemented. ❧ This study examined the influence of globalization on Ireland's educational system, specifically in the areas of STEM, inquiry‐based problem‐based learning (PBL), and 21st‐century skills. The relationships between science competitions such as SciFest and school leadership, female participation in STEM courses, application of inquiry‐based PBL, and 21st‐century skills were explored. The findings indicated a positive perception among study participants about the influence of SciFest with regard to 21st‐century skills development, inquiry‐based PBL, female students' interest in STEM courses, and the value of science competitions in preparing students for a globalized economy.

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Asset Metadata

Creator Graziano, Jennifer (author)

Core Title Influence of globalization, leadership, and science fairs on acquisition of 21st-century skills of Irish students and their college-career pursuit of majors in science, technology, engineering, a...

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/12/2019

Defense Date 03/11/2019

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

Tag Globalization,Ireland,OAI-PMH Harvest,science fairs,STEM

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Escalante, Michael (committee chair)

Creator Email jennifergraziano10@gmail.com,jgrazian@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-137766

Unique identifier UC11675268

Identifier etd-GrazianoJe-7190.pdf (filename),usctheses-c89-137766 (legacy record id)

Legacy Identifier etd-GrazianoJe-7190.pdf

Dmrecord 137766

Document Type Dissertation

Format application/pdf (imt)

Rights Graziano, Jennifer

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