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Globalization and the need for 21st-century skills: implications for policy education in science, technology, engineering, mathematics, and project-based learning in schools in Ireland
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Globalization and the need for 21st-century skills: implications for policy education in science, technology, engineering, mathematics, and project-based learning in schools in Ireland
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Content
Running head: GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 1
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS: IMPLICATIONS FOR
POLICY EDUCATION IN SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS,
AND PROJECT-BASED LEARNING IN SCHOOLS IN IRELAND
by
Diana Velasquez
____________________________________________________________________
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 Diana Velasquez
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 2
Dedication
This dissertation is first and foremost dedicated to God, who has paved the path for me
and blessed me with the ability to accomplish everything that I have done so far. His blessings
have included surrounding me with family and friends who love me and encourage me every day
to be the best that I can be. Their support has been instrumental in this journey. I dedicate this
work to my parents, who had the courage to migrate from the known (Colombia) to the unknown
(United States of America) and who made many sacrifices so that I could have more
opportunities. I further dedicate this work to my husband for his constant sacrifice and his
support of my career and the pursuit of my doctorate degree. Finally, I dedicate this work to my
amazing children, who were the reason that I kept going through difficulties. They encouraged
me and told me not to give up. I am proud of them and want them to remember: Never give up
on your dreams.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 3
Acknowledgments
Completing this part of my journey has been a blessing and an unforgettable experience. I
have many people to thank for their support and encouragement during the process. Of course,
none of this could have been possible without the support of my husband and beautiful children.
I could not have done it without their unwavering support, encouragement, and belief in me.
I am grateful for my mentor and chair, Dr. Michael Escalante. His approach to teaching
the dissertation process and his support, encouragement, and guidance throughout the entire
process was invaluable. Thanks to the USC professors who shared their valuable knowledge and
real-life experiences that made learning relevant. I appreciate the support, patience, and
encouragement given by my LACOE colleagues. The original LAUSD team members—Chris,
Cheryl, and Vivian—made me feel part of their team. Special thanks go to Sheila and George
Porter for their time and commitment to ensuring that our cohort had all of the information and
connections needed to make the trip to Ireland extraordinary.
Finally, I am thankful to have joined a group of amazing leaders in this cohort. I learned
so much from each of them. Knowing that we had a strong team made all the difference during
the most difficult days of the journey. My thanks to Jason (who introduced me to the USC
Cohort), Veronica, Elizabeth, Roger, Wayne, Chris, Robert, Raquel, Jennifer, Marc, Jonathan,
and Josh.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 4
Table of Contents
Dedication 2
Acknowledgments 3
List of Tables 7
Abstract 10
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 the Literature 20
Globalization 21
Overview and Definition 21
History of Globalization 22
Flattening Phenomenon 23
Impact of Globalization on Education 24
Need for 21st-Century Skills 25
21st-Century Skills 25
Project-Based Learning 27
Science, Technology, Engineering, and Mathematics 29
Gender Inequities in STEM 31
Leadership for Reform 35
Ireland 36
History and Political Overview 36
Economic History 38
A Globalized Ireland (MNCs and FDI) 39
Education in Ireland 41
STEM in Ireland 44
Science Fairs in Ireland 46
Theoretical Frameworks 47
Figure 1. Diagram of theoretical framework for the influence of globalization,
leadership, and science, technology, engineering, and mathematics (STEM)
on students’ (including females’) acquisition of 21-century skills study 48
Summary of the Literature Review 51
Chapter 3: Research Methods 53
Research Design 53
Research Team 54
Population and Sample 54
Educators and Students 55
Business and Industry Leaders 56
Political Leaders and Educational Policymakers 56
Instrumentation and Protocols 57
Interview Protocols 57
Observation Protocols 60
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 5
Survey Protocols 61
Data Collection 64
Data Analysis 65
Credibility and Trustworthiness 65
Reliability 66
Ethical Considerations 66
Chapter Summary 67
Chapter 4: Results 69
Research Design 72
Participants 72
Educators and Students 72
Business and Industry Leaders 74
Political Leaders and Educational Policymakers 74
Data and Analysis 74
Findings for Research Question 1 75
Theme 1 76
Theme 2 79
Theme 3 83
Summary Discussion for Research Question 1 87
Findings for Research Question 2 88
Theme 1 88
Theme 2 92
Summary Discussion for Research Question 2 96
Findings for Research Question 3 97
Theme 1 98
Theme 2 105
Summary Discussion for Research Question 3 112
Findings for Research Question 4 112
Theme 113
Summary Discussion for Research Question 4 119
Chapter Summary 119
Chapter 5: Conclusions and Recommendations 122
Summary of the Findings 125
Findings for Research Question 1 125
Findings for Research Question 2 127
Findings for Research Question 3 128
Findings for Research Question 4 129
Implications for Practice 130
Recommendations for Future Research 132
Conclusion 133
References 137
Appendices
Appendix A: Recruitment Letter to Principal 145
Appendix B: Political Leader/Educational Policy Maker Interview Protocol 146
Appendix C: Business and Industry (MNCs) Interview Protocol 148
Appendix D: School Leader Interview Protocol 150
Appendix E: Teacher Interview Protocol 152
Appendix F: Student/Parent Interview Protocol 154
Appendix G: Classroom Observation Protocol 156
Appendix H: SciFest Observation Protocol 159
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 6
Appendix I: Survey Protocol for School Administrator or Teacher 162
Appendix J: Survey Protocol for Political Leader, Business Leader, or
Policy Maker 166
Appendix K: Survey Protocol for Parent of Senior Cycle Student 170
Appendix L: Survey Protocol for Student Participant in Science Competition 174
Appendix M: Information Sheet for Exempt Research 178
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 7
List of Tables
Table 1: Alignment of Interview Protocols to Research Questions (RQs) and
Theoretical Frameworks 59
Table 2: Alignment of Survey Protocols to Research Questions (RQs) and
Theoretical Frameworks 63
Table 3: Participants, Organization/Position, and Data Type 73
Table 4: Participants’ Responses Indicating How Participation in SciFest Prepares
Students for Leaving Certificate Examinations: SST School Students and
All Students 77
Table 5: Participants’ Responses Indicating How Participation in SciFest Prepares
Students for Leaving Certificate Examinations: SST Teachers and
Administrators and All Teachers and Administrators 77
Table 6: Participants’ Responses Indicating How Participation in SciFest Prepares
Students for Leaving Certificate Examinations: All Multinational Corporation
(MNC) Representatives and Political Leaders and All Parents 78
Table 7: Participant Responses Indicating That School Leaders and Teachers Encourage
Participation in SciFest to Support Student Success in the Leaving Certificate
Examination: SST Students and All Students 81
Table 8: Participants’ Responses Indicating That School leaders and Teachers Encourage
Participation in SciFest to Support Student Success in the Leaving Certificate
Examination: SST Teachers/ Administrators and All Teachers/Administrators 83
Table 9: Participants’ Responses Indicating How School Leaders and Teachers Employ
Strategies to Positively Influence Participation in SciFest: SST Students and
All Students 85
Table 10: Participants’ Responses Indicating How School Leaders and Teachers Employ
Strategies to Positively Influence Participation in SciFest: SST Teachers/
Administrators and All Teachers/Administrators 86
Table 11: Participants’ Responses Indicating That School Leadership Is a Positive
Influence on SciFest Competition: SST Students and All Students 90
Table 12: Participants’ Responses Indicating That School Leadership Is a Positive
Influence on SciFest Competitions: SST Teachers/Administrators and
All Teachers/Administrators 90
Table 13: Participants’ Responses Indicating That School leadership Is a Positive
Influence on SciFest Competitions: All Multinational Corporation (MNC)
Representatives and Political Leaders and All Parents 91
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 8
Table 14: Participants’ Responses Indicating How School Leadership Provides Support,
Including Time, Materials, and Training, as Well as Financial Resources, for
Participation in SciFest: SST Students and All Students 94
Table 15: Materials and Training as Well as Financial Resources for Participation in
SciFest: SST Teachers/Administrators and All Teachers/Administrators 95
Table 16: Participants’ Responses Indicating That Female Students Are Actively Recruited
and Encouraged by Parents and Female Role Models to Participate in SciFest:
SST Students and All Students 100
Table 17: Participants’ Responses Indicating That Female Students Are Actively Recruited
and Encouraged by Parents and Female Role Models to Participate in SciFest:
SST Teachers/Administrators and All Teachers/Administrators 101
Table 18: Participants’ Responses Indicating That Female Students Are Actively Recruited
and Encouraged by Parents and Female Role Models to Participate in SciFest:
All Multinational Corporation (MNC) Representatives and Political Leaders
and All Parents 103
Table 19: Participants’ Responses Indicating How SciFest and Female Role Models
Influence Female Students’ Interest in Enrolling in Senior-Level Courses
in Science, Technology, Engineering, and Mathematics (STEM) Courses:
SST Students and All Students 106
Table 20: Participants’ Responses Indicating How SciFest and Female Role Models
Influence Female Students’ Interest in Enrolling in Senior-Level Courses
in Science, Technology, Engineering, and Mathematics (STEM) Courses:
SST Teachers/Administrators and All Teachers/ Administrators 107
Table 21: Participants’ Responses Indicating How SciFest and Female Role Models
Influence Female Students’ Interest in Enrolling in Senior-Level Courses
in Science, Technology, Engineering, and Mathematics (STEM) Courses:
All Multinational Corporation (MNC) Representatives and Political Leaders
and All Parents 108
Table 22: Participants’ Responses Indicating That SciFest Provides Opportunities for
Students to Develop 21st-Century Skills Needed to Obtain Careers in Science,
Technology, Engineering, and Mathematics (STEM): SST Students and
All Students 114
Table 23: Participants’ Responses Indicating That SciFest Provides Opportunities for
Students to Develop 21st-Century Skills Needed to Obtain Careers in Science,
Technology, Engineering, and Mathematics (STEM): SST Teachers/
Administrators and All Teachers/Administrators 115
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 9
Table 24: Participants’ Responses Indicating That SciFest Provides Opportunities for
Students to Develop 21st-Century Skills Needed to Obtain Careers in Science,
Technology, Engineering, and Mathematics (STEM): All Multinational
Corporation (MNC) Representatives and Political Leaders and All Parents 116
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 10
Abstract
The globalization of Ireland and the demand to prepare a knowledge-based workforce
have resulted in the need for reform in Ireland’s educational approach. This educational reform
and transformation requires that students, including females, in Ireland be provided an inquiry-
based approach that will help them to develop 21st-century skills and learn the real-world
application of science, technology, engineering, and mathematics courses through the process of
project-based learning (PBL).
Students who participate in science competitions and technology competitions, such as
SciFest, can experience the PBL approach in science, technology, engineering, and mathematics
(STEM). However, not all students participate in SciFest due to the need to prepare for the Level
Leaving Certificate Examinations. The results from these are used by universities to accept
incoming students. As a result of this high-stakes test, not all students participate in SciFest. This
study examines the influence of globalization, leadership, and science competitions on
acquisition of 21st-century skills and college-career pursuit of STEM majors and careers by
students, including females, in schools in Ireland.
The principal findings for this mixed-methods, predominantly qualitative case study were
that globalization in Ireland has influenced current reforms toward inquiry-based STEM
instruction. Students, including females, who participate in science and technology fairs such as
SciFest develop confidence and interest in pursuing STEM courses and careers. Study
participants agreed that leadership is important in the implementation of inquiry-based PBL.
They also agreed that science and technology fair competitions such as SciFest are valuable and
help students to develop the 21st-century skills of communication, collaboration, critical
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 11
thinking, and creativity. The study contributes to the body of work about the impact of
globalization on education in Ireland and the need for students to develop 21st-century skills.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 12
Chapter 1: Overview of the Study
Globalization has changed the landscape of economies and commercialization. It has
broken down borders and increased cross-country flows of information and ideas. This new
system requires 21st-century skills to succeed (Spring, 2015). Countries such as Ireland are
reviewing their education systems to ensure that students are equipped with the skills needed in
this new global economy.
Throughout the years, Ireland has experienced various eras of economic prosperity. Some
of the most significant were the Celtic Tiger era and the significant hardship experienced during
the Great Recession. As the country continues to learn and grow from its history, its education
system is also going through revision and renewal as a way to improve the economic landscape
of the country. In recent years curriculum has been revised and pilot programs have focused on
inquiry-driven instruction through the use of project-based learning (PBL). Students are being
provided opportunities to participate in science and technology fairs, such as SciFest, and
science, technology, engineering, and mathematics (STEM) education and PBL experiences
prior to completion of their secondary-level education. These experiences are typically offered
after school, not as part of the regular school day.
In Ireland, the final 2 or 3 years of courses, are named the Senior Cycle. During this time,
students focus on studying and preparing for summative examinations known as Leaving
Certificate Examinations (O’Reilly, 2012). Despite a political and structural emphasis on the
Leaving Certificate content in schools, some educators are committed to provide inquiry-driven
instruction such as PBL STEM for students. Participation in inquiry-driven instruction can assist
Irish students in development of 21st-century skills, such as creativity, collaboration, critical
thinking, and communication, which are essential characteristics of those who can compete in a
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 13
global workforce and economy (Wagner, 2008). Education policy revision that focuses on
providing an inquiry-driven curriculum and opportunities to increase student participation in
science competitions such as SciFest, and STEM-PBL education opportunities offer the potential
to develop 21st-century skills and prepare Irish students to compete in a global economy.
Statement of the Problem
Ireland is experiencing unanticipated challenges resulting from globalization and
multinational economic conditions. In order to participate effectively in this new market and to
attract and retain investment and participation by foreign companies, Ireland’s education system
must expand opportunities for all students, including females, to develop 21st-century skills
through inquiry-based instructional approaches such as PBL (O’Hagan & Newman, 2014).
Ireland’s SciFest provides opportunities for students to participate in a curriculum in which they
can demonstrate development of 21st-century skills in STEM through an inquiry-based
curriculum that includes PBL (Bender, 2012; Capraro, Capraro, & Morgan, 2013).
Although the goal is to expand opportunities for mastery of 21st-century skills, students
in Ireland must also prepare for the Leaving Certificate Examination, the final examination in the
Irish secondary school system. Students receive 2 years of schooling to prepare for the Leaving
Certificate; the sequence can include an additional transitional year. These 3 years are referred to
as the Senior Cycle. The Leaving Certificate is used for acceptance to universities. As a result, an
emphasis on preparing for the Leaving Certificate Examination may decrease possibilities for
students to participate in an innovative inquiry-driven 21st-century curriculum.
Purpose of the Study
The purpose of this study was to examine how participation in SciFest influences
teachers to use inquiry-based instructional strategies, such as PBL, in the classroom to develop
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 14
21st-century skills and to prepare students for a 21st-century workforce. In addition, the study
examined the influence of leadership on implementation of inquiry-based curricula, as well as
the curricula’s influence on female students and their desire to pursue STEM education.
Research Questions
Four research questions guided the 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?
4. What perceptions do teachers, principals, parents, students, civic leaders,
college/university professors, and MNCs have regarding the value of student participation in
SciFest?
Six frameworks were selected to guide this study and assist in analyzing data:
(a) Friedman’s (2007) framework of globalization, (b) Spring’s (2015) world educational culture,
(c) Wagner’s (2008) survival skills for the 21st century, (d) Slough and Milam’s (2013) design
principles for PBL and STEM, (e) Acker’s (1987) conceptual framework on feminist theories,
and (f) Bolman and Deal’s (2013) leadership frames. Each of these frameworks was useful in
understanding the role of science competitions, such as SciFest, in inquiry-based instruction in
Ireland. The six frameworks are elaborated and discussed in Chapter 2.
Significance of the Study
The shift to a knowledge-based economy has increased the need for workers and citizens
who are prepared for the 21st century (Thurow, 2000). Globalization and the flattening effect
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 15
have been the catalyst for a knowledge-based economy and the demand for better-prepared
students who can compete in the global economy (Friedman, 2007). Since the Great Recession in
2008, Ireland has been working toward economic recovery. In order to meet this goal, Ireland is
evaluating its education system and the ability of students to leave schools well equipped to
compete in the workforce and to participate as 21st-century citizens. This study examined one
program of national science competitions, SciFest, and its influence on curriculum, instruction,
and development of students, including females, who are equipped with 21st-century skills. The
study was also designed to analyze the role of leaders in influencing participation in SciFest, as
well as implementation of inquiry-based practices in schools.
Limitations of the Study
This study used a mixed-methods, predominantly qualitative approach. The process of
qualitative research is different from that of quantitative research in that it allows for reflection,
revision, and a more comprehensive analysis of the findings to ensure the achievement of valid
conclusions (Creswell, 2013). Qualitative research tells a story from various vantage points and
consideration of various reasons for the findings. The data is available for continued analysis
past the formation of categories (Merriam & Tisdell, 2016). This leads to more credibility and
ensured ethical procedures.
The current research was designed to study the influence of globalization, leadership, and
science fairs on student, including females, in their acquisition of 21st-century skills and their
college-career pursuit of STEM majors or careers in Ireland. The research team traveled to
Ireland for a period of 10 days to collect data to address the research questions. The depth of the
collected data was determined by the number of days in which the researchers were in Ireland, as
well as the extent of access to schools, government officials, SciFest participants, representatives
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 16
of multinational corporations (MNCs), and teachers, as well as their willingness to participate in
the study. The generalizability of the findings is limited to participants in SciFest. Although the
data were triangulated to minimize bias, the validity of the data is reliant on the chosen
qualitative and quantitative instruments (Merriam, 2009).
Delimitations of the Study
Delimitations result from specific decisions made by the researcher; they can limit the
study (Simon & Goes, 2011). The study focused only on post-primary schools, with no
consideration of socioeconomic status or race. The study was also delimited to students who
have competed in SciFest and the teachers and schools of those students.
Assumptions of the Study
The following assumptions were made in this study:
1. Schools engage in SciFest through inquiry-based practices while preparing students for
the Leaving Certificate Examination.
2. School leadership influences participation in SciFest.
3. Participation in SciFest influences female students’ interest in STEM courses.
4. Globalization and MNCs in Ireland have influenced the education system.
5. A mixed-methods, predominantly qualitative approach is appropriate for this study,
utilizing interviews, observations, and surveys to yield valid data.
Definitions of Terms
The following terms are defined for application in this study.
21st-century skills: Skills that students need to compete in a global workforce and
economy, including critical thinking, collaboration, adaptability, initiative, effective oral and
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 17
written communication skills, the ability to access and analyze information, and curiosity and
imagination (Wagner, 2008).
Foreign direct investment (FDI): Investment involving a long-term business relationship
in one country by an entity based in a separate country (Razin & Sadka, 2007).
Globalization: The process of increased interaction and integration among individuals,
companies, and governments driven by international trade and FDI (Spring, 2015). The contrast
between how the world was in the past and is now becoming smaller and flatter has significant
effects on the environment, on culture, on educational and political systems, on economic devel-
opment, and on the level of prosperity in societies around the world (Chanda, 2007; Friedman,
2007).
Inquiry-based learning: A method of instruction that poses questions, problems, or
scenarios while placing the student and student interaction at the center of the learning
experience (Capraro et al., 2013; Slough & Milam, 2013).
Junior Cycle: The education cycle that focuses on Irish secondary students ages 12 to 15
years. Following the sequence of Junior Cycle courses, students are administered the Junior
Cycle Certificate Examinations, which are currently in revision to include practical work, group
work, and inquiry assessments (Citizens’ Information, 2016; The High School, Dublin, 2016).
Knowledge-based economy: A system of consumption and production based on
intellectual capital or ideas rather than on physical abilities. A knowledge-based economy makes
up a large percentage of economic activity in developed countries (Chanda, 2007).
Leaving Certificate Examination: A series of six or seven subject examinations that
culminate the Irish secondary school system (Donnelly, 2011).
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 18
Project-based learning (PBL): An inquiry-based, student-driven, teacher-facilitated
approach to learning in which students confront real-world problems, determine how to address
them, and then act in a collaborative fashion to create solutions (Bender, 2012; Buck Institute for
Education, 2009; Capraro et al., 2013; Slough & Milam, 2013).
Science, technology, engineering, and mathematics (STEM): An interdisciplinary and
applied educational approach requiring students to solve problems that, when considered in their
entirety, demonstrate student mastery of concepts through hands-on PBL tactics (Capraro et al.,
2013).
Science and technology fairs: A form of PBL used to promote interest in STEM fields. In
Ireland, students may participate in fairs and competitions through SciFest and other experiences
(Capraro et al., 2013; SciFest, 2015).
SciFest: A series of voluntary science competitions for secondary students in Ireland that
are hosted in schools and at regional and international levels. This PBL strategy promotes
creativity, critical thinking, innovation, and STEM education (SciFest, 2015).
Senior Cycle: The final 2 or 3 years of courses in Irish secondary education that lead to a
Leaving Certificate. Students in Senior Cycle range in age from 15 to 18 years (Citizens’
Information, 2016; The High School, Dublin, 2016).
Organization of the Dissertation
The dissertation is divided into five chapters. Chapter 1 provides an overview of the
study, statement of the problem, purpose of the study, research questions, significance of the
study, limitations, delimitations, assumptions of the study, and definitions of key terms. Chapter
2 reviews relevant literature on the topics of globalization, the need for 21st-century skills,
gender inequities in STEM, Ireland’s history, and the political and economic impact on
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 19
education. The chapter also reviews the role of leadership and the current instructional
methodologies such as STEM, PBL, and science and technology fairs that are influencing
student acquisition of 21st-century skills. The theoretical frameworks that guide the methodology
are identified. Chapter 3 describes the methods that will be used in the study. A mixed-methods,
predominantly qualitative approach, with some quantitative designs of the research, is discussed,
as well as the research team, population and sample, instrumentation, data collection, and data
analysis plan. Chapter 4 presents the research findings from the data collection, along with
identification of themes and an analysis of the data. Chapter 5 summarizes the study’s findings
and presents recommendations for further research.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 20
Chapter 2: Review of the Literature
This chapter reviews the literature that addressed the impact of globalization and the
“flattening” effect on the need for 21st-century skills for all students, including females, and
possible implications for schools in Ireland. The chapter begins by defining globalization and
describing the evolution of globalization to what is now called the flattening effect. As a result of
the flattening process, Ireland has begun to focus on development of 21st-century skills and, in
particular, the use of STEM education to engage in this new phase of economic and educational
organization. The section on the history of Ireland demonstrates changes that the country has
undergone as a result of the impact of globalization. This shift and its role in current education
practices are reviewed. Many schools in Ireland have implemented a 21st-century model focused
on STEM PBL through participation in SciFest. This focus is intended to create a generation that
will be ready for the new globalized technology-rich economy.
Together, these elements provide a framework on which research may be conducted to
address four 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?
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 21
Globalization
Overview and Definition
The term globalization refers to integration of economies and societies without borders
through cross-country flows of information, ideas, technologies, goods, services, capital, finance,
and people (Spring, 2015). Globalization can have several dimensions: cultural, social, political,
and economic. In essence, globalization results in the end of traditional boundaries among
nations, regions, and ethnic divides (Fagan, 2002). Suddenly, the world becomes a global village.
According to Goldberg and Pavcnik (2007), globalization has brought extensive positive and
negative changes to the world.
Positive changes. Advances in technology have made exchange of information more
rapid and more effective. Companies within the same country compete against each other; as
other countries, due to globalization, develop the ability to make the same products at a cheaper
price, they can also compete in the market. This overall change produces a more competitive
market in which consumers benefit because there are more affordable products for more people.
The exchange is not limited to goods; it includes knowledge, cultural goods, and languages.
Negative changes. This intense exchange of goods can affect people in many ways. For
example, if a company decides to outsource production to an economically disadvantaged
country to obtain cheap labor and materials, people in industrialized countries suffer a loss of
jobs. Job opportunities can open in typically economically disadvantaged companies where many
people work for very little money. This means that they have very little gain and often remain
poor and have no insurance or other employment benefits. Globalization also presents ecological
problems, such as climate change and use airplanes, trains, and ships to transport goods across
international borders, resulting in increased carbon dioxide, which contributes to global
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 22
warming. Overall, in today’s globalized world, competition has increased and reshaped society’s
approach to business and the preparation of people to take part in the global economy (Friedman,
2007).
History of Globalization
Globalization is not a new concept. People have always traveled across national borders
to trade goods, which has affected cultures and languages. Explorers such as Columbus sailed in
search for new countries in order to establish new trade links and to colonize. Friedman (2007)
divided the history of globalization into three periods: Globalization 1.0 (1492–1800),
Globalization 2.0 (1800–2000), and Globalization 3.0 (2000–present). Globalization 1.0 involved
the globalization of countries, Globalization 2.0 involved the globalization of companies, and
Globalization 3.0 involves the globalization of individuals.
The 19th-century Industrial Revolution was a major period in the history of globalization.
During this time there was a significant increase in both the quantity and quality of goods. This,
in turn, led to an increase in exports and improved business relations.
Modern globalization began after World War II. The driving force for globalization at
that time was a desire by world leaders to break down borders to foster trade among nations
(Friedman, 2007). During this period, countries such as Indonesia, India, Sri Lanka, and some
South American countries gained independence. These newly independent countries began their
own economic systems and established trade relations with the rest of the world. The
establishment of the United Nations Organization (UNO) was also major step in globalization.
Creation of the World Trade Organization (WTO) led to a uniform platform to settle trade and
commercial disputes. Globalization was also driven by expansion of MNCs based in the United
States and in Europe.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 23
The notion of the world community being transformed into a global village was likely the
first expression of the contemporary concept of globalization. Despite its entry into the common
lexicon in the 1960s, globalization was not recognized as a significant concept until the 1980s.
Given the new technological advancements, globalization can now grow freely in many
competitive countries (Thurow, 2000).
Flattening Phenomenon
Friedman (2007) assigned Globalization 3.0 from 2000 to the present. This era of
globalization is very different from 1.0 and 2.0. The catalyst of globalization 3.0 has been
advances in technology, specifically information technology. The “flattening” of the world
through technology, communications, and transportation has significantly reduced distances to
almost nonexistent, bridged personal communication divides, and stimulated growth of MNCs.
This globalization is flattening the global economic field. It is different in that it is not
centered on countries or companies; rather, it is driven by individuals (Friedman, 2007). This
globalization empowers individuals to think of themselves as potential competitors with like-
minded individuals anywhere in the world.
According to Friedman (2007), several items have contributed to the flattening
phenomenon. The first item was the computer, allowed creation of digital content. Second, on
August 9, 1995, Netscape™ went public with their invention called the “browser.” The browser
brought the Internet to life and made it a tool that everyone could use, thereby breaking down
global barriers. Third, workflow revolutions created a set of transmission protocols so that
everyone could be interconnected and could collaborate more effectively. This created the
flattening effect. Suddenly, more people could collaborate on various types of content, from
more places for less money than ever before (Friedman, 2007).
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 24
In the new world collaboration, a limited imagination has become a barrier to success.
This flattened system allows the individual to be the creator. This means that the most important
competition in this flattening phenomenon is between a single person and that person’s creativity
and imagination. Thus, imagination and creativity matter now more than ever.
Impact of Globalization on Education
Due to globalization, societies have begun to shift to knowledge-based economies
(Thurow, 2000). Since the 1990s, there has been a new type of wealthy person. That person
holds stock in technological companies such as Google, Apple, and Microsoft. According to
Thurow (2000), the shift has created a need for an educated workforce and an infrastructure to
serve the global economy.
School systems were designed to meet the needs of an industrial economy; now, they
must be redesigned to meet the global, technology-infused, information-dependent demands of
the 21st century (Soulé & Warrick, 2015). The education of the workforce is an integral piece of
a country’s ability to compete in the global economy. In this knowledge-based economy, a
country’s capabilities and needs also determine the focus of education in the country. For many
countries, this means developing 21st-century skills in students. Students must be able to
communicate, collaborate, and be creative. In addition, today’s students must know how to use
technology as a tool for innovation and collaboration. In order for students to develop these
skills, their educational experiences must provide opportunities and access to appropriate tools.
For students to be better collaborators and innovators, a system of inquiry-based education
should be implemented to allow these opportunities in classrooms. This is a shift that is almost
inevitable, especially in countries that are affected by globalization.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 25
Need for 21st-Century Skills
21st-Century Skills
According to the Partnership for 21st-Century Skills, in order for countries to remain
competitive internationally, they must equip students with 21st-century skills (Soulé & Warrick,
2015). Other countries’ education systems are adapting more rapidly to changing needs and
producing more high-skilled workers to meet 21st-century demands. Students must be critical
thinkers, problem solvers, and effective communicators. They should be able to use their skills
with technology and content related to global awareness and financial and civic literacy (Soulé &
Warrick, 2015).
According to Soulé and Warrick (2015), in the past 2 decades, state agencies and
educational groups have paid considerable attention to what content students need to know but
have failed to address more complex thinking and technical skills that will govern 21st-century
life. New education policies can provide a vehicle to focus on the 21st-century skills of
communication, collaboration, critical thinking, and creativity. Recent reforms may be the
catalyst to educate students to be successful in a complex and interconnected world.
In a study conducted by Wagner (2008), several hundred business, nonprofit,
philanthropic, and education leaders were interviewed to learn what kind of skills young people
need to build successful careers and to be good citizens. Based on the interviews, seven survival
skills are needed to survive in the new global economy and to become productive citizens who
will resolve pressing issues facing the 21st-century.
First, students must be able to think critically and be problem solvers. To compete in the
new global economy, companies need workers to think about innovations and improving
services. This requires that workers be able to ask the right questions as part of the problem-
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 26
solving process to find solutions for tomorrow for issues of today. Second, collaboration and
leadership take on new meanings. With new technology, teamwork is expanded to virtual teams
of people working together around the world. Workers in this new environment need the ability
to influence through strong leadership skills and must know how to collaborate with people from
all over the world. Third, due to the rapidly changing society, workers must be flexible and able
to adapt to new situations quickly. The job that they were hired for may not be the same or may
not exist in the future; therefore, adaptability and the ability to learn become more important than
technical skills or content knowledge. Taking the initiative and not being afraid to risk are also
vital for workers. Those who do not take risks tend to do the minimum and fail at an
entrepreneurial culture.
Another important set of skills described by Wagner (2008) is tied to effective
communication. Workers should have strong verbal skills, written skills, and presentation skills.
Many students have difficulty in being clear and concise. The need is not based on being better at
grammar, punctuation, or spelling; rather, it is based on being able to communicate clearly and
effectively. The amount of information in this new flat earth can be astronomical. Workers need
to be able to process information quickly and effectively without being overloaded. Finally,
workers who have learned to ask good questions and be inquisitive tend to solve the biggest
problems in innovative ways. Businesses recognize the need for imagination, creativity, and
empathy.
Based on the identified skills, Wagner (2008) reviewed several schools to determine
whether students were being offered opportunities to prepare for 21st-century careers. He found
that schools were failing students by focusing on test preparation rather than engaging instruction
to develop 21st-century skills. Instruction must be redefined to teach the identified skills.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 27
Schools must move away from focusing solely on content knowledge to ensuring that students
have the skills to be lifelong learners and successful workers and citizens. Academic content
should be a way to teach skills to build successful careers and to be good citizens every day in
every grade level.
Project-Based Learning
One of the most recent initiatives in education reform has been PBL. Through the use
PBL, teachers can ensure that they are developing 21st-century skills in students (Doppelt,
2003). In the current system of traditional education, students are caught in a cycle of lack of
interest and failure to see relevance in their education. As a result, they are disconnected from
school. A majority of teachers continue to approach education as if students were vessels to be
filled and the teacher were the sole bearer of knowledge. In that traditional system, the teacher
has the power and provides the knowledge, while the role of the student is to record, memorize,
and repeat (Freire, 1993). This leaves students powerless and marginalized as they fail to see the
relevance of their education.
In recent years, neuroscience research has advanced the understanding of how youth
learn and identified strategies for deeper learning (Hinton, Fischer, & Glennon, 2012). This
research has propelled use of PBL to engage all students. The Buck Institute for Education
(2009) defined PBL as “a teaching method in which students gain knowledge and skills by
working for an extended period of time to investigate and respond to a complex question”
(para. 5). Several essential elements have been identified as the gold standard for PBL, beginning
with a challenging problem or question to investigate and solve or a question to explore and
answer. Other elements are a process of learning that includes sustained inquiry, authenticity,
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 28
student voice and choice, reflection through critique and revision, and a public product (Larmer,
Mergendoller, & Boss, 2015).
Education practices should be reviewed to improve service to all students. Students
should receive instruction in a relevant way. Education should help students to develop 21st-
century skills for success in college and careers. Empowering educational experiences and
strategies such as PBL should be identified to engage students in real-world learning (Darling–
Hammond, 2010). In order to accomplish this, schools must change from the Freire (1993)
model of education in which students are vessels with nothing to contribute to a student-centered
approach in which students are valued as contributors to knowledge. Student-centered lessons in
school should help students to discover their beliefs and to be informed about global issues.
Students should feel the freedom and security to question the world around them, develop a
sense of social responsibility, and discover their role in creating a socially just society (Allen,
2004).
Research has validated PBL as a proven practice that can build agency in students
(Doppelt, 2003). Through PBL, students experience learning as it is described in various
cognitive learning theories, including constructivism, situated learning, cooperative learning, and
motivational learning. All of these theories focus on the importance of instruction that is
experiential, relevant, and cooperative, allowing for voice and choice and setting students on a
path of inquiry and exploration that motivates them during the learning process. These theories
differ from the usual rote instruction and learning practices. They emphasize the need for
students to own the educational process and thereby develop 21st-century skills for college and
career readiness: critical thinking, communication, collaboration and creativity.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 29
PBL is demanding for students as well as teachers. PBL requires work and purposeful
planning to ensure that students experience an authentic inquiry-based learning environment.
Educators are continuing to learn how to adopt PBL to prepare students for the global economy.
Science, Technology, Engineering, and Mathematics
Extensive literature implies that PBL might be ideally suited to a STEM educational
environment and development of skills needed to be successful in today’s changing workplace
(Wallace & Webb, 2016). Newly emphasized workplace skills, often referred to as 21st-century
skills or the four C’s, are collaboration, communication, critical thinking, and creativity
(Rotherham & Willingham, 2010). Acquisition of these skills enables students to work together
to innovate and solve problems; the skills will help them to be successful in a global economy.
While incorporating PBL in a STEM environment seems to be a perfect pairing, some
literature has identified problems associated with this coupling. The complexities involved with
teaming PBL and STEM demonstrate multiple necessities, including the need to develop
interdisciplinary projects that will engage unmotivated students, balance district visions with
school realities, provide relevant materials/technology, and craft timely professional
development, as well as time for collaboration by students and teachers (Slavit, Nelson, &
Lesseig, 2016). However, for STEM to be effective, the study of the disciplines must have
application to the real world. The inquiry-based approach of PBL can serve as a vehicle to ensure
that the study of STEM has real application.
An issue arises in the various uses of the acronym STEM and the goals associated with
the term (Bybee, 2010). Some continue to teach STEM as separate and distinct disciplines and
bodies of knowledge. In other instances there is a single focus on one discipline, such as biology,
and that is considered to be STEM. But for STEM to be effective in developing a general
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 30
workforce with 21st-century skills to advance research focused on innovation, STEM education
must provide students educational experiences that transcend the traditional boundaries of STEM
disciplines (Bybee, 2010). For students to learn to apply knowledge, their educational
experiences should include knowledge of STEM disciplines and they must apply that knowledge
in STEM contexts (Bybee, 2010).
According to Bybee (2010), it is important that a goal of STEM be to develop STEM
literacy in students. Bybee defined STEM literacy in the following terms:
Knowledge, attitudes, skills to identify questions and problems in life situations, explain
the natural and designed world, and draw evidenced-based conclusions about STEM
related issues;
Understanding the characteristic features of STEM disciplines as forms of human
knowledge, inquiry, and design;
Awareness of how STEM disciplines shape our material, intellectual and cultural
environments; and
Willingness to engage on STEM-related issues, and with the ideas of science, technology,
engineering, and mathematics as a constructive, concerned, and reflective citizen.
(Bybee, 2010, p. xi)
STEM must move from being a slogan to an action-oriented education. To achieve this,
the importance of technology and engineering should be emphasized in STEM education
initiatives (Bybee, 2010). The study of STEM requires an educational approach that places real-
life situations and global issues, such as energy efficiency and climate change, in a central
position and applies the four disciplines of STEM to understand and address the problem. This
new educational approach should emphasize competency in addressing situations, problems, or
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 31
issues rather than mere textbook content knowledge of concepts and processes within the silos of
the respective STEM disciplines (Bybee, 2010).
Gender Inequities in STEM
The study and pursuit of STEM careers tend to be dominated by males. Young women
tend to not see themselves as having a role in STEM fields (Leaper, Farkas, & Brown, 2012).
Although skills in mathematics are considered essential in STEM fields, boys have historically
outperformed girls in mathematics. However, in the past few decades the gap has narrowed and
many more girls are doing as well as boys in mathematics (Hyde, Lindberg, Linn, Ellis, &
Williams, 2008).
Even though the gap in performance in science and mathematics has been closing, the
transition from high school to college tends to be when females turn away from a STEM career
path. Men are more likely than women to remain in STEM programs after the first year of
college. Studies show that, as girls enter middle and high school, they demonstrate less interest in
mathematics and science than do boys and have lower confidence in their mathematics abilities
(Mosatche, Matloff-Nieves, Kekelis, & Lawner, 2013). Gaps in STEM self-concept and
motivation continue to remain large (Leaper et al., 2012).
In order to address these barriers, it is important to increase girls’ confidence and interest
in mathematics and science. It is important to teach girls about their academic potential and to
expose them to high-achieving female role models who overcame barriers. Girls should be in an
environment that inspires curiosity and generates long-term interest in mathematics and science.
These critical areas should be addressed, since research has shown that perceptions of ability and
performance expectations can predict career choices in STEM fields (Eccles & Wigfield, 2002).
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 32
Gender differences in academic motivation may serve as a key contributor to gender differences
in STEM fields (Halpern et. al., 2007).
Academic sexism affects many girls. The strength of the effect varies by race and age. In
a study conducted by Brown and Leaper (2010), European American girls ages 16 to 18 and
Latina girls ages 13 to 18 who were exposed to frequent sexist comments about girls’ abilities in
mathematics and science had a lower perceived competence in STEM and valued mathematics
and science less than those who experienced fewer instances of academic sexism. According to
Acker (1987), several theories explain the pervasive gap between females and males and can
account for the gap in STEM.
Acker (1987) considered three main Western feminist theoretical frameworks and their
application to education: liberal feminists, social feminists, and radical feminists. Overall, the
frameworks address the question of women’s subordination to men, researching how the concept
came about and why it persists. Overall, the theories serve a dual purpose: to understand gender
inequality and to guide action.
The liberal feminist theory focuses on concepts related to equal opportunities,
socialization, sex roles, and discrimination of women. Liberal feminist theories discuss how
education contributes to socialization and girls are socialized into traditional attitudes and
orientations that limit their futures to sex-stereotyped education. The social feminist theory
analyzes the role of the school in the perpetuation of gender gaps under capitalism and ultimately
in the workforce. For example, schools teach students skills. Skills for trades and apprenticeships
are typically taught to males, whereas skills for office work are taught and almost expected of
women. Thus, education and the economy operate to confirm a large number of women in
restricted low-paid sectors of employment.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 33
Radical feminist theory focuses on male monopolization of knowledge and culture and on
sexual politics in schools. Radical feminists focus primarily on the pervasive oppression of
women. Radical feminist theory focuses on the domination of men over women and the denial to
girls and women full access to knowledge, resources, and self-esteem.
These three main Western feminist theoretical frameworks reviewed by Acker (1987) can
be used to analyze why there continue to be gender inequities in STEM courses and career
pursuits. Ultimately, these theories explain the role of socialization in contributing to females’
belief systems regarding how they view their role in STEM.
Several interventions have been shown to be useful in addressing girls’ perceptions of
competence in science. According to Weisgram and Bigler (2006), girls who learn about gender
discrimination, including learning about famous female scientists who succeeded despite
discrimination, increased their confidence in participating in science and in pursuing science
fields. Successful programs make STEM activities appealing to all girls by building personal
connections and developing a life-long interest in the field. It is important to define STEM as not
just science and mathematics or the individual disciplines. Many females misunderstand the
concept of STEM as limited to mathematics or science and do not recognize the technology and
engineering components that widen the scope of STEM courses and fields of study.
Ireland has recognized the need to engage girls in STEM. Increasing women’s, as well as
men’s, pursuit of STEM-related jobs is considered critical for any nation to remain competitive
in the global economy (Zakaria, 2012). In June 2016, Women in Technology and Science
(WITS) introduced a four-part action manifesto outlining vital actions for improving female
participation in STEM and STEM fields: (a) advance women’s leadership and participation in
decision making, (b) end the gender pay gap and deliver equal opportunities for women, (c)
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 34
promote family-friendly STEM workplaces, and (d) strengthen social protection, training, and
employment supports (WITS, 2016).
In November 2016, the Ireland STEM Education Review Group (STEMERG) produced a
report based on a comprehensive review of STEM education in Irish schools. One of the key
observations in the report regarding the current state of STEM education in Irish schools was that
women were greatly underrepresented in the STEM field in Ireland. According to the report, the
selection of subjects and third-level programs by girls at the post-primary level was a major
contributor to this gap. As described in the report, parents of girls generally lacked information
about STEM career options and how to advise their daughter to pursue these careers (Ireland
Department of Education and Skills, 2016). In addition, according to the Accenture (2014) report
entitled “Powering Economic Growth: Attracting More Young Women Into Science and
Technology,” a survey identified the following key barriers: (a) Negative stereotypes exist that
STEM subjects and careers are more suitable for boys; (b) although parents are the main
influencers advising daughters about defining educational and career paths, they lack information
about career options; (c) there is fragmented information available about STEM careers, making
it difficult for students and parents to evaluate options; and (d) a disconnect exists between
industry’s skills needs and students’ subject choices for their Leaving Certificate Examinations.
All of the cited barriers have been confirmed by research. According to Dasgupta and
Stout (2014), parents’ expectations of daughters, driven by masculine stereotypes of STEM, lead
girls to move away from STEM fields. For young girls emerging into adulthood, being
outnumbered by male peers in STEM courses makes them feel like misfits; as a result, they
avoid STEM majors or leave them prematurely. Subtle gender bias in hiring, noninclusive
practices at work, and juggling work and family responsibilities affect retention of women in
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 35
STEM. All of these barriers must be considered as countries such as Ireland look to implement
policies that are geared toward removing these obstacles.
Leadership for Reform
As related to implementing strong inquiry-based STEM programs in schools that develop
21st-century skills and promote pursuit of STEM careers, school leadership is essential to bring
about reform in any education institution. This is also true for Ireland; in order to implement an
educational approach to develop 21st-century skills, it will be necessary to have courageous
leaders who can focus on systematic change. Transformations of school systems require strong
leadership. In order to bring about systematic change, leaders must first define a system of
beliefs and values in the organization. They must identify the “why” and ask stakeholders to
express their own beliefs to determine whether they are the best fit. Leaders must recognize the
need to build capacity to meet the vision, specifically as it relates to instruction and school
improvement. Leaders should provide avenues for shared learning and build a system of
accountability based on the goals of the organization (Northouse, 2016).
Bolman and Deal (2013) defined leadership in the form of four frames: structural, human
resources, political, and symbolic. The structural frame of leadership focuses on the architecture
of the organization, the organization charts, and the chain of command. The human resource
frame focuses on leaders’ focus on people. The human resource frame emphasizes support,
empowerment, and responsiveness to the needs of employees. The leader who uses the political
frame is interested in coping with conflict and struggles for power and advantage. Symbolic
frame leaders focus on vision and inspiration. Symbolic leaders focus on ensuring that members
of the organization believe that their work is important and meaningful. Storytelling, traditions,
ceremonies, and rituals are very important in the symbolic approach.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 36
Whatever approach a leader uses, the choice will determine fidelity in implementation of
effective inquiry-based programs. It is the leaders’ role to incentivize and prioritize
implementation of inquiry-based practices. To achieve this, the leader’s role as an instructional
leader must be valued. Teachers perceive the role of their principal as an instructional leader to
improve instruction to be important and maintain that it can ultimately affect student
achievement (Munir & Khalil, 2016). In addition to incentivizing the implementation of inquiry-
based practices, administrators should be active collaborators and true instructional leaders in
their schools and with their teachers. During professional development, principals should be
active participants who share best practices and who are enthusiastic about student learning
alongside their teachers, rather than being passive participants in the process (Terziu, Hasani, &
Osmani, 2016). Continuous effective actionable feedback is a tool for administrators to use as a
catalyst to implement change in the instructional approach and ultimately see an increase in
student achievement and development of 21st-century skills.
Ireland
The setting for this study is the country of Ireland. This section provides a brief literature
review of the historical and political background of Ireland, Ireland’s economy, and Ireland’s
participation in a globalized world. Furthermore, this section describes Ireland’s education
system and explores the role of SciFest in the education models of Ireland.
History and Political Overview
Ireland is an island located in the North Atlantic west of Great Britain, with a population
of more than 5 million (Cronin, 2001). Ireland is made up of four provinces (Munster, Leinster,
Cannacht, and Ulster) and 32 counties (Cronin, 2001). Politically, modern Ireland is divided into
two republics: Northern Ireland, which is part of Britain and ruled from Westminster Palace in
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 37
London, and the Irish Republic, governed by Dail Eireann, Dublin (Cronin, 2001). As seen in the
historical chronology that follows, it is clear that Ireland has long been subject to a changing
landscape through waves of settlement over time that have influenced culture, politics, and
religion and contributed to the Irish identity (Foster, 1989). Ireland’s history has been shaped by
a tug-of-war of religious power and influence and by struggles with entities from outside its
borders.
The original language of Ireland was Gaelic; however, the primary language today is
English. In the 3rd century AD, Ireland avoided contact with the Roman Empire and by doing so
became the center of European Christianity. Isolation from Europe became an advantage for
Ireland. During the 5th century, St. Patrick led the spread of missions in Ireland. Vikings began
to invade Ireland during the 9th century and founded Dublin, Ireland’s capital. By the 17th
century, a majority of the Irish were Catholic peasants. During this time, Henry VIII sent
Protestant settlers from England and Scotland to overtake the farms of Catholic peasants. Many
Irish resisted these new settlers and, as a result, the Penal Laws were put into effect. The Penal
Laws did not allow the Irish to own land or practice Catholicism. Many wealthier landowners,
comprising 5% of the population, became Protestant in fear that their land might be taken by the
crown. Irish farmers had to give up their land and become tenants of Scottish settlers. Irish
nationalists began to grow resentful of England due to the power that that nation held over their
land (Hegarty, 2012; O’Donoghue & Harford, 2011). According to Hegarty (2012), wealthy
landowners showed inadequate management of their affairs through their absence, as they lived
in England. This led to an imbalance of exported foods versus foods that remained in Ireland for
domestic consumption.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 38
The year 1845 marked the beginning of Ireland’s Great Famine, also known as The
Potato Famine. During this time, Protestants had the resources to leave Ireland but Catholics
remained behind. Nearly one million Irish citizens died in the span of 5 years as a result of the
conditions caused by the lack of food (Bartlet, 2010). Also, the population was reduced by as
much as 25% due to emigration to other lands (Hegarty, 2012; O’Donoghue & Harford, 2011).
In the 1880s, there was a revival of Irish culture and a wave of Irish nationalism among
Catholics. This in turn began to fuel the idea of an independent Ireland. Soon, the Irish revolted
against English rule and won their independence in 1922 (Bartlet, 2010; Hegarty, 2012). The
newly independent Ireland was primarily under the control of the Catholic Church, as more than
90% of the population identified with Catholicism (Bartlet, 2010; Hegarty, 2012; O’Donoghue &
Harford, 2011). During the first 5 years of the Irish Free State, Civil war between nationalists
and unionists who were loyal to Great Britain plagued Ireland.
Since the creation of the Irish Free State, its citizens have struggled to reestablish their
national identity. This struggle is evident in the periodic political movements for reunification of
Ireland and Northern Ireland, a conflict about territory and governance that is often
mischaracterized as based on religion (Hegarty, 2012). In the late 20th century and into the 21st
century, there was an influx of immigrants in response to job growth during Ireland’s period of
rapid economic growth (Hegarty, 2012). This period of growth is known as the Celtic Tiger era
(O’Hagan & Newman, 2014).
Economic History
After gaining independence from England in 1922, Ireland focused on being self-
sufficient economically. To achieve this, they relied on small-scale agriculture and exported
products to England. This resulted in a stagnated economy and, again, many emigrated. The
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 39
earliest years of Ireland’s Free State were dominated by an agricultural economy. Between 1921
and 1932, agriculture comprised 54% of Ireland’s employment. All primary exports related to
agricultural industries, including brewing, distilling, and biscuit making (O’Hagan & Newman,
2014).
From 1929 to 1939, Ireland experienced the effects of the Great Depression, marking a
turbulent time for Ireland’s economy. However, the 1960s brought life to Ireland’s stagnant
economy. In 1958 an official paper on economic development advocated for free trade, foreign
investment, productive investment, and growth (Dorgan, 2006). Ireland then began to focus on
three factors: openness to global markets, low tax rates, and investment in education. This era
became known as the Celtic Tiger. Ireland attained its highest gross domestic product (GDP) per
capita (Dorgan, 2006). The nation rose from being one of the poorest countries in the European
Union to one of the most successful. From 1960 through 1973, Ireland was defined by a policy
of export-led growth and free trade. Beginning efforts by Ireland to attract FDI to the rebounding
economy also marked this time period. These shifts in the economy led to infusion of FDI and
MNC presence in the economy (O’Hagan & Newman, 2014).
By the late 1970s and into the 1980s, there was a slower increase in the GDP and a drop
in per capita consumption. Increased government spending and an increased deficit also occurred
during this period. This time period saw a rebound in the economy as oil prices dropped slowly
(O’Hagan & Newman, 2014).
A Globalized Ireland (MNCs and FDI)
According to the 2016 KOF Globalization Index (KOF Swiss Economic Institute, 2016),
Ireland is ranked as the second most globalized country in the world. Ireland’s geographic
position in a favorable climate zone (albeit with extensive rain) contributes to Ireland’s
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 40
globalization ranking. Ireland is also centrally located between North America and Asia, which
allows the country to manage a global enterprise and coordinate with neighbors in Asia, Europe,
and North America with ease. Globalization is characterized by the ability to attract investment
by foreign corporations (Paus, 2005).
After many political and economic struggles beginning in the 1990s, Ireland’s economy
began to rebound. This period of economic growth stemmed from FDI and the presence of
MNCs, such as Microsoft, which prompted the beginning of globalization of Ireland (Dorgan,
2006). The country’s monetary system also changed. In 1992, due to the collapse of the
European monetary system, Ireland adopted the euro as its official currency. The euro made
Ireland an attractive location for the United States to serve all of Europe (O’Hagan & Newman,
2014).
According to O’Hagan and Newman (2014), Ireland was a desirable location for Ameri-
can FDI due to an increasingly educated English-speaking workforce and a low corporate
taxation rate. From 1995 to 2000, the Celtic Tiger era, the country realized rapid economic
growth fuelled by FDI and an influx of MNCs (Fanning & Munck, 2011), such as Dell, Intel, and
Hewlett-Packard. As a result, Ireland experienced a true introduction as a globalized participant.
This upward trend in MNCs also brought a wave of immigration to Ireland. From 1996 to
2008 inward migration flows were greater than outward migration flows. Some of the inflow
consisted of returning Irish workers and their families. However, during this same time, Ireland
felt the effects of the U.S. mortgage crisis in 2007 and the stock exchange collapse in 2008. This
also led to the bursting of the Irish housing market bubble and the beginning of a recession. In
2009 1 of every 10 Irish workers lost their jobs, whereas 1 of every 3 immigrant workers lost
their jobs.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 41
By 2010, immigration declined dramatically. Despite the economic downturn that
negatively affected immigrants, they have transformed Ireland’s economic development,
political debate, cultural pluralism, and social diversity (Fanning & Munck, 2011). Ireland
continues to be a strong leader in the globalized economy. In 2013, Forbes ranked Ireland first on
the list of best countries for business. Ireland has created a competitive platform based on a
flexible and adaptive workforce that did not exist prior to the rise of the booming economic times
of the Celtic Tiger era and recovery from the Great Recession (Kennedy, 2014).
Education in Ireland
Just as in its politics and economy, Ireland’s education system has had a long history
since its inception as a national school system in 1831. Education has consistently held a central
position in Irelands’ development policies. During the early period of Ireland’s national school
system, there was a lack of compulsory education laws. In addition, parents were required to pay
fees for their children to attend school. The Irish Education Act of 1892 was an attempt to solve
some of these problems (O’Reilly, 2012). Under this act, the system was to require school
attendance by children between the ages of 6 and 14. The act also made education free for
students in this age group (O’Reilly, 2012).
In the late 19th century the Roman Catholic Church expanded its control over schools
throughout Ireland. Educational policy during the late 19th century permitted the spread of the
church’s influence. Thereafter, for most of the 20th century, the Catholic Church controlled a
majority of the national schools. One of the major reasons for this was that most schools were
built on church properties (O’Reilly, 2012; Rougier & Honohan, 2015). As a result, Ireland’s
schools have been connected with the church and controlled by clergy until the most modern
times.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 42
The structure of Ireland’s education system contains three levels. The first level of
education consists of primary schools, comparable to elementary schools in the United States.
There are 8 years of schooling in the primary level. Most students begin the primary level when
they are 4 years old and finish when they are 12 years old. This level provides students with
foundational learning. The next level is called the Secondary Level or post primary. Students
enter this level at age 12 years and continue to age 18 years. Education is compulsory until 16
years old. At the Secondary Level are two cycles, with an optional transition year. The first cycle
is called the Junior Cycle; it spans 3 years and resembles middle school in the United States. The
second cycle at the Secondary Level is called the Senior Cycle. It lasts for 2 years, with an
optional transition year. Students begin the Senior Cycle at 15 years old and complete it at 18
years old. The transition year in the Senior Cycle is optional and tends to be geared toward work
experience. The Senior Cycle is comparable to high school in the United States (O’Reilly, 2012).
At the senior level of education, students can choose one of three types of programs. A
Leaving Certificate Program path allows students to take an examination at the end of their final
year to assess their college readiness. Points are awarded based on results of this examination.
University admissions and assignments to a major field of study are contingent on scores from
the Leaving Certificate Examination, determining each student’s educational pathway and
acceptance into a third-level education in a university. Many students and parents have argued
that the emphasis placed on a single examination is too great. Teachers argue that the
examination limits the curriculum in that students care only about material that will be on the
Leaving Certificate Examination (O’Reilly, 2012).
A second option for students is to be a part of a Leaving Certificate Vocational Program.
This certificate is designed for each student based on specific interests and strengths. The
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 43
vocational training focuses more on job skills than does the academic Leaving Certificate.
Participation in this option does not guarantee that the student will move on to a third-level
education at a university (O’Reilly, 2012).
The third option for students is to participate in a transition year prior to entering the
senior level. The transition year is a 1-year program taken after Junior Cycle and before the 2-
year Leaving Certificate program. Each school designs its own transition year program to suit the
needs and interest of its students. Students can gain work experience and participate in
enrichment classes to identify preferred careers to pursue. The transition year also serves as a
bridge to the senior level (O’Reilly, 2012).
Ireland’s education system was influenced to change as a result of the Celtic Tiger era, an
era that was defined by the large number of MNCs contributing to the economy (O’Hagan &
Newman, 2014). Ireland’s economic growth became dependent on promotion and education in
STEM fields to attract MNCs and FDI (Paus, 2005). As a result, education strategies were
targeted to educate students to contribute to Ireland’s knowledge-based economy, thereby aiming
to gain a competitive edge to attract more FDI and MNCs (Turner & D’Art, 2008).
Educational practices in Ireland began to change as a result of the impact of globalization
on Ireland. According to Spring (2015), with the rise of globalization and its impact on
education, a global discourse has centered on the need for a knowledge-based economy and
technology. Included in the discourse are the role of technology, human capital, lifelong
learning, and global migration of workers. While in the past, knowledge and skills were limited
to the elite few, in a globalized knowledge economy there is a new dependence on the
knowledge and skills of all people (Spring, 2015). Wealth in a knowledge economy is tied to the
education system.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 44
A knowledge economy requires that students be educated with skills for the global
workforce. Students must be skilled critical thinkers and lifelong learners who can keep up with
innovations in technology. As a result, schools must shift from focusing on concrete knowledge
and skills to developing generic abilities to compete in the global economy. Ireland has
recognized this need and has shifted the focus to STEM and the sciences to remain globally
competitive. Since 1999, science has been a compulsory subject. Although there is no formal
government-adopted STEM policy, there is an informal STEM education initiative. In addition,
there is an ongoing focus of the Teaching Council to develop a national framework for teachers’
learning. The report of the STEM education review will inform developments in education
policy reform. A new mathematics curriculum was phased in from 2008 to 2013. Furthermore,
there has been a deliberate focus on teacher training and professional development through the
Teaching Council, which was established on 2006. The Teaching Council is an independent
body that reviews quality of teaching and promotion of continuing professional development.
STEM in Ireland
Ireland has made a commitment to provide the highest-quality STEM education in order
to be the leader in technological creativity and innovation. This commitment was outlined in a
report published in November 2016 by STEMERG after a comprehensive review of STEM
education in Irish schools (Ireland Department of Education and Skills, 2016). The review was
confined to primary and post-primary education. The STEMERG group identified five Terms of
Reference (TORs) by which they would focus their work: (a) preparation of teachers (at First and
Secondary Levels) for STEM education (so-called Initial Teacher Education); (b) the best
methods of supporting the current cohort of STEM teachers in the system, with a particular focus
on continuing professional development; (c) introduction of new teaching and learning
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 45
modalities to enhance STEM education; (d) use of digital technologies to enhance learning; and
(e) promotion of STEM methods to enhance engagement of students in STEM subjects. The five
TORs were reviewed in detail in the report and sets of proposed actions were presented to
address the identified issues (Curriculum and Assessment Policy, 2016).
In addition, “Ireland’s Strategy for Research and Development, Science and Technology,
(Innovation 2020, 2015) highlights the importance of STEM education to ensure continuous
development of a workforce to support FDI and the interests of MNCs. Implementing STEM
with PBL can create an increased level of authentic learning with practical relevance for students
as they enter the global knowledge-based economy and develop the skills necessary for this new
workforce (Thurow, 2000; Tongsakul, Jitgarun, & Chaokumnerd, 2011). As a result, Ireland’s
course work in primary and post-primary education has been updated in recent years to ensure
that students are getting a STEM focus.
Primary school STEM curricula. In 1999 the Primary School Mathematics Curriculum
(PSMC) was introduced. The Department of Education and Skills launched a strategy document,
Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and
Numeracy Among Children and Young People 2011-2020, in July 2011. The document increased
standards in numeracy and literacy, as well as allocation of more teaching time for mathematics.
The Primary School Science Curriculum (PSSC) places an emphasis on development of
scientific content knowledge in biology, physics, and chemistry, as well as development of
scientific skills (Ireland Department of Education and Skills, 2016).
Junior Cycle. In 2003 the Junior Cycle science curriculum was introduced. The courses
involve biology, chemistry, and physics; for the first time, the curriculum required an assessment
of practical work. The curriculum is not mandatory but is taken by 90% of all students, the
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 46
majority being boys. All students at the Junior Cycle must take mathematics. In September 2008
an application-oriented “project maths” began with a phased replacement of the traditional
syllabus. Four technology courses are offered at this level: materials technology (wood),
metalwork, technical graphics, and technology. All of the technology courses, except technical
graphics, have written assessments and a project-based component (Curriculum and Assessment
Policy, 2016).
Senior Cycle. In the Senior Cycle there are five Leaving Certificate science subjects:
biology, chemistry, physics, physics and chemistry, and agricultural science. None of the science
assessments include a project-based assessment. The Senior Cycle also includes four Leaving
Certificate subjects: engineering, construction studies, technology, and design and computer
graphics (Curriculum and Assessment Policy, 2016).
Science Fairs in Ireland
The study of STEM and the inquiry-based approach of PBL can be embodied in science
fairs. Students who participate in science fairs have the opportunity to develop research questions
and hypotheses and design experimental procedures to test their hypotheses in a controlled
setting (Sahin, 2013). Although there is very little research examining science fairs in Ireland,
identified benefits have included the opportunity to develop science content knowledge, process
skills, and enhance interest. Furthermore, the opportunity to participate in science fairs provides
an impetus for students to remain in STEM fields (Sahin, 2013).
Science fairs have a long international history and serve as a practical application of both
PBL and STEM (Sahin, 2013). Science exhibitions originated in 1828 in New York, conducted
by the American Institute of Science and Technology. In 1928 the Institute began to develop
science fairs for children in collaboration with the American Museum of Natural History. This
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 47
collaboration would result in the International Science and Engineering Fair (ISEF), with the first
ISEF held in Seattle, Washington, in 1964 (Bellipanni & Lilly, 1999).
In Ireland SciFest hosts 1-day science fairs for Secondary Level students. The science
fairs encourage students to prepare and showcase inquiry-based projects. At the regional level,
SciFest@College takes place at Institutes of Technology and winning projects move on to the
national SciFest (Curriculum and Assessment Policy, 2016). The current chief executive officer
(CEO) of SciFest, Sheila Porter, is the brainchild of SciFest. In 2006 she approached the Institute
of Technology Tallaght (ITT) with an idea for a local science competition for Secondary Level
students. The pilot SciFest science competition was hosted by ITT in 2006. In 2007 Ms Porter
began to work on SciFest on a full-time basis and the project received funding from the Discover
Science and Engineering Programme and Intel (SciFest, 2015).
The project was scaled up in 2008, when SciFest operated in nine Institutes of
Technology, and in 2009, when the number rose to 14. With the numbers increasing, it was
decided in 2011 to expand the SciFest project by introducing two new levels of participation:
school-based (SciFest@School) and a national final (SciFest, 2015).
In 2012 the project expanded to an international aspect with participation in the ISEF in
the USA. This aspect of the project expanded again in 2015 with participation in the
International Environment and Sustainability Project Olympiad (INESPO) in the Netherlands. In
SciFest 2017, 10,000 students presented approximately 4,400 projects at either SciFest@College
or SciFest@School (SciFest, 2015).
Theoretical Frameworks
Six frameworks were used to examine the influence of globalization, leadership, and
science competitions on students, including female students, in their acquisition of 21st-century
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 48
skills and their college or career pursuit of STEM majors or careers in schools in Ireland. The
theoretical framework was composed of work by Friedman (2007), Spring (2015), Wagner
(2008), Acker (1987), Slough and Milam (2013), and Bolman and Deal (2013). Figure 1
illustrates the relationships among the theoretical framework components.
Figure 1. Diagram of theoretical framework for the influence of globalization, leadership, and
science, technology, engineering, and mathematics (STEM) on student’ (including females’)
acquisition of 21st century skills study.
Friedman (2007) provided the overall context for the conceptual framework for this
study. Friedman described the worldwide movement of globalization, its flattening effect, and
the need for citizens who are equipped with skills to work in a flattening global market. Some of
the major concepts that were important to explore as part of this study are the current state of
education in Ireland and the role of STEM PBL in development of 21st-century skills by all
students, including females.
Spring (2015) garnered views from the work by Friedman (2007) to advance the concept
of the need in the education movement to infuse 21st-century skills into future generations and
provide a meaningful education to be competitive in the global market. The key points that
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 49
Spring (2015) identified for globalization of education are (a) development of a uniform global
education culture sharing similar goals, educational practices, and organizations; (b) similarity of
national school systems as a result of adoption of a Western model of the nation-state that
requires mass education; (c) a common educational ladder and curriculum organization; and (d)
global uniformity of schooling that provides entrance into the global economy.
The frameworks by Friedman (2007) and Spring (2015) set the stage for a need for
change in the education system. Bolman and Deal (2013) proposed the concept of the importance
of leadership to bring about necessary reform, in this case, a new inquiry-based approach.
Bolman and Deal’s (2013) four frames are reviewed from the lens of the role of leadership in
effective inquiry-driven STEM programs. The four frames of leadership described by Bolman
and Deal are the structural, human resource, political, and symbolic frames.
This study also examined the influence of SciFest on female students’ interest in
enrolling in senior-level and third-level STEM courses. The theoretical framework will apply
work by Acker (1987) to frame the need to understand the feminist theory and its impact on
females’ full access to and equity in education and fields such as STEM. According to Acker
(1987), it is important for females to have equitable opportunities to see themselves as
competitive and capable learners in STEM courses and STEM careers.
Work by Slough and Milam (2013) provides a practitioner-level component to the
framework, as STEM and PBL are examined in terms of their contributions to the global
economy. Student-centered lessons in school should help students to discover their beliefs and to
be informed about global issues. Prior research has validated the use of STEM PBL to build
agency in students (Bybee, 2010; Slough & Milam, 2013). Through STEM PBL, students
experience learning as described in various cognitive learning theories, including constructivism,
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 50
situated learning, cooperative learning, and motivational learning. All of these theories focus on
the importance of instruction that is experiential, relevant, cooperative, open to voice and choice,
and aimed on a path of inquiry and exploration that motivates students during the learning
process (Bybee, 2010). These theories differ from the usual rote instruction and learning
practices. They emphasize the need for students to own the educational process and develop
21st-century skills of critical thinking, communication, collaboration and creativity that are
needed for college and career readiness.
Work by Slough and Milam (2013) served as the framework to analyze PBL within
STEM, wherein the design of learning environments emphasizes (a) making content accessible,
(b) making thinking visible, (c) helping students to learn from others, and (d) promoting
autonomy and lifelong learning. The learning sciences emphasize the importance of (a) pre-
existing knowledge; (b) feedback, revision, and reflection; (c) teaching for understanding; and
(d) metacognition. The use of PBL for study of STEM topics in the classroom can be an effective
vehicle for development of 21st-century skills in the curriculum and student learning to help
students to prepare for the jobs of the future.
Wagner (2008) organized a set of skills that were posited to prepare students for 21st-
century jobs that will be available to them when they graduate. Specific attention was given to
the latest critical skills that Wagner (2012) identified: 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, the ability to have
and use curiosity and imagination, and incorporation of play, passion, and purpose.
Education should help students to develop 21st-century skills needed for success in
college and careers. Empowering educational experiences should engage students in real-world
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 51
learning (Darling-Hammond, 2010). In order to accomplish this, schools must change from the
Freire (1993) model of education in which students are vessels with nothing to contribute to a
student-centered approach in which students are valued as contributors to knowledge. Education
practices should be funneled through a transformative lens to offer equity and access for all
students, including females, to develop 21st-century skills described by Wagner (2012) and to
encourage pursuit of STEM courses and careers.
Summary of the Literature Review
This chapter presented a comprehensive review of related literature that is pertinent to
this study. The cornerstone of the literature review was the six sources that provide the
conceptual framework for the study. The first element of the framework is work by Friedman
(2007), who depicted the worldwide movement of globalization and the driving need for citizens
to be equipped with skills to facilitate closer borders and a flattening global market. The main
concepts posited by Spring (2015) were discussed as they relate to delivering a school model that
provides students entrance into the global economy. Work by Wagner (2008) was reviewed and
identified the need for 21st-century skills and the areas that a student must develop to become
equipped with those skills. Slough and Milam (2013) provided a practitioner-level component to
the framework, as STEM and PBL were examined in terms of instructional methods and their
overall contributions to the global economy. Gender inequities in STEM were reviewed through
the work by Acker and the need to incorporate strategies that will encourage and motivate
females to pursue STEM courses and careers. Leadership must implement changes in
educational settings as viewed through the lenses suggested by Bolman and Deal (2013).
The review of literature also presented a historic background on the development of
Ireland’s education system from the church era to modern times, as well as an overview of the
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 52
nation’s economic history and processes of becoming a globalized market (Donnelly, 2011;
Dorgan, 2006; O’Hagan & Newman, 2014). The final area of the review of literature focused on
Ireland’s post-primary educational studies, implementation of STEM in Ireland, and science
competitions such as SciFest. The chapter concluded with a description of the theoretical
framework applied in this study.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 53
Chapter 3: Research Methods
This chapter describes the research methods that were used for this study. This chapter is
divided into eight sections to provide a thorough description of (a) the research design, (b) the
population and sample, (c) the instruments and protocols, (d) data collection methods, (e)
procedures for analyzing data, (f) credibility and trustworthiness, and (g) ethical considerations.
In designing this case study, Maxwell’s (2013) interactive model of research design was used as
a guide. The five components of Maxwell’s model are (a) purpose of the study, (b) conceptual
framework, (c) validity, (d) methods, and (e) research questions.
The issue addressed in the research questions was to find solutions to problems and fill in
gaps in academic knowledge based on a review of related research literature (Creswell, 2013;
Maxwell, 2013). Four research questions were developed to guide 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?
4. What perceptions do teachers, principals, parents, students, civic leaders,
college/university professors, and MNCs have regarding the value of student participation in
SciFest?
Research Design
A mostly qualitative mixed-methods approach was used for the study. Individually, each
type of data collection—quantitative and qualitative—may have limitations and strengths; a
combined mixed-methods approach can provide clearer understanding of the issues (Creswell,
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 54
2013). Both qualitative and quantitative data were collected and analyzed separately. The results
were compared and data were triangulated to determine whether the findings are in agreement
(Creswell, 2013). The study was designed to build on work by the 2016 USC Executive Cohort
led by Dr. Escalante, which conducted similar research in Ireland.
Research Team
Thirteen doctoral students from the University of Southern California (USC) Rossier
School of Education, under the direction of Dr. Michael Escalante, comprised the research team
for this study. The method used by the cohort was a thematic approach. As a result, there may be
similarities among the dissertations; however, each individual group member’s study is
individual, and each member’s conclusions based on the collected data are independent. As part
of the thematic approach, the cohort met monthly and then weekly to present research literature,
establish the research questions, and determine conceptual frameworks that would contribute to
the study.
Population and Sample
Convenience and purposeful sampling methods were utilized. In convenience sampling,
participants are selected because they can provide information that is relevant to the research
questions and that would not be provided as well by others (Maxwell, 2013). According to
Patton (2002), purposeful sampling in qualitative research allows for an in-depth study of a
problem. The population and sample included Irish teachers, students, political leaders, and
business and industry leaders of MNCs in Dublin and its greater vicinity. All of the participants
were directly affected by or had an interest in the future of Ireland’s education and workforce.
Throughout fall 2017 and spring 2018, the research cohort initiated contact and
communicated with Sheila Porter, founder and CEO of SciFest, and George Porter, chief
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 55
financial officer (CFO) of SciFest. They identified schools that would participate in the study
and initiated site-level contacts with school leaders to gain access to participants. The research
team established an interview list of participants who would ensure participation by education,
business and industry, and government officials. A recruitment letter was sent to the principal
(Appendix A).
This researcher’s assigned site was Secondary Science Tech (SST; a pseudonym). The
school was established in 1939 as a girls’ school to promote opportunities for girls to take public
examinations. In 1943 two girls took the Leaving Certificate Examination for the first time.
Education for boys began in 1960. The enrollment of both boys and girls increased steadily in
the 1960s and 1970s. As the numbers increased, the curriculum expanded. Boys began to learn
what had been traditionally girls’ subjects and girls began to be taught what had traditionally
been boys’ subjects. In 2002 an art gymnasium was added and in 2011 an extension with a fully
equipped woodworking room and four classrooms were added. The vision/ethos of the school is
not only to be the center of academic excellence but to be a community animated by the spirit of
the Gospel, where personal faith is nurtured and developed. The school has a traditional Leaving
Certificate program, a Leaving Certificate Vocational Programme, and a Leaving Certificate
applied program. In addition, the school has several extracurricular programs and a Department
of Mathematics. Students participate in SciFest.
Educators and Students
Rather than selecting random Irish schools, only schools with an affiliation with SciFest
were be considered for participation in the study. Purposeful sampling was used to maximize
learning about the influence of globalization on Irish schools utilizing science fairs, a form of
STEM PBL (Merriam, 2009). Thus, the research cohort interviewed, surveyed, and observed
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 56
students, teachers, and principals at various schools located in or around Dublin. The data were
collected by all 13 cohort team members and will be shared collectively. Cohort members shared
the collected data for comparative purposes. Overall, data from 14 schools in Ireland were
compared for analysis. All secondary school sites were assigned pseudonyms to protect their
identity, as were all secondary school-based staff and students.
Data collection took place at the SciFest science competition at the Cork Institute of
Technology, where observations will be conducted to capture data on the influence of
globalization, SciFest, and inquiry-based instructional strategies in STEM on students and the
education system in Ireland.
Business and Industry Leaders
During the visit to Ireland, research cohort members interviewed and surveyed business
executives affiliated with MNCs that were purposefully selected because of their activities in the
STEM fields and their participation in or connection to SciFest. These participants helped the
research cohort to understand the relationship between students who participate in SciFest and
STEM education and the MNCs who eventually employ Irish students.
Political Leaders and Educational Policymakers
Political leaders who are educational policymakers were selected based on
recommendations by the SciFest organizers and local school leaders. Political leaders
(educational policymakers) in Ireland influence the country’s education system and direction. To
facilitate understanding of policy and its perceived influence on education, the research cohort
interviewed political leaders to gain insight into their perspectives on current educational
progress related to preparing a future workforce ready with 21st-century skills and motivated to
participate in STEM fields.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 57
Instrumentation and Protocols
This mostly qualitative mixed-methods case study utilized the researcher as the key
instrument to gather the necessary information (Creswell, 2013). The protocols developed for
this research study were built on and leveraged from the protocols that were developed by the
2016 USC Executive Cohort that conducted similar research in Ireland. The instrumentation and
protocols employed by this cohort included five interview protocols, two observation protocols,
and four survey protocols.
The team met monthly and then weekly from autumn 2017 through spring 2018 to
develop survey, interview, and observational protocols conducive to the study. The protocols
were approved by the USC Institutional Review Board (IRB) in February 2018 (UP-IRB#: 18-
00119).
Each survey, interview, and observation protocol contained items that assisted the
research cohort in addressing the four research questions. Specifically, the instruments allowed
the team to explore and understand the influence of globalization, leadership, and science
competitions on students, including females, in their acquisition of 21st-century skills and their
college or career pursuit of STEM majors or careers. To achieve this, all protocol items were
aligned to the study’s research questions and theoretical frameworks.
Interview Protocols
According to Merriam and Tisdell (2016). interviewing is one of the major sources of
data when conducting a study. The key to getting good data from interviewing is to ask good
questions. The most common way to choose a type of interview is to decide how much structure
is desired in the process (Merriam & Tisdell, 2016). The structure of the interviews conducted in
this study was guided by a semistructured interview protocol. The research cohort decided that a
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 58
set order to the interview questions will assist in comparing results of analysis by cohort
members. However, there may be slight differences from one interview to the next, depending on
the way that the question is answered or whether there is a need to probe for more information.
The interview protocol has several sections. The first section is the introduction, written
to develop a relationship with the participant. The introduction explains the role of the
researcher, incorporating Patton’s (2002) justification for using a recording device, as well as the
agreement to participate. Sections I to IV of the protocol contain the interview questions. The
questions were created to guide the interview with the ultimate goal of obtaining deep
meaningful data to address each of the research questions, key concepts, and conceptual
framework (Merriam & Tisdell, 2016; Patton, 2002).
The interview protocols are designed specifically to address each sample group: political
leaders and educational policymakers (Appendix B), business and industry leaders (Appendix
C), school leaders (Appendix D), teachers (Appendix E), and students and parents (Appendix F).
In some sections the questions align to more than one of the identified concepts. Table 1 outlines
the alignment of the interview questions to the research questions and the conceptual framework.
The questions are aligned in the following format: In Section I, Questions 1 through 4 are
aligned to Research Question 1, which addresses how schools engage in SciFest while preparing
students for the Leaving Certificate. In this section, the first question is aligned with Wagner’s
(2008) work on 21st-century skills, Bolman and Deal’s (2013) work on leadership and reframing
organizations, and Slough and Milam’s (2013) work on design of STEM PBL. Question 2 in
Section I is aligned with Wagner’s (2008) work on globalization, Spring’s (2015) work on a
global uniformity of schooling to provide entrance into the global economy, Bolman and Deal’s
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 59
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 * * * *
(2013) framework on leadership, and Slough and Milam’s (2013) work on the design of STEM
PBL. Questions 3 through 4 in Section I align with Acker’s (1987) feminist theory, Slough and
Milam’s (2013) framework for the design of STEM PBL, Wagner’s (2008) work on
globalization, Spring’s (2015) work on a global uniformity, and Friedman’s (2007) work on
globalization.
Section II of the interview protocol includes four questions to address Research Question
2. All four questions in this section focus on how school leadership influences participation in
SciFest. Work by Wagner (2008), Bolman and Deal (2013), and Slough and Milam (2013) were
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 60
used in analyzing the data produced from the interview questions in this section. The fourth
question in Section II touches on all six concepts.
Section III of the interview protocol includes four questions to address Research Question
3. Questions in this section focus on participation in SciFest and how it influences female
students’ interest in enrolling in senior-level and third-level STEM courses. Responses to each
question were analyzed using the theoretical frameworks of feminist theory in education posited
by Acker (1987), while the third and fourth questions align with all six frameworks.
Section IV of the interview protocol includes four questions to address Research
Question 4. All four interview questions deal with perceptions held by teachers, principals,
parents, students, civic leaders, college and university professors, and representatives of MNCs
regarding the value of student participation in SciFest. Question 1 and 3 align with all six
frameworks; Questions 2 and 4 align with Friedman’s (2007) concepts of globalization and work
by Spring (2015), Acker (1987), and Slough and Milam (2013).
Observation Protocols
Another way to collect data is by observation. Observations provide first-hand data
(Merriam & Tisdell, 2016). Maxwell (2013) stated that the process of observing can be
organized in three steps: entry, data collection, and exit. In this study, an observation protocol
was developed to assist in data collection in two environments: the classroom (Appendix G) and
SciFest events (Appendix H). The observation protocols were designed to be flexible and
accessible for making notes quickly.
The observation protocols developed focus on various components of the process to
allow team members to capture as much data as possible. The first section of the observation
protocols was designed to allow the researchers to gather basic information about the setting and
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 61
location, create a representation of the location, record an overview of lessons, and identify
materials that are used in the lessons. The second section charts the conceptual frameworks of
Wagner (2008) and Slough and Milam (2013) to guide the researchers to focus on the seven
skills for 21st-century learning and inquiry-based learning in STEM. To capture data through
observations, the researchers noted actions and conversations as they record comments based on
the conceptual frameworks. The third section presents eight reflective questions that align with
the four research questions. Each question serves as a guide for the researchers to ensure that
observations capture what the study has been designed to understand.
Survey Protocols
According to Fink (2013), surveys are self-administered questionnaires that are used to
collect information to describe, compare, or explain knowledge, feelings, values, or behaviors.
Surveys are usually completed in paper–pencil format or electronically to provide reliable and
usable data (Creswell, 2013).
The research cohort developed targeted surveys that were distributed to school
administrators and teachers (Appendix I), political leader or business leaders (Appendix J),
educational policymakers (Appendix K), and students participating in SciFest (Appendix L). The
survey items are aligned with the research questions and conceptual frameworks. They are
formatted using a 6-point Likert-type response scale (Fink, 2013): Strongly Agree, Agree,
Neutral, Disagree, Strongly Disagree, Don’t Know. Each survey item is aligned to the research
questions. There is some overlap in survey questions and the research questions to which they
are aligned: six items for Research Question 1, seven items for Research Question 2, nine items
for Research Question 3, and six items for Research Question 4. In developing the survey
questions, the following characteristics were taken into consideration in an effort to develop clear
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 62
and valid items: Jargon was avoided, standard grammar and syntax were used, and items were
kept concrete and close to the participants’ experience (Fink, 2013).
All survey items were adjusted to be relevant to each participant group. The survey items
were aligned to the theoretical framework in the following manner.
Research Question 1. Items 1 through 6 align with Research Question 1, pertaining to
how schools engage in SciFest while preparing students for the Leaving Certificate Examination.
These align to the six frameworks identified in the following research: Friedman (2007; Item 6)
and Spring (2015; Items 1 through 6) concerning globalization, Wagner (2008; Items 1 through
6) for 21st-century Skills, Bolman and Deal (2013; Items 2 through 6 ), Acker (1987; Items 3, 4,
and 6) and Slough and Milam (2013; Items 1 through 6).
Research Question 2. Items 6 through 11 align with Research Question 2, pertaining to
how school leadership influences participation in SciFest. Items align to the six frameworks in
the following manner: Friedman (2007; Items 6 through 8), Spring (2015; Items 6 through 8),
Wagner (2008; Items 6 through 8 and 10, 11), Bolman and Deal (2013; Items 6 through 11),
Acker (1987; Items 6 through 8 and 10, 11), and Slough and Milam (2013; Items 6 through 11).
Research Question 3. Items 12 through 20 align with Research Question 3, related to
how participation in SciFest influences female students’ interest in enrolling in senior-level and
third-level STEM courses. Each of these items aligns to each of the six frameworks: Friedman
(2007; Items 17 through 20), Spring (2015; Items 15 and 17 through 20), Wagner (2008; Items
12,13,15 and 17 through 20), Bolman and Deal (2013; Items 12 through 16 and 17, 20), Acker
(1987; Items 12 through 20), and Slough and Milam (2013; Items 12 through 20).
Research Question 4. Items 21 through 26 align with Research Question 4, related to
perceptions held by teachers, principals, parents, students, civic leaders, college and university
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 63
professors, and representatives of MNCs hold regarding the value of student participation in
SciFest. Each of these items aligns to five of the six frameworks: Friedman (2007; Items 21
through 26), Spring (2015; Items 21 through 26), Wagner (2008; Items 21 through 26), Acker
(1987; Items 21 through 23 and 25 to 26), and Slough and Milam (2013; Items 21 through 26).
Alignment of the survey items to the research questions and the four frameworks is summarized
in Table 2.
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 * * * * *
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 64
The surveys will be administered via email, in person on site in schools, and during
SciFest in Ireland. Completed surveys will be collected immediately in an effort to increase the
response rate.
Data Collection
The research team traveled to Ireland in April 2018 to collect data for the study. The team
completed face-to-face interviews, conduct observations, and administer surveys at various sites.
According to Creswell (2013), the ability to collect data in the participants’ natural location is an
advantage of using qualitative methods in research. As part of the data collection protocol,
participants read and completed a consent form that described the purpose of the study and
measures to be taken to ensure confidentiality (Appendix M). Once permission was granted, the
interviews were recorded (Merriam, 2009; Patton, 2002; Weiss, 1994). The researchers tried to
conduct interviews in quiet private spaces. Interviews lasted an average of 35 to 45 minutes each.
An information and facts sheet (Appendix M) indicating status of exempt nonmedical research
was provided to participants prior to the interview. All recordings were transcribed for coding
purposes. The researchers took notes during the interviews to capture important points and
comments made by the participants.
Merriam and Tisdell (2016) explained that triangulation consists of linking multiple
sources of data, including interviews, observations, and surveys. It was important to triangulate
the data because research team members conducted interviews, surveys, and observations at
different sites. The research team used three methods of triangulation described by Merriam and
Tisdell (2016): multiple methods, multiple sources of data, and multiple investigators.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 65
Data Analysis
According to Merriam and Tisdell (2016), data analysis is the process used to address the
research questions. Qualitative research is not a step-by-step process. In qualitative research, data
collection and analysis should be conducted simultaneously. Data analysis is inductive and
comparative (Merriam & Tisdell, 2016). Merriam and Tisdell (2016) described data analysis as
pertaining to identifying themes, categories, and patterns to address research questions. The
analysis of data examined the influence of globalization, leadership, and science competitions on
students’ (including female students’) acquisition of 21st-century skills and their college or
career pursuit of STEM majors or careers in Ireland. The research team developed a set of a
priori codes based on the focus of the study. New emergent codes were developed, as needed, as
the data from interviews, observations, and surveys were reviewed and new patterns were found
or when there was a need to categorize further some of the original a priori codes. The research
team used Atlas TI
®
to code all data from interviews, observations, and surveys. The four
research questions were reviewed to organize and analyze the collected data. Transcripts of the
interviews and observations were reviewed and notes and reflections were recorded along the
way. Atlas TI enabled the researchers to compare codes across documents more easily.
Credibility and Trustworthiness
Credibility in a qualitative study refers to the steps taken to allow readers to know
whether the conclusions are valid (Maxwell, 2013). Credibility helps to answer the question:
Why should readers believe the assertions of the study? According to Maxwell (2013),
credibility refers to the correctness of a description, explanation, or interpretation. According to
Merriam and Tisdell (2016), credibility and trustworthiness can be approached through careful
conceptualization and careful attention to the way in which data are collected, analyzed, and
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 66
interpreted and the way in which those findings are presented. The use of these methods tests the
reliability of the conclusions (Maxwell, 2013).
Three strategies were used to maintain credibility and trustworthiness: triangulation,
member checks, and rich descriptions. The data from surveys, interviews, and observations were
triangulated to increase the internal validity of the study (Merriam, 2009; Merriam & Tisdell,
2016). The use of member checks, both in class and out of class, was helpful to process the data.
Member checks helped to re-evaluate the findings and allow the researchers to understand the
perceived commonalities in the data. By using all of the strategies, the researchers were able to
funnel the information and minimize bias (Merriam & Tisdell, 2016).
Reliability
Merriam and Tisdell (2016) described reliability as the ability to replicate research
findings. Creswell (2013) suggested a series of procedures to ensure the reliability of a research
study. Based on these suggestions, the researcher followed this process: (a) Transcripts were
analyzed to ensure that they had been transcribed accurately; (b) codes were identified and
analyzed to ensure uniformity and consistent definitions; (c) communication with other coders on
the research team occurred to document and share analyses; and (d) codes were developed by
other researchers to crosscheck and ensure accuracy.
Ethical Considerations
According to Merriam and Tisdell (2016), credibility and trustworthiness of a study
depend in large part on the ethics of the researcher. The goal of the research cohort was to carry
out this study in as ethical a manner as possible. All members of the cohort participated in the
IRB process prior to traveling to Ireland in April 2018. Cohort members completed the
Collaborative IRB Training Initiative (CITI), an online training module that ensures that
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 67
prospective researchers have an adequate understanding of why ethics in research are important,
particularly when studying humans, and protecting their interests and anonymity. As stated by
Merriam and Tisdell (2016), protection of participants from harm and ensuring their right to
privacy, as well as informed consent, are part of maintaining ethics in the study. The research
team considered all aspects of protecting the names of students, professionals, and institutions;
pseudonyms and aliases were assigned to protect each person and place under IRB guidelines.
The research team sent an informational letter to selected schools and parents of
participating school children to describe their child’s role in the study. An interview protocol was
used with participants that described the purpose of the study and ensured confidentiality of the
project. Consent was asked from all participants and the researcher ensured that all collected data
were de-identified. Ethics was an important considering during analysis of the data and writing a
report on the findings. As data were analyzed, it was important to keep in mind the external and
organizational factors that may have contributed to the responses in the interviews, as well as in
what was observed and analyzed. Regarding external factors, the researchers considered whether
there were relationships to the participants that might have influenced responses in interviews
and survey, as well as observations. Any findings and conclusions were evaluated to ensure that
the researcher had considered the organizational influence on any observed discrepancies.
Chapter Summary
This chapter presented the research methodology that was used in the study, including the
research design, research team, population and sample, and instrumentation and protocols. The
methods included utilization of multiple data sources and participants representing divergent
viewpoints to triangulate the data to confirm, cross-validate, and corroborate findings (Creswell,
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 68
2013). The method of data analysis was described, along with treatment of validity, credibility
and trustworthiness, reliability, and ethical considerations.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 69
Chapter 4: Results
This chapter presents the results of the mostly qualitative mixed-methods study
conducted by this researcher at a SST, a secondary school in Ireland, to determine the influence
of globalization, leadership, and science fairs on students’ (including females’) acquisition of
21st- century skills and their college-career pursuit of STEM majors and careers in schools in
Ireland. In the 1990s, Ireland’s economy began to rebound after many political and economic
struggles. This period of economic growth stemmed from FDI and the presence of MNCs, which
prompted the beginning of globalization of Ireland (Dorgan, 2006). According to O’Hagan and
Newman (2014), Ireland was a desirable location for American FDI due to an increasingly
educated English-speaking workforce and a low corporate taxation rate. From 1995 to 2000, a
period known as the Celtic Tiger era, the country realized rapid economic growth fueled by FDI
and the influx of MNCs (Fanning & Munck, 2011). As a result, Ireland experienced a true
introduction as a globalized participant.
Educational practices in Ireland also began to change as a result of the impact of
globalization on Ireland. According to Spring (2015), with the rise of globalization and its impact
on education, a global discourse has centered on the need for a knowledge-based economy and
technology. Included in the discourse are the role of technology, human capital, lifelong
learning, and global migration of workers. While in the past knowledge and skills were limited to
the elite few, in a globalized knowledge economy there is a new dependence on the knowledge
and skills of all people (Spring, 2015). Wealth in a knowledge economy is tied to the education
system.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 70
The purpose of this study was to examine the influence of globalization, leadership, and
science fairs on students’ (including females’) acquisition of 21st-century skills and their college
and career pursuit of STEM majors and careers in schools in Ireland.
This chapter reports results of data collected and analyzed for the study. The study was
driven by four 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?
Six frameworks were selected to guide this study and assist in analyzing data: (a)
Friedman’s (2007) framework of globalization, (b) Spring’s (2015) world educational culture,
(c) Wagner’s (2008) survival skills for the 21st century, (d) Slough and Milam’s (2013) design
principles for PBL and STEM, (e) Acker’s (1987) conceptual framework on feminist theories,
and (f) Bolman and Deal’s (2013) leadership frames. Each of these frameworks was used to
understand the role of science competitions, such as SciFest, in inquiry-based instruction in
Ireland. The six sources provided a conceptual framework for the study.
The first element of the framework was work by Friedman (2007), who depicted the
worldwide movement of globalization and the driving need for citizens to be equipped with skills
to facilitate closer borders and a flattening global market. The main concepts posited by Spring
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 71
(2015) were discussed as they relate to delivering a school model that provides students’
entrance into the global economy. Work by Wagner (2008) and Slough and Milam (2013)
identified the need for 21st-century skills and provided a practitioner-level component to the
framework, as STEM and PBL were examined in terms of instructional methods and their
overall contributions to the global economy. Gender inequities in STEM were reviewed through
the work by Acker (1987) addressing the need to incorporate strategies that can encourage and
motivate females to pursue STEM courses and careers. The role of leadership in implementing
changes in educational settings was reviewed through the work by Bolman and Deal (2013).
This study focused on SST, a school located in Ireland. The school was established in
1939 as a girls’ school. Education for boys began in 1960. The enrollment of both boys and girls
increased steadily in the 1960s and 1970s. The school has a traditional Leaving Certificate
program, a Leaving Certificate Vocational Programme, and a Leaving Certificate applied
program (SST, n.d.). At SST it is required that students participate in SciFest during their
Transition Year—the year between their junior- and senior-level courses. The school promotes
participation in SciFest and has built a culture in which girls participate in SciFest with
enthusiasm.
This chapter begins with an overview of the study’s research design and participants.
This overview is followed by an analysis of data related to the four research questions and the
emerging themes found in each, the connection of the themes to the literature, based on an
analysis of the data from surveys, interviews, and observations. The chapter concludes with a
summary of the key findings related to the four research questions.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 72
Research Design
The research team for this study consisted of 13 doctoral students under the direction of
Dr. Michael Escalante. The study was designed to build on work by the 2016 USC Executive
Cohort led by Dr. Escalante, which conducted similar research in Ireland. A mostly qualitative,
mixed-methods approach was used for the study. Individually, each type of data collection—
quantitative and qualitative—may have limitations and strengths; a combined mixed-methods
approach can provide clearer understanding of the issues (Creswell, 2013). Qualitative and
quantitative data were collected and analyzed separately. The results were compared and data
were triangulated to determine whether the findings were in agreement (Creswell, 2013).
Participants
Participants for this mixed-methods predominantly qualitative study were selected using
purposeful sampling (Merriam, 2009). According to Patton (2002), the method of purposeful
sampling in qualitative research allows for an in-depth study of a problem. The participants
included students, teachers, administrators, parents, political leaders, educational policymakers,
and business and industry leaders of MNCs in Dublin. Results from data triangulation are
discussed for each of the four questions and the accompanying themes. Student, teacher, and
administrator data from SST were compared to data from other schools in Ireland collected by
other members of the research team. The research team for this study shared collected data
collected through surveys and interviews. Table 3 provides a summary of participants involved
in surveys and interviews.
Educators and Students
Participants were purposefully selected to ensure that they had appropriate knowledge to
provide data to address the study’s research questions (Merriam, 2009). In addition, a classroom
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 73
Table 3
Participants, Organization/Position, and Data Type
Participants Organizations Data type
Students
26 students
36 students
1,295 students
SST
SST
All schools in the study
Interview
Survey
Survey/Interviews
Parents
1 parent
2 parents
76 parents
SST
SST
All schools in the study
Interview
Survey
Interview/Survey
Teachers and Administrators
4 teachers/ administrators
9 teachers/administrators
92 teachers/administrators
SST
SST
All schools in the study
Interview
Survey
Interview/Survey
Business and Industry Leaders
19 Business Leaders
Multinational Corporations
MNCs
Interview/Survey
Political/ Educational Leaders
12 Educational Leaders
Various organizations
Interview/Survey
SST = Secondary Science Tech, MNC = multinational corporation.
observation at SST and a SciFest science and technology fair observation at Cork Institute of
Technology were conducted to examine the influence of globalization, leadership, and science
fairs on students’ (including females’) acquisition of 21st-century skills and their college and
career pursuit of STEM majors and careers in schools in Ireland. The researcher interviewed,
surveyed, and observed students, teachers, and site administrators. At SST, two teachers were
interviewed and surveyed, two administrators were interviewed and surveyed, 26 students were
interviewed, and 36 students were surveyed.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 74
Business and Industry Leaders
During the visit to Ireland, research team members interviewed 13 business and industry
leaders. The interviewees represent a sample of executives affiliated with MNCs. Interviewing
these business leaders allowed the research team to understand the relationships among STEM
students, SciFest participants, and the MNCs that hire these students.
Political Leaders and Educational Policymakers
To facilitate understanding of policy and its perceived impact on education, the research
team interviewed 12 political leaders and representatives to learn their perspectives on current
educational progress and the future direction of educational policies related to STEM in Ireland.
These interviews provided opportunities for the research team to make contact with individuals
who are actively involved with the Irish education system from a policymaking perspective.
Data and Analysis
Data to address the study’s four research questions were gathered using three research
instruments: surveys, interviews, and observations. The analysis of data examined the influence
of globalization, leadership, and science competitions on students’ (including female students’)
acquisition of 21st-century skills and their college or career pursuit of STEM majors or careers in
Ireland. The research team developed a set of a priori codes based on the focus of the study. The
four research questions were reviewed prior to organizing and analyzing the collected data.
Transcripts of the interviews and observations were reviewed and notes and reflections were
recorded along the way. Atlas TI™ enabled the researchers to compare codes across documents.
Common themes and findings were derived from the raw data collected in Ireland. The
following sections revisit the study’s four research questions, delineate the findings into common
themes, and relate the data to existing related research literature.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 75
Findings for Research Question 1
Research Question 1 asked, How do schools engage in SciFest while preparing students
for the Leaving Certificate Examination? The objective of this question was to understand how
participation in SciFest helps students to develop skills that prepare them for the Leaving
Certificate. As a result of globalization, Ireland’s educational system has begun to focus on
inquiry-based learning and development of 21st-century skills needed for college and career
readiness: critical thinking, communication, collaboration and creativity (Wagner, 2008). Several
schools in Ireland, such as SST, are attempting to implement a 21st-century model focused on
STEM PBL through participation in SciFest. Through the use PBL, teachers can ensure that they
are developing 21st-century skills in students (Doppelt, 2003).
Data for Research Question 1 were collected via surveys of students, staff, and parents. In
addition to these surveys, a mini SciFest exhibition at SST was observed and a classroom
observation was conducted. The data were collected and triangulated to provide a contextualized
perspective on the effects of participation in SciFest on the preparation for the Leaving
Certificate. Data revealed themes related to each of the research questions. After triangulating
the data from surveys, interviews, and observations, three major themes emerged for Research
Question 1. The first theme was clear for all of stakeholder groups: Participation in SciFest helps
students to develop soft skills necessary to be successful in the Leaving Certificate. The second
theme was that school leaders and teachers encourage participation in SciFest to support student
success in the Leaving Certificate. The third theme was that school leaders and teachers employ
strategies to encourage participation in SciFest.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 76
Theme 1
Theme 1 was that participation in SciFest helps students to develop soft skills that
prepare them for the Leaving Certificate Examination. Research in PBL demonstrates that
science projects can increase student interest in STEM because they involve students in solving
authentic problems, collaborating with others, and building real solutions (Slough & Milam,
2013). These skills can also have a positive influence in preparing students for the Leaving
Certificate Examination.
To examine the impact of SciFest in the development of skills needed for the Leaving
Certificate, data were collected via surveys, interviews, and observations. In survey responses,
students at SST showed a 59% agreement level regarding the value of SciFest in helping students
to develop skills that prepare them for Leaving Certificate Examination. The data gathered from
SST was aligned with the information gathered from all schools in the study. For all schools,
40% of the students agreed or strongly agreed regarding the value of SciFest in helping students
to develop skills that prepare them for Leaving Certificate Examination (Table 4).
Teachers and administrators at SST showed strong agreement regarding the value of
SciFest in helping students to develop skills that prepare them for the Leaving Certificate. All
teachers and administrators surveyed at SST and 70% of all teachers and administrators agreed
or strongly agreed regarding the importance of SciFest in helping to students develop skills that
prepare them for Leaving Certificate Examination (Table 5). Furthermore, 80% of the MNCs and
political leaders and 60% of the parents agreed or strongly agreed that SciFest helps students to
prepare for the Leaving Certificate Examination (Table 6).
Interview responses comprised the data collected through the survey instruments; the data
affirmed that the opportunity to participate in SciFest helps students to develop soft skills that
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 77
Table 4
Participants’ Responses Indicating How Participation in SciFest Prepares Students for Leaving
Certificate Examinations: SST School Students and All Students
Survey item and response categories SST students All students
Participation in SciFest prepares students to be
successful on the Leaving Certificate Examination.
Strongly Agree 4 81
Agree 16 385
Neutral 5 354
Disagree 6 219
Strongly Disagree 3 39
I Don’t Know 0 75
Note. SST = pseudonym for the individual school assigned to the researcher.
Table 5
Participants’ Responses Indicating How Participation in SciFest Prepares Students for Leaving
Certificate Examinations: SST Teachers and Administrators and All Teachers and
Administrators
SST teachers/ All teachers/
Survey item and response categories administrators administrators
Participation in SciFest prepares students to be
successful on the Leaving Certificate Examination.
Strongly Agree 0 16
Agree 7 35
Neutral 0 10
Disagree 0 6
Strongly Disagree 0 1
I Don’t Know 0 5
Note. SST = pseudonym for the individual school assigned to the researcher.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 78
Table 6
Participants’ Responses Indicating How Participation in SciFest Prepares Students for Leaving
Certificate Examinations: All Multinational Corporation (MNC) Representatives and Political
Leaders and All Parents
MNC and
Survey item and response categories political leaders Parents
Participation in SciFest prepares students to be
successful on the Leaving Certificate Examination.
Strongly Agree 0 16
Agree 4 46
Neutral 0 21
Disagree 0 9
Strongly Disagree 0 1
I Don’t Know 1 10
they use during senior level as they prepare for the Leaving Certificate Examinations. Although
there is no direct correlation to aligning activities and learning in SciFest to the Leaving
Certificate, many students, teachers, and educational leaders reported that the skills that are
developed during SciFest support success in the Leaving Certificate. An educational leader
described the correlation:
We’ve recently changed the science specification in junior cycle, and to kind of maybe
developing of skills, getting the 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.
Those skills are immediately transferable into Leaving Cert and continuing your studies
there. So, and they’re life skills. (R. Richards, interview, April 16, 2018)
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 79
Several students shared this position regarding the skills that are developed. “You
become more organized, I guess. To do it in SciFest, you have to really organize to stay on top of
your projects, so like organization kind of helped with studying for leaving cert” (Student 2,
interview, April 17, 2018). Thinking about her experience, another student stated,
If you’re researching lots of stuff, it can key into why you’re going to be doing. So, it can
be really helpful because you’ll just think back, “Oh, when I did SciFest, it kind of taught
me this. So now I know how to do that.” (Student 1, interview, April 17, 2018).
An SST student reflected regarding the skills that are developed:
The teacher that’s going to be telling you to do as much stuff anymore because they know
you’re all doing . . . you kind of have to motivate yourself to do your own study. It kind
of lets you think for yourself and kind of understand more, because you’re figuring out
yourself rather than just being told, like, “This is what should happen.” (Student 3,
interview, April 17, 2018)
At SST, SciFest participation takes place only during transition year. Furthermore,
preparation for SciFest, research and collaboration tend to happen after school or outside of the
regular class time. The classroom that was observed at SST was not structured for 21st-century
learning. The class was a senior-level maths class. Students were seated in rows facing the front
of the room. Each student had a textbook and was completing problems individually as the
teacher modeled a sample and then gave time to complete assigned problems. Due to the drill
structure of the content, no collaboration was observed.
Theme 2
Theme 2 was that school leaders and teachers encourage participation in SciFest to
support student success in the Leaving Certificate. In order to implement an educational
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 80
approach to develop 21st-century skills, it is necessary to have leaders who can support change
or implementation of programs such as SciFest. Bolman and Deal (2013) defined leadership in
the form of four frames: structural, human resources, political, and symbolic. According to their
research, whatever approach a leader uses, the choice will determine fidelity in implementation
of effective inquiry-based programs such as SciFest. Data collected in this study revealed that
school leaders and teachers encourage students to participate in SciFest. Most leaders agreed that
there is value in student participation and, as a result, teachers use symbolic leadership (Bolman
& Deal, 2013) to encourage participation in SciFest. These data indicated that teachers were
more likely than leaders to encourage these efforts by allowing students to complete research and
work for SciFest within the class or allowing release from class to complete the work.
Survey data collected to address this research question confirmed that school leaders and
teachers encourage participation in SciFest to support student success on the Leaving Certificate
Examination. The data showed that 52% of SST students and 56% of all students agreed or
strongly agreed that school leaders encourage participation in SciFest to support student success
in Leaving Certificate Examinations. Also, 68% of SST students and 63% of all students agreed
or strongly agreed that teachers encourage participation in SciFest to support student success in
Leaving Certificate Examinations. Students indicated that encouragement comes more from
teachers than from leaders. A high percentage of students responses of Neutral or I Don’t Know
(Table 7) could be a result of students not fully understanding the concept of support.
Interview responses affirmed that school leaders and teachers encourage participation in
SciFest to support student success in the Leaving Certificate. When asked whether leaders and
teachers encourage them, SST students made the following comments: “Yes, Mr. C is a big
influence and he really encourages us to take part” (Student 3, interview, April 17, 2018); “He
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 81
Table 7
Participants’ Responses Indicating That School Leaders and Teachers Encourage Participation
in SciFest to Support Student Success in the Leaving Certificate Examination: SST Students and
All Students
Survey item and response categories SST students All students
School leadership encourages participation in
SciFest to support student success on the
Leaving Certificate Examination.
Strongly Agree 4 166
Agree 13 479
Neutral 10 263
Disagree 5 123
Strongly Disagree 0 29
I Don’t Know 1 89
Teachers encourage participation in SciFest
activities to support student success on the
Leaving Certificate Examination.
Strongly Agree 8 215
Agree 15 510
Neutral 5 238
Disagree 5 114
Strongly Disagree 0 23
I Don’t Know 1 53
Note. SST = pseudonym for the individual school assigned to the researcher.
was the main person going around making sure we all had our stuff ready” (Student 2, interview,
April 17, 2018); “For school, after school, like he’d [teacher C] stays behind after school like in
his own time to help us out”; and “Like for example, this morning we just came to school and
our posters were already up and there, he did that” (Student 3, interview, April 17, 2018).
The survey data from teachers and administrators also showed agreement that school
leaders and teachers encourage participation in SciFest to support student success in the Leaving
Certificate. Data show that 71% of SST teachers and administrators surveyed and 79% of all
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 82
teachers and administrators surveyed agreed or strongly agreed that leaders encourage
participation in SciFest to support student success in the Leaving Certificate Examination.
Furthermore, 57% of the SST teachers and administrators and 74% of all teachers and
administrators agreed or strongly agreed that teachers encourage participation in SciFest to
support student success in the Leaving Certificate (Table 8).
A review of the interview data supported the survey data. Overall, student interviews
indicated that the students reported mixed results on how teachers or leaders encouraged them to
participate in SciFest. An educational leader provided his perspective of leadership:
I think it’s very evident in dealing with the broader issue of STEM and inquiry-based
learning, where a school principal believes in the value. Like any leader in any
organization can establish a culture, and it can endorse, support, create time. I know of
one particular school not too far away from here, for example, where the teacher, or the
principal teacher, gave a specific time off to teachers who were supporting teachers on
their projects. (Dublin City University president, interview, April 16, 2018)
Evidence of this can be found in additional statements such as this one.
So not only took some stress off the teachers who were doing the heavy lifting, but
actually by virtue of doing that actually endorsed that this is important to the school. And
it showed. It really showed. And we know that in trying to stimulate engagement with
schools, it very often stops with the principal. So if that principal isn’t on board with the
idea, then you know, you really can’t. (DCU professor, interview, April 16, 2018)
Leaders and teachers who encourage participation in SciFest also support students’ future
success in the Leaving Certificate. Student responses in the interviews and surveys indicated that
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 83
Table 8
Participants’ Responses Indicating That School leaders and Teachers Encourage Participation
in SciFest to Support Student Success in the Leaving Certificate Examination: SST Teachers/
Administrators and All Teachers/Administrators
SST teachers/ All teachers/
Survey item and response categories administrators administrators
School leadership encourages participation in SciFest
to support student success on the Leaving Certificate
Examination.
Strongly Agree 1 19
Agree 4 39
Neutral 2 9
Disagree 0 3
Strongly Disagree 0 1
I Don’t Know 0 2
Teachers encourage participation in SciFest
to support student success on the Leaving Certificate
Examination.
Strongly Agree 2 18
Agree 2 26
Neutral 1 11
Disagree 1 4
Strongly Disagree 0 2
I Don’t Know 1 2
Note. SST = pseudonym for the individual school assigned to the researcher.
encouragement from leaders, specifically teachers, acts as a catalyst to support completion of
SciFest projects.
Theme 3
Theme 3 was that school leaders and teachers employ some strategies to encourage
participation in SciFest. In order to implement programs such as SciFest effectively, leaders must
first define a system of beliefs and values in the organization and employ strategies to support
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 84
those beliefs; they must identify the “why.” Leaders must recognize the need to build capacity to
meet the vision (Northouse, 2016), or in this case, to ensure that students have the opportunity to
participate in SciFest. The data for this theme confirmed that school leaders and teachers at SST
are employing strategies that support participation in SciFest. The student data showed that 74%
of SST students and 60% of all students agreed or strongly agreed that school leaders employ
strategies to encourage participation in SciFest. Also, 85% of SST students and 71% of all
students agreed or strongly agreed that school teachers employ strategies to encourage
participation in SciFest (Table 9).
The survey data collected from teachers and administrators also showed agreement that
school leaders and teachers encourage participation in SciFest to support student success in the
Leaving Certificate. In response, 71% of SST teachers and administrators and 79% of all
teachers and administrators surveyed agreed or strongly agreed that school leaders encourage
participation in SciFest to support student success in the Leaving Certificate. Also, all SST
teachers and administrators and 94% of all teachers and administrators surveyed agreed or
strongly agreed that teachers encourage participation in SciFest to support student success in the
Leaving Certificate Examination (Table 10).
Interview responses validated the survey data. From the data analysis, it is evident that
teachers tend to be supportive and creative in their use of strategies to support students during
their participation in SciFest.
Based on analysis of interview data, students perceived that teachers and leaders employ
strategies to encourage school participation in SciFest. Support is reflected in strategies used by
teachers and leaders, varying by school site. An educational leader described one strategy:
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 85
Table 9
Participants’ Responses Indicating How School Leaders and Teachers Employ Strategies to
Positively Influence Participation in SciFest: SST Students and All Students
Survey item and response categories SST students All students
School leadership employs strategies to positively
influence school participation in SciFest.
Strongly Agree 4 186
Agree 21 502
Neutral 7 259
Disagree 1 79
Strongly Disagree 1 21
I Don’t Know 0 100
Teachers at my school employ strategies to
positive influence school participation in SciFest.
Strongly Agree 10 224
Agree 19 459
Neutral 4 150
Disagree 0 49
Strongly Disagree 1 17
I Don’t Know 0 64
Note. SST = pseudonym for the individual school assigned to the researcher.
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. And then others, it will have to be done entirely in the student’s
own time. (N. McMorrow, interview, April 16, 2018)
The thing we as leaders have to do for the science teachers, we have to make time
available, we have to make resources available, we have to make possibly some and some
CPD, continuing professional development, maybe for some teachers. We have to have a
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 86
Table 10
Participants’ Responses Indicating How School Leaders and Teachers Employ Strategies to
Positively Influence Participation in SciFest: SST Teachers/Administrators and All Teachers/
Administrators
SST teachers/ All teachers/
Survey item and response categories administrators administrators
School leadership employs strategies to positively
influence school participation in SciFest.
Strongly Agree 1 19
Agree 4 39
Neutral 1 10
Disagree 1 3
Strongly Disagree 0 1
I Don’t Know 0 1
Teachers at my school employ strategies to
positive influence school participation in SciFest.
Strongly Agree 5 28
Agree 2 32
Neutral 0 2
Disagree 0 0
Strongly Disagree 0 1
I Don’t Know 0 1
Note. SST = pseudonym for the individual school assigned to the researcher.
budget to make sure that when we go to these competitions that we’re well-resourced.
And then obviously the timetable and the support for the teachers. Like today, where
hopefully enough science teachers engage in these. (SST administrator, interview,
April 17, 2018)
Other schools may employ different strategies.
Some schools as well would hold a science week or an engineering week, where they
would have their own little demonstrations. Students would demonstrate maybe in the
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 87
hall at lunchtime, and they would have, they might get guest speakers in or someone in
from local industry or whatever. (N. McMorrow, interview, April 16, 2018)
Survey data collected for this theme confirmed that school leaders and teachers at SST
employ strategies to encourage participation in SciFest. Leaders in schools provide resources not
only through time but also through additional training. Interviews confirmed that leaders should
invest additional resources to ensure that SciFest is successful.
Summary Discussion for Research Question 1
The objective of this research question was to understand how schools engage in SciFest
while preparing students for the Leaving Certificate Examination. Triangulation of the data did
not reveal a direct correlation. However, it was noted in the discussion of data for this research
question within the three themes that schools that engage in SciFest ultimately prepare students
with soft skills needed for the Leaving Certificate Examination. Even though students at SST are
required to participate in SciFest during Transition Year, it is still run in parallel to regular
classes and teachers can opt out of supporting students. Preparation tends to occur after class or
in afterschool hours. In spite of SciFest participation being an extra activity and at times not
purposeful in relation to class content, interview and survey data revealed that students, teachers,
and educational leaders acknowledge that SciFest builds skills in students that they can use while
preparing for the Leaving Certificate. Furthermore, the role of leadership in the support of
SciFest is critical for students to participate successfully and gain the skills outlined during the
interviews. Survey and interview data revealed that students know the critical role that leaders
play in the success of their participation in SciFest.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 88
Findings for Research Question 2
Research Question 2 asked, How does school leadership influence participation in
SciFest? The objective of this question was to examine the relationship between leadership and
its influence on participation in and success of SciFest. Two themes emerged from analysis and
triangulation of the data collected via surveys, interviews, and observations of SciFest. The
themes reflected that leadership is an important part of the success of SciFest. Bolman and Deal
(2013) defined leadership in the form of structural, human resources, political, and symbolic
frames. The structural frame of leadership focuses on the architecture of the organization, the
organization charts, and the chain of command. The human resource frame focuses on leaders’
focus on people. The human resource frame emphasizes support, empowerment, and
responsiveness to the needs of employees. The leader who uses the political frame is interested in
coping with conflict and struggles for power and advantage. Symbolic frame leaders focus on
vision and inspiration. Symbolic leaders focus on ensuring that members of the organization
believe that their work is important and meaningful. Storytelling, traditions, ceremonies, and
rituals are very important in the symbolic approach. The data indicated that the symbolic,
structural, and human resource frames are all important to leaders that provide support for
SciFest. The first theme was that school leadership is as a positive influence on SciFest
competitions. The second theme was that school leadership provides some support, including
time, materials, and training, as well as financial resources for participation in SciFest.
Theme 1
Theme 1 was that school leadership is a positive influence on SciFest competitions. The
review of literature showed that whatever approach a leader uses as described by Bolman and
Deal (2013), the choice will determine fidelity in implementation of programs, such as effective
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 89
inquiry-based programs. It is the leader’s role to incentivize and prioritize implementation of
inquiry-based practices such as SciFest. To achieve this, the leader’s role as an instructional
leader must be valued. Teachers perceive the role of their principal as an instructional leader to
improve instruction to be important and maintain that it can ultimately affect student
achievement (Munir & Khalil, 2016).
Survey data collected for this research question confirmed that school leadership is a
positive influence on SciFest competitions. The student data showed that 85% of SST students
and 65% of all students agreed or strongly agreed that school leadership is a positive influence
on SciFest competitions (Table 11). The survey data also showed that 83% of SST teachers and
administrators and 82% of all teachers and administrators surveyed agreed or strongly agreed
that school leadership is a positive influence on SciFest competitions (Table 12). Furthermore,
80% of the MNC and political leaders and 70% of the parents surveyed agreed or strongly agreed
that school leadership is a positive influence on SciFest competitions in schools (Table 13).
Interview responses reflected data collected via the surveys affirming that school
leadership is critical and is a positive influence to SciFest. One political leader described it as
follows:
So in that sense, yes, it’s very important. And you know, teachers come from different
backgrounds, and you probably have many more principals who are from a humanities
and social sciences space. And they may not fully get this. But you know, it’s a spectrum
of responses, I think, but certainly I think establishing the culture in the school itself,
endorsing STEM or SciFest and related matters, supporting teachers in doing it, sending
teachers on courses, all of this. I would say in the main, the principals get this, and the
fact that the minister’s a big fan of this now, this new policy statement. Two big things
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 90
Table 11
Participants’ Responses Indicating That School Leadership Is a Positive Influence on SciFest
Competition: SST Students and All Students
Survey item and response categories SST students All students
School leadership is a positive influence on
SciFest competitions at my school.
Strongly Agree 13 219
Agree 16 494
Neutral 3 186
Disagree 1 57
Strongly Disagree 1 19
I Don’t Know 0 114
Note. SST = pseudonym for the individual school assigned to the researcher.
Table 12
Participants’ Responses Indicating That School Leadership Is a Positive Influence on SciFest
Competitions: SST Teachers/Administrators and All Teachers/Administrators
SST teachers/ All teachers/
Survey item and response categories administrators administrators
School leadership is a positive influence on
SciFest competitions at my school.
Strongly Agree 2 20
Agree 3 38
Neutral 1 7
Disagree 0 4
Strongly Disagree 0 0
I Don’t Know 0 2
Note. SST = pseudonym for the individual school assigned to the researcher.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 91
Table 13
Participants’ Responses Indicating That School leadership Is a Positive Influence on SciFest
Competitions: All Multinational Corporation (MNC) Representatives and Political Leaders and
All Parents
MNC and
Survey item and response categories political leaders Parents
School leadership is a positive influence on
SciFest competitions at my school.
Strongly Agree 0 68
Agree 4 0
Neutral 0 10
Disagree 0 0
Strongly Disagree 0 3
I Don’t Know 1 16
this minister for education is supporting is STEM and languages. So in a sense, it’s
principals have to really buy into this. (DCU president, interview, April 16, 2018)
Education leaders indicated the importance of school leaders and their role in using their
leadership as a positive influence in SciFest and advancing the current trend for STEM education
in Ireland.
I suppose a leader would have to want it to happen, you know? They would want to see
if, that it is something that will make value to their school, and STEM is an area within
our system that is being highly promoted at the moment by our minister. STEM and the
ICT digital area are two big, big areas that are being pushed out there to the system . . .
where a leader sees value in engaging with these activities, they see the value further
down the line where students then may be, they’d have more students picking physics or
chemistry, or that they pick these subjects then for Leaving Cert, and that all impacts on
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 92
the overall kind of ecosystem of the school as well. (N. McMorrow, interview, April 16,
2018)
Several SST students reflected on the view of leaders as a positive influence in SciFest.
I think it’s really helpful if someone is supportive of your project. . . . They know that
they pretty much have to put in the same amount of work as us. Obviously they don’t do
the project for us, but if we run into a problem, they are always there to help us. (Student
5, interview, April 17, 2018)
Those qualities of wanting to get involved, wanting to encourage people to do it, being
enthusiastic, it wouldn’t work if the principal or deputy principals were agnostic about it,
or in some way oppositional about it. (Student 6, interview, April 17, 2018)
Consistent with the students’ responses, there was a high level of agreement among
business representatives and policymakers that students benefit from the positive influence of
leadership in SciFest competitions. At SST, preparation for SciFest happens beyond the
classroom for all students in Transition Year. The role of the leaders to be a positive influence, as
symbolic leaders (Bolman & Deal, 2013), is an important part of the process for students. Even
though participation in SciFest is more work for students, symbolic leaders help them and
support them through the process to encourage them to complete SciFest projects successfully.
Theme 2
Theme 2 was that school leadership provides some support, including time, materials,
and training, as well as financial resources for participation in SciFest. Bolman and Deal (2013)
defined the structural frame of leadership as focused on the architecture of the organization, the
organization charts, and the chain of command. The human resource frame emphasizes support,
empowerment, and responsiveness to the needs of employees (Bolman & Deal, 2013). These two
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 93
types of leadership frames are necessary to ensure success in the implementation of programs
and projects such as SciFest. SST students participate in SciFest during transitional year, when
they take their regular classes and prepare for SciFest afterschool or in classrooms where their
teacher is flexible and willing to provide time for students to prepare.
Survey data collected for this research question confirmed that school leadership provides
the described support for participation in SciFest. Data showed that 56% of SST students and
41% of all students agreed or strongly agreed that school leadership allocates adequate financial
resources to implement SciFest. Also, 65% of SST students and 65% of all students agreed or
strongly agreed that school leadership provides the described support, including time, materials,
and training, for participation in SciFest (Table 14).
The survey data collected from teachers and administrators showed agreement that school
leadership provides support, including time, materials, and training, as well as financial
resources, for participation in SciFest. The data showed that 50% of SST teachers and
administrators and 51% of all teachers and administrators surveyed agreed or strongly agreed
that school leadership allocates adequate financial resources to implement SciFest. Furthermore,
83% of the SST teachers and administrators and 58% of all teachers and administrators surveyed
agreed or strongly agreed that school leadership provides the described support (Table 15).
Interviews with teachers, parent, and students corroborated the survey results.
Participation in SciFest is not part of the systematic structure of the school. Students, teachers,
and administrators must ensure that there are sufficient resources for students to participate.
Time allotments for project preparation can vary by teacher.
Sometimes there’s a little bit of a problem when it comes to resources that the science
teachers were a little bit limited in our resources here in the school. We have a couple of
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 94
Table 14
Participants’ Responses Indicating How School Leadership Provides Support, Including Time,
Materials, and Training, as Well as Financial Resources, for Participation in SciFest: SST
Students and All Students
Survey item and response categories SST students All students
School leadership allocates adequate financial
resources to implement SciFest at my school.
Strongly Agree 3 116
Agree 16 323
Neutral 8 243
Disagree 5 110
Strongly Disagree 2 51
I Don’t Know 0 236
School leadership provides support, including time,
materials, and training, for participation in SciFest.
Strongly Agree 8 256
Agree 14 438
Neutral 6 150
Disagree 3 88
Strongly Disagree 2 33
I Don’t Know 1 110
Note. SST = pseudonym for the individual school assigned to the researcher.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 95
Table 15
Participants’ Responses Indicating How School Leadership Provides Support, Including Time,
Materials and Training as Well as Financial Resources for Participation in SciFest: SST
Teachers/Administrators and All Teachers/Administrators
SST teachers/ All teachers/
Survey item and response categories administrators administrators
School leadership allocates adequate financial resources
to effectively implement SciFest at my school.
Strongly Agree 0 16
Agree 3 20
Neutral 0 13
Disagree 3 4
Strongly Disagree 0 0
I Don’t Know 0 17
School leadership provides support, including time,
materials, and training, for participation in SciFest.
Strongly Agree 0 8
Agree 5 32
Neutral 0 17
Disagree 1 4
Strongly Disagree 0 2
I Don’t Know 0 6
Note. SST = pseudonym for the individual school assigned to the researcher.
science labs but not as many as we should have. There can be a little bit of a fighting, so
to speak, for space and for resources. As a leader in the school you have to try and
manage that as best as you can as well. (Student 3, interview, April 17, 2018)
Another student described his or her experience:
Then some of the new teachers didn’t really understand letting us out. It was a real
struggle to let us let us, but once they understood what we were doing, that was when
they loosened up a bit, and were like okay, they have to do this. They started
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 96
understanding a bit more, and then they got a bit more supportive. (Student 8, interview,
April 17, 2018)
Both educational policymakers and administrators acknowledged the need for leaders to
be creative and use structural and human resources leadership (Bolman & Deal, 2013) as a way
to support SciFest. A national curriculum representative and policymaker expanded on the idea.
But 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. And then others, it will have to be done entirely in
the student’s own time. (N. McMorrow, interview, April 16, 2018)
The overall data for this theme reflects that structural and human resource leadership, as
defined by Bolman and Deal (2013), is important to students’ participation in SciFest. Interviews
revealed that this is still an area of growth for principals who are implementing SciFest in their
schools. At SST, leadership is making a coherent effort to provide the structural and material
support needed for student participation in SciFest.
Summary Discussion for Research Question 2
The objective of Research Question 2 was to examine the relationship between leadership
and its influence on participation in and success of SciFest. Although students, teachers, and
administrators agreed that finances and resources are provided by leadership for implementation
of SciFest, the data also revealed that there might not be enough support. Teachers and
administrators often have to identify ways to provide support. One of the major challenges is
allotment of time to conduct the research and collaborative group work required for a SciFest
project. The triangulation of data from interviews, surveys, and observations indicated that
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 97
participants agreed that more support would enhance the program and help students to benefit
more from the process.
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 objective of this
question was to explore the relationship between female students’ participation in SciFest and
the influence of that participation on female students’ interest and commitment to STEM
courses. The question was developed to examine influences that can encourage a young woman
to consider the STEM field. This is an area of research that is also a current focus for Ireland.
Young women tend not to see themselves as having a role in STEM fields (Leaper et al., 2012).
Even though the gender gap in performance in science and mathematics has been closing,
females tend to turn away from a STEM career path during the transition from high school to
college. According to Acker (1987), several theories explain the pervasive gender gap in STEM.
Acker considered three main Western feminist theoretical frameworks and their application to
education: liberal feminism, social feminism, and radical feminism. Overall, the theories serve a
dual purpose: to understand gender inequality and to guide action.
Ireland has recognized the need to engage girls in STEM. Increasing women’s, as well as
men’s, pursuit of STEM-related jobs is considered critical for any nation to remain competitive
in the global economy (Zakaria, 2012). In June 2016, WITS introduced a four-part action
manifesto outlining vital actions for improving female participation in STEM and STEM fields:
(a) advance women’s leadership and participation in decision making, (b) end the gender pay gap
and deliver equal opportunities for women, (c) promote family-friendly STEM workplaces, and
(d) strengthen social protection, training, and employment support (WITS, 2016).
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 98
In order to gain a complete perspective of the relationship between females’ participation
in SciFest and their interest and commitment to second- and third-level STEM courses as a result
of that participation, data were collected via surveys, interviews, and observations. Two main
themes emerged from the data related to Research Question 3. The first theme was that female
students are actively recruited and encouraged by parents and female role models to participate
in SciFest. The second theme was that participation in SciFest influences female students’
interest in enrolling in senior-level STEM courses.
Theme 1
Theme 1 was that female students are actively recruited and encouraged by parents and
female role models to participate in SciFest. Studies have shown that, as girls enter middle and
high school, they demonstrate less interest in mathematics and science than do boys and have
lower confidence in their mathematics abilities (Mosatche et al., 2013). Gaps in STEM self-
concept and motivation remain large (Leaper et al., 2012). In order to address this gap, it is
important to increase girls’ confidence and interest in mathematics and science. One way to do
that is to expose girls to high-achieving female role models who overcame barriers (Eccles &
Wigfield, 2002). According to Acker (1987), liberal feminism, social feminism, and radical
feminism theories explain the general gender gap and can account for the gap in STEM. Parents
play an important role in encouraging young females to participate in STEM-related courses and
careers. However, many parents lack information to advise their daughters to pursue these
careers (Ireland Department of Education and Skills, 2016).
Survey data collected for this research question affirmed that female students are actively
recruited and encouraged by parents and female role models to participate in SciFest. First, the
data showed that 74% of SST students and 63% of all students agreed or strongly agreed that
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 99
female students are actively recruited and encouraged to participate in SciFest. Second, 62% of
SST students and 38% of all students agreed or strongly agreed that female students are
encouraged by their parents to participate in SciFest. Third, 68% of SST students and 46% of all
students agreed or strongly agreed that female students have access to female role models who
influence their participation in SciFest. Fourth, 47% of SST students and 42% of all students
agreed or strongly agreed that the school actively employs strategies to increase female
participation in SciFest (Table 16).
The survey data collected from teachers and administrators showed agreement that
female students are actively recruited and encouraged by parents and female role models to
participate in SciFest. First, the data showed that 83% of SST teachers and administrators and
43% of all teachers and administrators surveyed agreed or strongly agreed that female students
are actively recruited and encouraged to participate in SciFest. Second, 50% of teachers and
administrators at SST 46% of all teachers and administrators surveyed agreed or strongly agreed
that female students are encouraged by their parents to participate in SciFest. Third, 50% of SST
teachers and administrators and 63% of all teachers and administrators surveyed agreed or
strongly agreed that female students have access to female role models who influence their
participation in SciFest. Fourth, 83% of teachers and administrators at SST and 46% of all
teachers and administrators surveyed agreed or strongly agreed that the school actively employs
strategies to increase female participation in SciFest (Table 17).
First, the data indicated that 83% of the MNC and political leaders and 53% of the
parents surveyed agreed or strongly agreed that female students are actively recruited and
encouraged to participate in SciFest. Second, 60% of the MNC and political leaders and 52% of
the parents agreed or strongly agreed that female students are encouraged by their parents to
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 100
Table 16
Participants’ Responses Indicating That Female Students Are Actively Recruited and
Encouraged by Parents and Female Role Models to Participate in SciFest: SST Students and All
Students
Survey item and response categories SST students All students
My school actively encourages and recruits
female students to participate in SciFest.
Strongly Agree 19 351
Agree 6 316
Neutral 4 152
Disagree 1 36
Strongly Disagree 1 34
I Don’t Know 3 175
Female students are encouraged by their parents
to participate in SciFest.
Strongly Agree 11 160
Agree 10 241
Neutral 4 233
Disagree 1 68
Strongly Disagree 1 25
I Don’t Know 7 340
Female students have access to female role models
who influence their participation in SciFest.
Strongly Agree 6 179
Agree 17 306
Neutral 2 184
Disagree 4 88
Strongly Disagree 1 39
I Don’t Know 4 269
My school actively employs strategies to increase
female participation in SciFest.
Strongly Agree 6 175
Agree 10 270
Neutral 8 224
Disagree 6 101
Strongly Disagree 0 34
I Don’t Know 4 256
Note. SST = pseudonym for the individual school assigned to the researcher.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 101
Table 17
Participants’ Responses Indicating That Female Students Are Actively Recruited and
Encouraged by Parents and Female Role Models to Participate in SciFest: SST Teachers/
Administrators and All Teachers/Administrators
SST teachers/ All teachers/
Survey item and response categories administrators administrators
I actively encourage and recruit female students
to participate in SciFest.
Strongly Agree 4 18
Agree 1 11
Neutral 1 23
Disagree 0 6
Strongly Disagree 0 1
I Don’t Know 0 9
Female students are encouraged by their parents
to participate in SciFest.
Strongly Agree 3 10
Agree 0 21
Neutral 1 20
Disagree 0 0
Strongly Disagree 0 0
I Don’t Know 2 17
Female students have access to female role models
who influence their participation in SciFest.
Strongly Agree 1 17
Agree 2 25
Neutral 2 13
Disagree 0 2
Strongly Disagree 0 0
I Don’t Know 1 10
My school actively employs strategies to increase
female participation in SciFest.
Strongly Agree 1 10
Agree 4 21
Neutral 0 28
Disagree 0 1
Strongly Disagree 0 0
I Don’t Know 1 8
Note. SST = pseudonym for the individual school assigned to the researcher.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 102
participate in SciFest. Third, 40% of MNC and political leaders and 35% of the parents surveyed
agreed or strongly agreed that female students have access to female role models who influence
their participation in SciFest. Fourth, 59% of the MNC and political leaders and 39% of the
parents surveyed agreed or strongly agreed that the school actively employs strategies to increase
female participation in SciFest (Table 18).
The survey results revealed a perception regarding female students’ recruitment and
encouragement by parents and female role models to participate in SciFest. Interviews provided
data to continue the examination of female students’ recruitment and encouragement by parents
and female role models to participate in SciFest. Data revealed that parents typically are not seen
as encouraging girls to participate in SciFest.
Parental influence, I thought we would have, we’ve talked earlier on about, some of our
post-primary schools are, they’re run by the clergy, okay? So we would have a number of
all-girl schools, all-boy schools. There’s a number of those all-girl schools who don’t put
on physics, right, and they certainly don’t put on engineering or technology or any of
those, right? If I’m in a home or in a culture that values a young girl for doing other
things, the chances of her doing SciFest are less. (N. McMorrow, interview, April 16,
2018)
When students at SST were asked about gender inequity and barriers for girls in STEM,
they did not see barriers and agreed that girls were just as motivated as boys to participate in
SciFest.
I don’t really think there are many barriers in this school because it’s all diverse. Loads of
girls do all subjects like biology, chemistry, physics, they do all of those subjects. But I
think it might be because you might think that other girls might not want to participate in
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 103
Table 18
Participants’ Responses Indicating That Female Students Are Actively Recruited and
Encouraged by Parents and Female Role Models to Participate in SciFest: All Multinational
Corporation (MNC) Representatives and Political Leaders and All Parents
MNC and
Survey item and response categories political leaders Parents
Schools actively encourage and recruit female
students to participate in SciFest.
Strongly Agree 1 15
Agree 2 36
Neutral 1 9
Disagree 0 5
Strongly Disagree 0 1
I Don’t Know 1 30
Female students are encouraged by their parents
to participate in SciFest.
Strongly Agree 0 13
Agree 3 36
Neutral 1 9
Disagree 0 2
Strongly Disagree 0 0
I Don’t Know 1 35
Female students have access to female role models
who influence their participation in SciFest.
Strongly Agree 1 9
Agree 1 25
Neutral 1 14
Disagree 0 2
Strongly Disagree 0 2
I Don’t Know 2 44
Schools actively employ strategies to increase
female participation in SciFest.
Strongly Agree 0 10
Agree 2 27
Neutral 2 8
Disagree 0 8
Strongly Disagree 0 0
I Don’t Know 0 41
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 104
that. And it can be quite daunting to be the only girl in a class full of boys where you’re
on your own. So, maybe, no other girls would influence your decision. (Student 6,
interview, April 17, 2018)
One student acknowledged difficulty in maintaining interest in the sciences when the
student is only girl in the field or in the class:
Like woodwork would kind of be considered a lad’s subject. If you were the only girl, it
would be daunting going into that class, being the only girl that’s doing woodwork. But I
don’t think science is like that. I think it’s kind of an equal subject in our class. (Student
8, interview, April 17, 2018)
An MNC leader described the perceived impact of SciFest on female participation:
From what I saw today, I would say the gender balance was probably more in the girls
was what I observed today as a judge. It’s definitely having an impact. I did engineering
myself in college and there was 10% of the engineering classes were girls. What I saw
today was a minimum 50% girls participating today. It’s obviously having an impact. It’s
generating an interest and so it’s working. It’s definitely working from what I saw today.
(MNC leader, interview, April 20, 2018)
Regarding the selection of STEM careers, the MNC leader stated,
I think it’s the stigma of having engineering is for boys and teaching and nursing are for
women. That stigma exists. It takes a long time and effort and stuff like SciFest to
actually break down that stigma and that culture that exists. I think today what I saw is,
we had more than or at least half of the students were girls today. That is only great for
the future because you’re getting them involved and they’re more likely to pursue careers
in science and technology. (MNC leader, interview, April 20, 2018)
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 105
The overall data for this theme indicated that SST students are actively encouraged to
participate in SciFest. There was also strong agreement by the stakeholders that parents
encourage participation in SciFest. However, there is a lack of female role models for students to
influence their participation in SciFest. Data for SST revealed a higher percentage of agreement
than that at other schools. A high level of female participation was also observed during the visit
at SST. It is clear that at SST there is a strong culture of female participation and success in
SciFest.
Theme 2
Theme 2 was that participation in SciFest influences female students’ interest in enrolling
into senior-level STEM courses. The study and pursuit of STEM careers tend to be dominated by
males. Young women tend to not see themselves as having a role in STEM fields (Leaper et al.,
2012). Although skills in mathematics are considered essential in STEM fields, boys have
historically outperformed girls in mathematics. However, in the past few decades the gap has
narrowed and many more girls are doing as well as boys in mathematics (Hyde et al., 2008).
Studies have shown that, as girls enter middle and high school, they demonstrate less interest in
mathematics and science than do boys and have lower confidence in their mathematics abilities
(Mosatche et al., 2013). In order to address these barriers, it is important to increase girls’
confidence and interest in mathematics and science.
Data were collected to elicit responses from students, leaders, and parents regarding their
perspectives of how participation in SciFest influences female students’ interest in enrolling in
senior-level STEM courses. The survey data revealed that 50% of SST students and 45% of all
students agreed or strongly agreed that SciFest influenced development of female students’
interest in enrolling in senior-level STEM courses. The survey data indicated that 53% of SST
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 106
students and 42% of all students agreed or strongly agreed that female students had access to
female role models who influence their enrollment in senior-level STEM courses (Table 19).
Table 19
Participants’ Responses Indicating How SciFest and Female Role Models Influence Female
Students’ Interest in Enrolling in Senior-Level Courses in Science, Technology, Engineering, and
Mathematics (STEM) Courses: SST Students and All Students
Survey item and response categories SST students All students
SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses.
Strongly Agree 7 147
Agree 10 331
Neutral 6 189
Disagree 3 63
Strongly Disagree 2 18
I Don’t Know 6 312
Female students have access to female role models who
influence their enrollment in senior-level STEM courses.
Strongly Agree 4 144
Agree 14 300
Neutral 6 179
Disagree 2 81
Strongly Disagree 2 39
I Don’t Know 6 321
Note. SST = pseudonym for the individual school assigned to the researcher.
Teachers and administrators showed a high level of agreement regarding how SciFest and
female role models influence female students’ interest in enrolling in senior-level STEM courses,
as 83% of the teachers and administrators at SST and 59% of the teachers and administrators at
all schools agreed or strongly agreed that SciFest influences development of female students’
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 107
interest in enrolling in senior-level STEM courses. Moreover, 50% of the teachers and
administrators at SST and 56% of all teachers and administrators agreed or strongly agreed that
female students had access to female role models who influence their interest in enrolling in
senior-level STEM courses (Table 20).
Table 20
Participants’ Responses Indicating How SciFest and Female Role Models Influence Female
Students’ Interest in Enrolling in Senior-Level Courses in Science, Technology, Engineering, and
Mathematics (STEM) Courses: SST Teachers/Administrators and All Teachers/ Administrators
SST teachers/ All teachers/
Survey item and response categories administrators administrators
SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses.
Strongly Agree 2 11
Agree 3 29
Neutral 0 15
Disagree 0 1
Strongly Disagree 0 0
I Don’t Know 1 12
Female students have access to female role models who
influence their enrollment in senior-level STEM courses.
Strongly Agree 0 10
Agree 3 28
Neutral 1 18
Disagree 0 3
Strongly Disagree 0 0
I Don’t Know 2 9
Note. SST = pseudonym for the individual school assigned to the researcher.
The survey data showed that 80% of the MNC representatives and political leaders and
52% of the parents surveyed agreed or strongly agreed that SciFest influences development of
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 108
female students’ interest in enrolling in senior-level STEM courses. Also, 60% of the MNC
representatives and political leaders’ and 39% of all parents surveyed agreed or strongly agreed
that female students have access to female role models who influence their enrollment in senior-
level STEM courses (Table 21).
Table 21
Participants’ Responses Indicating How SciFest and Female Role Models Influence Female
Students’ Interest in Enrolling in Senior-Level Courses in Science, Technology, Engineering, and
Mathematics (STEM) Courses: All Multinational Corporation (MNC) Representatives and
Political Leaders and All Parents
MNC and
Survey item and response categories political leaders Parents
SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses.
Strongly Agree 1 14
Agree 3 36
Neutral 0 9
Disagree 0 1
Strongly Disagree 0 0
I Don’t Know 1 37
Female students have access to female role models who
influence their enrollment in senior-level STEM courses.
Strongly Agree 0 10
Agree 3 28
Neutral 1 11
Disagree 0 5
Strongly Disagree 0 0
I Don’t Know 1 43
Participant interviews confirmed survey data results. Students commented that young
women tend to not see themselves as having a role in STEM fields. Regarding science, student
said, “When you think of a scientist, you think of a man.” When probed, the student replied,
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 109
“Anyone could do it. I don’t think it’s anything different. A guy can do anything, a girl can do
anything” (Student 2, interview, April 17, 2018).
When probed further, some girls discussed feeling out of place in science classes:
But I feel like the whole lack of girls in the classes kind of put girls off. In maths and
stuff. Even in physics and chemistry, there’s not much girls in them. You just kind of feel
a bit put off doing it because you go up into a class full of boys. You think to yourself,
Am I meant to be here? Kind of thing. Like woodwork would kind of be considered a
lad’s subject. If you were the only girl, it would be daunting going into that class, being
the only girl that’s doing woodwork. (Student 5, interview, April 17, 2018)
When describing how girls felt after participating in SciFest, one student said,
They might not have thought about doing science or anything because they were more
into the subjects that people would associate girls to, like art and home ec [economics]
and stuff. But then, if they did it, they might decide they like science and then keep
going. (Student 10, interview, April 17, 2018)
An MNC leader described how SciFest helps to break down the stigma:
I think it’s the stigma of having engineering is for boys and teaching and nursing are for
women. That stigma exists. It takes a long time and effort and stuff like SciFest to
actually break down that stigma and that culture that exists. I think today what I saw is,
we had more than or at least half of the students were girls today. That is only great for
the future because you’re getting them involved and they’re more likely to pursue careers
in science and technology. (MNC leader, interview, April 20, 2018)
When asked about their interest in science, students commented. “Yeah. It was a little bit
iffy if I was going to do science or not, but then after June’s I was like, ‘Well, I liked doing that,
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 110
so I’ll probably like doing the subject’ (Student 10, interview, April 17, 2018). Other students
made similar comments:
They might not have thought about doing science or anything because they were more
into the subjects that people would associate girls to, like art and home ec and stuff. But
then, if they did it, they might decide they like science and then keep going. (Student 5,
interview, April 17, 2018)
I didn’t keep on science as a subject because I didn’t really like it when I started
secondary school. But after doing SciFest this year, I got more interested in science
again, and I’m keeping it on, I’m doing it for [inaudible 00:06:46], and maybe in college
I’d like to do something in science because it kind of changed the way I thought about
science. Because when you could do your own thing you could do what you’re interested
in. (Student 8, interview, April 17, 2018)
An SST parent described how participation in SciFest builds confidence in female
students:
The females that were involved, because of how comfortable they were in the process, I
think it affected their subject choice for senior cycle in our school. In other words, they
chose to do some science subjects. I know of some of them that definitely pursued
science-related courses at third level, but I don’t have a quantifiable data for you. . . . I
think confidence, because SciFest will involve doing the research and presenting. So, I
think there’s something around learning that range of skills where sometimes, if I’m
being generalizing, you may find some girls who are less confident about presenting and
less confident about leading and this really helps them. Thirdly, the advantage is maybe
they’ll think about a career based in technology and, from a pure talent perspective and
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 111
an Irish talent perspective, if we leave 50% of our workforce behind, or students who do
not consider building careers in STEM, we have a serious issue in our society. And the
thing I strongly believe in is we have a serious issue for women around their economic
empowerment. (interview, April 17, 2018)
Involving girls is STEM is a current initiative in Ireland. An educational leader described
one of the strategies that is being used:
About the girls in science and promoting, there has been an initiative over the last number
of year called iWish here in Ireland, in which a group of women’s kind of science
engineers came together, and again, it’s promoting sciences within girls specifically. So
they run day events in which they’ve got guest speakers, they can talk about them, they
can, there’s presentations, there’s people they can go around to stalls with. Again it’s just
the–they have the meeting up in Dublin, and it’s just to kind of motivate that there is
sciences out there, engineerings out there you can go, you can do it. (R. Richards,
interview, April 16, 2018)
Another educational leader agreed:
You know, they were very enthusiastic, and their selection of STEM subjects, then, when
they go into 5th year and 6th year . . . They’re all either picking one, if not two, in some
cases three science subjects, which is fantastic to see. And indeed higher level maths as
well. And many of them have noticed how SciFest has influenced their decisions in that.
(DCU president, interview, April 16, 2018)
The data for this theme confirmed that participation in SciFest provides female students
the opportunity to develop interest in STEM courses and provides the confidence to pursue
senior-level STEM courses. The data corroborated the results regarding female role models
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 112
found in the first theme. All stakeholders agreed that access to female role models who influence
female students to enroll in senior-level STEM courses is limited.
Summary Discussion for Research Question 3
The objective of this question was to explore the relationship between female students’
participation in SciFest and the influence of participation on female student interest and
commitment to senior-level STEM courses and careers in STEM. Data analysis for Research
Question 3 indicated a strong belief that SciFest and female role models influence female
students’ interest in enrolling in senior-level STEM courses, as evident in choices made by
students in their selection of Senior Cycle course pathways. Multiple stakeholder groups, through
surveys, interviews, and observation data, expressed this position. Interest in STEM fields and
21st-century skills was also demonstrated through participant expressions that female students
are more likely to choose these types of courses in the senior cycle due to the confidence and
interest gained through SciFest.
Findings for 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? The objective of this question was to identify the perceptions of
multiple stakeholders regarding the value of student participation in SciFest. According to the
Partnership for 21st-Century Skills, countries that wish to remain competitive internationally
must equip students with 21st-century skills (Soulé & Warrick, 2015). In a study conducted by
Wagner (2008), skills needed by students to be competitive in a global economy included the
abilities to think critically, to be problem solvers, to collaborate in a flat earth, to be flexible and
adapt to new situations quickly, to be effective communicators, and to ask questions to solve
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 113
problems in new and innovative ways. According to survey and interview data, many of the
skills described by Wagner are developed as a result of participation in SciFest, thus making
participation in SciFest valuable. One main theme emerged from the review of the data.
Theme
The theme that surfaced for Research Question 4 was that SciFest provides opportunities
for students to develop 21st-century skills needed to obtain careers in STEM. Due to
globalization, societies have begun to shift to knowledge-based economies (Thurow, 2000).
According to Thurow (2000), this shift has created a need for an educated workforce and an
infrastructure to serve the global economy. The education of the workforce is an integral piece of
a country’s ability to compete in the global economy. In this knowledge-based economy, a
country’s capabilities and needs also determine the focus of education in the country. For many
countries, such as Ireland, this means developing 21st-century skills in students. Students must
be able to communicate, collaborate, and be creative. Extensive literature implies that PBL might
be ideally suited to a STEM educational environment and development of skills needed to be
successful in today’s changing workplace (Wallace & Webb, 2016). Newly emphasized
workplace skills, often referred to as 21st-century skills or the four C’s, are collaboration,
communication, critical thinking, and creativity (Rotherham & Willingham, 2010). Acquisition
of these skills enables students to work together to innovate and solve problems; the skills will
help them to be successful in a global economy. Participation in SciFest is a PBL approach to
STEM topics. This theme explores the relationship between SciFest and the opportunity to
develop 21st-century skills.
The surveys revealed that 81% of students at SST and 68% of students at all schools
agreed or strongly agreed that SciFest provides opportunities for students to develop 21st-century
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 114
skills. Also, 78% of students at SST and 54% of all students agreed or strongly agreed that
participants in SciFest demonstrate skills needed to obtain careers in STEM fields (Table 22).
Table 22
Participants’ Responses Indicating That SciFest Provides Opportunities for Students to Develop
21st-Century Skills Needed to Obtain Careers in Science, Technology, Engineering, and
Mathematics (STEM): SST Students and All Students
Survey item and response categories SST students All students
SciFest provides opportunities for students to
develop 21st-century skills.
Strongly Agree 10 238
Agree 16 482
Neutral 4 145
Disagree 1 56
Strongly Disagree 0 16
I Don’t Know 1 121
Participants in SciFest demonstrate skills need
to obtain careers in STEM fields.
Strongly Agree 3 177
Agree 22 391
Neutral 1 214
Disagree 2 52
Strongly Disagree 0 21
I Don’t Know 4 194
Note. SST = pseudonym for the individual school assigned to the researcher.
The teachers and administrators also showed a high level of agreement that SciFest
provides opportunities for students to develop 21st-century skills. All of the SST teachers and
administrator and 99% of all teachers and administrators surveyed agreed or strongly agreed that
SciFest provides opportunities for students to develop 21st-century skills. Also, 83% of the
teachers and administrators at SST and 97% of all teachers and administrators agreed or strongly
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 115
agreed that participants in SciFest demonstrate skills needed to obtain careers in STEM fields.
(Table 23).
Table 23
Participants’ Responses Indicating That SciFest Provides Opportunities for Students to Develop
21st-Century Skills Needed to Obtain Careers in Science, Technology, Engineering, and
Mathematics (STEM): SST Teachers/Administrators and All Teachers/Administrators
SST teachers/ All teachers/
Survey item and response categories administrators administrators
SciFest provides opportunities for students to
develop 21st-century skills.
Strongly Agree 3 32
Agree 3 36
Neutral 0 0
Disagree 0 0
Strongly Disagree 0 0
I Don’t Know 0 0
Participants in SciFest demonstrate skills need
to obtain careers in STEM fields.
Strongly Agree 4 30
Agree 1 37
Neutral 0 1
Disagree 0 1
Strongly Disagree 0 0
I Don’t Know 1 0
Note. SST = pseudonym for the individual school assigned to the researcher.
All representatives of MNCs and political leaders and 85% of all parents agreed or
strongly agreed that SciFest provides opportunities for students to develop 21st-century skills.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 116
All representatives of MNCs and political leaders and 76% of all parents survey agreed or
strongly agreed that participants in SciFest demonstrate skills needed to obtain careers in STEM
fields (Table 24).
Table 24
Participants’ Responses Indicating That SciFest Provides Opportunities for Students to Develop
21st-Century Skills Needed to Obtain Careers in Science, Technology, Engineering, and
Mathematics (STEM): All Multinational Corporation (MNC) Representatives and Political
Leaders and All Parents
MNC and
Survey item and response categories political leaders Parents
SciFest provides opportunities for students to
develop 21st-century skills.
Strongly Agree 3 23
Agree 2 57
Neutral 0 3
Disagree 0 2
Strongly Disagree 0 1
I Don’t Know 0 8
Participants in SciFest demonstrate skills need
to obtain careers in STEM fields.
Strongly Agree 3 14
Agree 2 56
Neutral 0 10
Disagree 0 1
Strongly Disagree 0 0
I Don’t Know 0 11
Participant interviews corroborated survey data. The interview data affirmed that, in
addition to development of 21st-century skills, SciFest prepares students for careers in STEM
field by developing the skills, interest, and confidence needed to obtain jobs in STEM fields.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 117
Interview responses from educational leaders described the impact of SciFest in developing
student interest in the science fields. One leader stated,
I’d say if you have participated in SciFest or any of the science competitions, there is
more of a chance of you following a career in that particular area, applying to a college
for a science-related cause. . . . I’d say that the students in the junior end of the school
who ... who participate in SciFest, or participated in other science competitions, they have
a–they would have a particular leaning towards science careers. I’d say that those
students, there’s more chances of those students taking the science subjects at Leaving
Cert.” (N. McMorrow, interview, April 16, 2018)
A parent at SST also discussed the findings regarding female student participation in
science fairs.
We looked at some of the influences, particularly on young girls of 12, 13, ‘cause they’re
coming into junior cycle and the decisions they’re making then will almost decide what
subjects to take at Leaving Cert. If I don’t do science in my first 3 years, the chances of
me picking up physics, biology, chemistry are very low post-junior cert ‘cause I don’t
have the basics. And what we saw is that schools that, in that research, schools that have
things like BT Young Scientist or SciFest, had a better uptake, a general understanding of
science and excitement and energy and it picked up more women in going that as well.
(SST parent, interview, April 17, 2018)
Students acknowledged that participation in SciFest provides them the opportunity to
develop an interest in science careers. One student described the influence of SciFest: “It might
influence what field you go into like a . . . science. It might make you think, “This might be what
I want to do” (Student 12, interview, April 17, 2018).
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 118
The development of 21st-century skills and interest in STEM careers are of particular
importance to MNC leaders. An SST administrator described his perspective on how SciFest
influences decisions on STEM courses:
They were very enthusiastic, and their selection of STEM subjects, then, when they go
into fifth year and sixth year ... They’re all either picking one, if not two, in some cases
three science subjects, which is fantastic to see. And indeed higher level maths as well.
And many of them have noticed how SciFest has influenced their decisions in that. (SST
administrator, interview, April 17, 2018)
An MNC leader explained that interest in terms not just of interest in STEM courses but
of interest in STEM careers:
So those kids that really get into things like SciFest and enjoy it can see a kind of
scientific degree program or an engineering degree program, and a career in that as
something more realistic after the experience itself. . . . I think what SciFest does is, it
would give the students, it gives them an interest in science and in the STEM subjects. I
am obviously in the industry, so I don’t work in secondary school, but I think if
somebody has an interest in the STEM subjects and if SciFest helps generate that interest,
then they’re more inclined to study and get involved in the STEM subjects and perform
better. . . . I think for students being able to see the application of the STEM subjects in
industry and what can be done with them to create an interest and I suppose older
students will then start to see, “Oh. Some of the other students are going to SciFest and
they’re getting awards,” and it generates an interest and generates momentum and just
encourages people to pick more of the STEM type subjects. . . . It’s more likely that there
will be a greater pool of people that will go into the science and engineering and maths
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 119
subjects. Absolutely, yeah. It’s generating momentum. It’s generating interest. It’s a
buzz. (MNC leader, interview, April 20, 2018)
The data for this theme confirmed that SciFest provides opportunities for students to
develop the 21st-century skills needed to obtain careers in STEM. All stakeholders had a high
level of agreement that student participation in SciFest, in addition to developing needed 21st-
century skills, helps students to develop interest and confidence in STEM-related careers.
Summary Discussion for Research Question 4
The objective of this question was to identify the perceptions of multiple stakeholders
regarding the value of students’ participation in SciFest. Based on the data collected, all
stakeholders perceived a high value for student participation in SciFest. During interviews,
stakeholders affirmed that students who participate in science competitions develop an interest in
science careers. Stakeholders reported an excitement and energy toward STEM as a result of
their participation in SciFest. The researcher observed this excitement and energy during the
mini SciFest at SSC and during the SciFest competition at Cork. Students were observed during
both events. Students not only were excited but also were able to share how preparing for SciFest
helped them to develop creativity, research skills, collaboration and communication skills–all
21st-century skills needed to compete in Ireland’s globalized economy.
Chapter Summary
Data analysis for this study included a review of the literature, survey responses,
interview responses, and observations. The data were analyzed and aligned with the research
questions and the six frameworks: (a) Friedman’s (2007) framework of globalization, (b)
Spring’s (2015) world educational culture, (c) Wagner’s (2008) survival skills for the 21st
century, (d) Slough and Milam’s (2013) design principles for PBL and STEM, (e) Acker’s
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 120
(1987) conceptual framework on feminist theories, and (f) Bolman and Deal’s (2013) leadership
frames. The data were analyzed to understand how schools in Ireland engage in SciFest while
preparing students for the Leaving Certificate Examination, how school leadership influences
participation, and how female students’ interest in enrolling in senior-level STEM courses is
influenced by participation in SciFest.
The data related to Research Question 1 produced three themes: (a) participation in
SciFest helps students to develop soft skills that prepare them for the Leaving Certificate
Examination, (b) school leaders and teachers encourage participation in SciFest to support
student success in the Leaving Certificate, and (c) school leaders and teachers employ some
strategies to positively influence participation in SciFest. Overall, the data related to Research
Question 1 showed that, although there is no direct correlation between SciFest and the Leaving
Certificate, those schools that engage in SciFest ultimately prepare students with soft skills
needed for the Leaving Certificate Examination. The data related to Research Question 2
produced two themes: (a) school leadership is as a positive influence on SciFest competitions,
and (b) school leadership provides some support, including time, materials, and training, as well
as financial resources for participation in SciFest. These data indicated the important role of
leadership in successful implementation of and student participation in SciFest. The data related
to Research Question 3 produced two themes: (a) female students are actively recruited and
encouraged by parents and female role models to participate in SciFest, and (b) participation in
SciFest influences female students’ interest in enrolling in senior-level STEM courses. Overall,
the results of the data related to Research Question 3 indicated strong agreement by participants
at SST that female students are recruited and encouraged by parents and female role models. In
general, however, participants recognized a lack of female role models to influence student
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 121
interest in senior-level courses. The data related to Research Question 4 produced one theme:
SciFest provides opportunities for students to develop 21st-century skills needed to obtain
careers in STEM. These data confirmed that participation in SciFest provides opportunities for
students to develop 21st-century skills and interest in STEM courses and careers.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 122
Chapter 5: Conclusions and Recommendations
As a result of FDI by MNCs and globalization, Ireland has experienced unanticipated
challenges and progress in recent years. Ireland’s leaders in educational policy understand the
critical need for development of 21st-century skills. Most agree that, in order to participate
effectively in this new global market and to attract and retain investment and participation by
foreign companies, Ireland’s education system must expand opportunities for all students,
including females, to develop 21st-century skills through inquiry-based instructional approaches
such as PBL (O’Hagan & Newman, 2014). Ireland’s SciFest provides opportunities for students
to participate in a curriculum in which they can demonstrate development of 21st-century skills
in STEM through an inquiry-based curriculum that includes PBL (Bender, 2012; Capraro et al.,
2013).While there is an understanding of the need for 21st-century skills, there is also a tension
between the need to prepare for the Leaving Certificate and the development of skills that MNCs
seek. The Leaving Certificate Examination is the final examination in the Irish secondary school
system; it is used for acceptance into universities. As a result, teachers, students, parents, and
administrators place their focus on preparation for the Leaving Certificate, and opportunities for
PBL or inquiry-based instruction to develop 21st-century skills are minimal.
This research study was designed to build on work by the 2016 USC Executive Cohort
led by Dr. Escalante that conducted similar research in Ireland. The study was conducted by 13
thirteen doctoral students under the direction of Dr. Escalante from the University of Southern
California Rossier School of Education. The method used by the current cohort was a thematic
approach. As a result, there may be similarities among the dissertations and data results;
however, each group member’s study is individual and each member’s conclusions are
independent. As part of the thematic approach, the cohort met monthly and then weekly to
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 123
present research literature, develop research questions, identify conceptual frameworks that
would contribute to the study, and discuss data and findings. Unique to the research team for this
study was the focus on female participation in SciFest and the impact of leadership on
development of 21st-century skills through inquiry-based instructional approaches such as PBL.
This study was designed to collect data from multiple stakeholders, including students, school
staff, business leaders, political leaders, and policymakers, as well as data collect through
classroom observations and SciFest observations. Triangulation of the data allowed the
researcher to construct meaning based on the perspectives of the participants associated with
Ireland’s educational system.
The purpose of this study was to examine how participation in SciFest influences
teachers to use inquiry-based instructional strategies, such as PBL, in the classroom to develop
21st-century skills and to prepare students for a 21st-century workforce. In addition, the study
examined the influence of leadership on implementation of inquiry-based curricula, as well as
the curricula’s influence on female students and their desire to pursue STEM education.
Chapter 1 provided an overview of the study, statement of the problem, purpose of the
study, research questions, significance of the study, limitations, delimitations, assumptions of the
study, and definitions of key terms. Four research questions guided the 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?
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 124
4. What perceptions do teachers, principals, parents, students, civic leaders,
college/university professors, and MNCs have regarding the value of student participation in
SciFest?
Chapter 2 provided a comprehensive review of the relevant literature on the topics of
globalization, the need for 21st-century skills, gender inequities in STEM, Ireland’s history, and
the political and economic impact of globalization on education. The chapter also reviewed the
role of leadership and current instructional methodologies such as STEM, PBL, and science and
technology fairs such as SciFest that are influencing student acquisition of 21st-century skills.
Six theoretical frameworks were selected to examine the influence of globalization, leadership,
and science competitions on students, including female students, in their acquisition of 21st-
century skills and their college or career pursuit of STEM majors or careers in schools in Ireland.
The theoretical framework was drawn from (a) Friedman’s (2007) framework of globalization,
(b) Spring’s (2015) world educational culture, (c) Wagner’s (2008) survival skills for the 21st
century, (d) Slough and Milam’s (2013) design principles for PBL and STEM, (e) Acker’s
(1987) conceptual framework on feminist theories, and (f) Bolman and Deal’s (2013) leadership
frames. Each of these components was used to understand the role of science competitions, such
as SciFest, in inquiry-based instruction in Ireland.
Chapter 3 described the research design that was used in the study. A mixed-methods,
predominantly qualitative approach, with some quantitative designs, was discussed, as well as
the research team and population sample. The various protocols used for surveys, interviews, and
observations were delineated, as well as the processes used to collect and analyze collected data.
The chapter included a discussion of considerations of credibility, trustworthiness, and reliability
of the study. The ethical considerations were addressed, including adherence by the individual
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 125
researcher and research team to guidelines and expectations required by the IRB process,
including consideration of all aspects of protecting the names of students, professionals, and
institutions through use of pseudonyms and aliases.
Chapter 4 revisited each of the four research questions and presented the research
findings from the data collection. Based on analysis of the data, themes were identified for each
of the research questions and conclusions were reached.
Chapter 5 provides a summary of Chapters 1 through 4. The chapter provides a summary
of findings through a review each of the research question and the identified themes.
Implications for practice based on the findings are discussed and recommendations for further
research are presented.
Summary of the Findings
This section presents a summary and discussion of the study’s findings in relation to
current practice. As a result of the analysis of the data, eight themes emerged related to the four
research questions. A summary of the themes associated with each research question is included.
Findings for Research Question 1
Research Question 1 asked, How do schools engage in SciFest while preparing students
for the Leaving Certificate Examination? Several schools in Ireland, such as SST, are attempting
to implement a 21st-century model focused on STEM PBL through participation in SciFest.
Through the use PBL, teachers can ensure that they are developing 21st-century skills in students
(Doppelt, 2003).
The first theme that emerged showed that participation in SciFest helps students to
develop soft skills that prepare them for the Leaving Certificate Examination. Participants
strongly supported this theme. Students, teachers, business leaders, and educational policymakers
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 126
agreed that STEM education and 21st-century skills development were critical for Irish students
because they were necessary skills for the growing and changing job market. Furthermore,
participants strongly agreed that SciFest helps students to develop 21st-century skills that can
transfer into preparation for the Leaving Certificate Examination. Although there was no direct
correlation between aligning activities and learning in SciFest to the Leaving Certificate, many
students, teachers, and educational leaders reported that the skills that are developed during
SciFest support success in the Leaving Certificate.
The second theme revealed that school leaders and teachers encourage participation in
SciFest and thereby support student success in the Leaving Certificate. Although at this time
there is no direct correlation between participation in science fairs, such as SciFest, and success
in the Leaving Certificate, many students and educators recognize that participation can help
them to understand the science question items in the Leaving Certificate Examination.
Administrators who support participation in SciFest understand this underlying value and
encourage students to participate in SciFest. At SST the leadership has seen this as such a value
that they have made participation in SciFest mandatory for all students during Transition Year.
This ensures that all students at SST at least get exposure to this inquiry-based practice in the
year prior to the last 2 years of senior level, when most of the focus is on the Leaving Certificate
Examination.
The third theme related to Research Question 1 was that school leaders and teachers
employ strategies to encourage participation in SciFest. Participants strongly supported this
theme. Based on the data, SciFest preparation is not done as part of the curricula during class.
Students who participate in SciFest prepare after school or are released from classes during the
Transition Year to complete projects. Students in particular recognized that school teachers and
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 127
leaders should employ strategies to encourage participation in SciFest. From the data analysis, it
was evident that teachers tend to be supportive and creative in their use of strategies to support
students during their participation for SciFest.
Findings for Research Question 2
Research Question 2 asked, How does school leadership influence participation in
SciFest? Two themes emerged from analysis of data collected through surveys, interviews, and
observations of SciFest. The themes reflected that leadership is an important part of the success
of SciFest. Bolman and Deal (2013) defined leadership in the form of four frames: structural,
human resources, political, and symbolic.
The first theme was that school leadership is a positive influence on SciFest competitions.
Participants strongly agreed that students benefit from the positive influence of leadership in
SciFest competitions. At SST preparation for SciFest happens beyond the classroom. The role of
the leaders to be a positive influence is an important part of the process for students to become
involved and to experience success in SciFest. Even though participation in SciFest is more work
for students, positive leaders support them through the process. Most of the support and positive
influence described by participants and collected through observations demonstrated that a
symbolic leadership was present in schools where participation is highly encouraged. At SST this
leadership was recognized by students during the interviews. Students reported that teachers give
extra time and provide help to students who participate in SciFest typically beyond any required
task as a teacher. Students recognized that the leadership modeled by teachers encourages them
to complete SciFest and motivates them to consider careers in science.
The second theme affirmed that school leadership provides support, including time
materials, and training, as well as financial resources for participation in SciFest. The structural
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 128
frame of leadership focuses on the architecture of the organization, the organization charts, and
the chain of command. The human resource frame emphasizes support, empowerment, and
responsiveness to the needs of employees (Bolman & Deal, 2013). These two types of leadership
frames are necessary to ensure success in the implementation of programs and projects such as
SciFest. SST students are required to participate in SciFest during their Transitional Year. This is
not the case at all schools that were visited by the cohort. In order for students to be able to
participate, leadership must provide a timetable within the day that allows for time for students to
work on the SciFest project. Teachers who participate in SciFest are trained and are provided
resources for students to be able to complete projects.
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 question was
developed to examine the influences that can encourage a young woman to consider the STEM
field. This is an area of research that is also a focus for Ireland. Young women tend not to see
themselves as having a role in STEM fields (Leaper et al., 2012). Two main themes emerged to
provide conclusions for Research Question 3.
The first theme was that female students are actively recruited and encouraged by parents
and female role models to participate in SciFest. Participants from SST had a high percentage of
agreement that female students are actively recruited by females. It was observed that SST has a
strong female participation in SciFest. Based on interview responses, students did not recognize
any gender disparity in participation. In general, however, participants noted that parents
encourage students to participate in SciFest but not at the same rate as do female role models.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 129
The second theme described how participation in SciFest influences female students’
interest in enrolling in senior-level STEM courses. Participants strongly agreed that SciFest
influences female students’ interest in enrolling in senior-level STEM courses. The interviews
data indicated that female students develop a sense of confidence in their ability to complete
science projects. Students who are in specific science courses during SciFest realize that they can
learn the topic and develop confidence to pursue that STEM course in their senior-level studies.
Findings for 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? In a study conducted by Wagner (2008), skills needed by students to be
competitive in a global economy included being able to think critically and be problem solvers,
being able to collaborate in a flat earth, being able to be flexible and adapt to new situations
quickly, being effective communicators, and being able to ask questions to solve problems in
new and innovative ways. One theme related to this question emerged from review of the data.
The theme was that SciFest provides opportunities for students to develop 21st-century
skills needed to obtain careers in STEM. Participants strongly agreed that SciFest provides
opportunities for students to develop 21st-century skills of communication, collaboration, critical
thinking, and creativity. Data revealed that students who participate and SciFest learn how to
collaborate through project development with peers. Students noted in interviews that critical
thinking and creativity are essential to completing projects, especially since they are allowed to
have autonomy in project selection and research topic. All students are required to present their
project to a public audience. The data confirmed that skill in communication is part of the
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 130
process of SciFest. Participants described that presentation of the project strengthens students’
skills in communication and their overall confidence in speaking about STEM topics to others.
Implications for Practice
Examination of the data and the theoretical framework used to address the research
questions indicated implications for practice that Ireland may consider to meet the goal of
developing students who are ready for the new globalized economy.
As Ireland continues to move into a modern globalized economy, it is important that
more students have opportunities to participate in science and technology fairs. The first
implication for practice was evident in the data from the majority of participants, who indicated
that interest in 21st-century skills and STEM fields has increased as a result of student
participation in science and technology fairs such as SciFest. Respondents indicated that
participation in the inquiry-based lessons from science and technology fairs such as SciFest
allow development of interest and confidence to work at jobs in the technology MNCs of Ireland.
More exposure to science fairs during the school years will allow students to be more prepared to
join a knowledge-based workforce. SciFest was created as a complement to BT Young
Scientists, a competition that is considered part of Irish culture. SciFest is seen as the
democratization of access to inquiry based learning (DCU president, interview, April 16, 2018).
For senior-level students, time spent on projects may take away from time spent on
studying for examinations. Ireland has started to address this but there is not yet a full solution.
The benefit of SciFest is that students become more motivated and confident in their knowledge
of STEM by participating in STEM PBL that allows them to gain a deeper understanding of the
topics. As observed at SST, students are given opportunities and encouraged to participate in
inquiry-based learning through SciFest; they are excited by science and develop a deeper
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 131
understanding. This type of learning becomes less about memorizing equations and more about
the real-life application and understanding of the equations. This should help students to answer
those questions with depth and a clearer understanding when they take the Leaving Certificate
Examination.
The second implication for practice is the need for educators and administrators at the
school level to recognize that formal learning methods used in classrooms should engage
students and emphasize the learning experience, such as inquiry-driven PBL. Schools should
place a greater emphasis on the value of inquiry-based learning due to the benefits that are
gained by students. Acknowledging that teachers feel a tension toward ensuring that students
pass the Leaving Certificate Examination is important to the work of building a system that is
equipped to value both. The current system is focused solely on what students need to know to
pass state examinations; students also need to be able to apply knowledge if they are to compete
in the globalized economy. There must be a balance. Currently, it is the teacher’s responsibility
to find the balance between curriculum and preparation for the Leaving Certificate Examination
and to set priorities for the two. This should not be a matter of tension; rather, there should be an
acceptance of the need for a curriculum that allows balance. Given the recent initiatives to
change the curriculum to include a focus on inquiry-based instruction, teachers should be able to
use the provided tools to be equipped to create the balance. However, these reforms must also be
matched by a change in the points system operated by universities so that universities would
provide additional points in the entrance scale for having participated in an inquiry-based project
such as a science fair like SciFest.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 132
Recommendations for Future Research
Ireland has made commitments to embark on an educational transformation that will
produce students who are ready with the skills required by MNCs for high-demand jobs. The
National Council for Curriculum and Assessment (NCCA) was established in 2001 and has led
research on developments in curriculum and assessment. The Minister of Education and Skills,
who is advised by the NCCA, determines Ireland’s curriculum. Several recent documents
published by the NCCA outline the needed changes. In an effort to modernize the curriculum,
the 2015 Framework for Junior Cycle was published to provide guidance on creating a student-
centered curriculum that focuses on ensuring learning experiences that are appropriate to the
needs of the 21st century. Many agree that, in order to transform education, it is also necessary to
transform the assessments. Changes to Ireland’s Leaving and Junior Certificate examinations
were set to be implemented in September 2018. The new tests include a practical application
section and are focused on the student’s capacity to analyze, solve problems, and collaborate.
A recommendation for further research is to study schools that mandate participation in
SciFest for their students during the transition year and include an analysis of the scores from the
new examination. A study of schools that are implementing SciFest for all students along with
the new Junior Cycle framework that encourages inquiry-based instruction to teach the content
needed for the leaving certificate for the Junior Cycle may provide information regarding the
influence of these strategies on development of 21st-century skills as students move toward the
senior level and the Leaving Certificate Examinations.
Further research is recommended on schools that have a strong partnership with MNCs
determine the influence that MNCs have on the schools’ implementation of inquiry-based
practices, such as SciFest, as well as the focus on influencing females to participate in STEM-
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 133
related curricula and careers. The STEM Education Policy Statement, published in November
2017 by the Ireland Department of Education and Skills, acknowledges that STEM learning
experiences are not only confined to schools. STEM learning opportunities present themselves in
both formal and informal settings and can take place in and with the community, such as in
coding workshops or in industry. To sustain a supportive STEM education, all stakeholders,
including MNCs, will have to work together to develop a connected, more effective learning
network. The importance of this collaboration will ensure that Ireland is better prepared to be at
the forefront of developing students with the skills needed to meet the challenges of the future.
Conclusion
In order for Ireland to participate effectively in the new global market and to attract and
retain investment and participation by foreign companies, the education system must continue to
expand opportunities for all students, including females, to develop 21st-century skills through
inquiry-based instructional approaches such as PBL (O’Hagan & Newman, 2014). Through the
highs and lows of its economy and its history, Ireland has evolved into a nation that is focused on
innovation and on fostering the benefits of FDI and MNCs from around the world. SciFest
provides opportunities for students to participate in a curriculum in which they can demonstrate
development of 21st-century skills in STEM through an inquiry-based curriculum that includes
PBL (Bender, 2012; Capraro et al., 2013).
The purpose of this study was to examine how participation in SciFest influences
teachers to use inquiry-based instructional strategies, such as PBL, in the classroom to develop
21st-century skills and to prepare students for a 21st-century workforce. In addition, the study
examined the influence of leadership on implementation of inquiry-based curricula, as well as
the curricula’s influence on female students and their desire to pursue STEM education.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 134
Since 2016, Ireland has recognized the need increase engagement of girls in STEM. In
June 2016, WITS introduced an action manifesto outlining vital actions for improving female
participation in STEM and STEM fields. In November 2016, the Ireland STEM Education
Review Group produced a report based on a comprehensive review of STEM education in Irish
schools. One of the key observations in the report was that women were greatly underrepresented
in the STEM field in Ireland. The report cited that parents of girls generally lacked information
about STEM career options and how to advise their daughter to pursue these careers (Ireland
Department of Education and Skills, 2016). In addition, according to the Accenture (2014) report
entitled Powering Economic Growth: Attracting More Young Women Into Science and
Technology, key barriers still exist such as the following:
1. Negative stereotypes exist that STEM subjects and careers are more suitable for boys;
2. Parents still lack information about career options;
3. There is fragmented information available about STEM careers, thereby making it
difficult for students and parents to evaluate options; and
4. A disconnect exists between industry’s skills needs and students’ subject choices for
their Leaving Certificate Examinations.
Data gathered in this study confirmed the need identified in the reports. At SST female
students are encouraged and provided opportunities to build 21st-century skills and confidence in
STEM PBL. However, that is not the case in all of the schools that were researched by the
cohort. More work must be done to ensure that students have access to female role models in
STEM as well as to ensure that parents are informed of all of the opportunities available to
female students in STEM careers.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 135
Although the data from this study revealed support for inquiry-based learning through
science fairs such as SciFest, the current curriculum and Leaving Certificate structure do not
fully support the inquiry process. However, since 2017, there have been several published reports
and reforms to the curriculum and assessment in the Junior Cycle. First, in November 2017, the
STEM Education Policy Statement was released by the Minister of Education and Skills. The
document outlines the three-phase path to ensure that, by 2026, Ireland can achieve the best
education and development of students who are ready for STEM careers.
Phase 1 (2017-2019) will be focused on enhancing the efforts that are already underway
in Ireland. As well, this will be the time to build capacity and develop new initiatives. Phase 2
(2020-2022) will focus on deepening capacity building and developing the systems and
structures for a coherent STEM environment. Finally, Phase 3 (2023-2026) will focus on having
the vision of providing the highest quality STEM education experience that can come to life for
students (Ireland Department of Education and Skills, 2017).
According to Soulé and Warrick (2015), education has paid considerable attention to the
content that students need to know but have failed to address more complex thinking that teaches
the application of the content that will govern 21st-century life. In order to develop the needed
skills, schools must move away from focusing solely on content knowledge to ensuring that
students are experiencing instruction and learning in a way that teaches 21st-century skills. New
education policies in Ireland can provide a vehicle to focus on having students develop the 21st-
century skills of communication, collaboration, critical thinking, and creativity. Wagner (2008)
further identified the skills needed for students to survive in the new global economy and build
successful careers. Companies require workers to think about innovations, to be problem solvers,
to ask good questions, to be able to adapt to new situations and have the ability to influence
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 136
through strong leadership skills, and to know how to collaborate and effectively communicate
with people from all over the world. Recent reforms in STEM education and the national
curriculum and assessment may be the catalyst to educate students to be successful in a complex
and interconnected world.
In August 2018, the NCCA began their first of two cycles of review of the Senior Cycle.
The first review included schoolwide discussions and administering surveys to staff, parents, and
students. An overview report will be published by the NCCA in March 2019, with additional
public consultation from March to May 2019. The final advisory report will be published in June
2019 (National Council for Curriculum and Assessment [NCCA], 2018). This report will
ultimately be used by the Minister of Education to determine changes in the curriculum of the
Senior Cycle and the new Senior Cycle Leaving Certificate. As a result, more changes will
follow after the NCCA review on the Senior Cycle is finalized on June 2019.
The data that were collected and analyzed to address the four research questions indicated
strong support for inquiry-based practices such as SciFest and showed that students, including
females, are developing 21st-cenruty skills, interest, and confidence in STEM courses as a result
of their participation in science fairs. The educational reforms that are in progress will ensure
that all students, including females, are able to compete in the jobs of the future and positively
influence Ireland’s economy.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 137
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GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 145
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
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 146
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?
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 147
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?
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 148
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.
2. What is your opinion of the ideal way to prepare students for the Leaving Exam while
participating in SciFest at the same time?
3. What strategies should schools employ to prepare students for SciFest while preparing
students for the Leaving Certificate Exam?
4. How does participation in SciFest influence preparation for the Leaving Certificate Exam?
5. Some principals say that SciFest takes away from the core instruction and preparation for the
Leaving Certificate Exam. How would you respond to that?
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 149
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?
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 150
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?
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?
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 151
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?
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 152
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.
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?
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 153
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?
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 154
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 student’s 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?
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 155
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?
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 156
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:
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 157
21st-Century
Skills
(Wagner, 2008)
STEM/
Inquiry-Based
(Slough &
Milam, 2013)
Actions and Comments
Observed
Observer Comments
Critical Thinking
and Problem
Solving
Making
Content
Accessible
Collaborating
Across Networks
Making
Thinking
Visible
Agility and
Adaptability
Helping
Students Learn
from Others
Initiative and
Entrepreneurialism
Promoting
Autonomy and
Lifelong
Learning
Effective Oral and
Written
Communication
Accessing and
Analyzing
Information
Curiosity and
Imagination
Other Observations
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 158
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?
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 159
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:
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 160
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
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 161
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?
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 162
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
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 163
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:
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 164
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
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 165
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
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 166
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
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 167
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:
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 168
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
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 169
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
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 170
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
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 171
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)
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 172
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
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 173
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
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 174
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
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 175
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:
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 176
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
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 177
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
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 178
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
students pursuing studies in Science, Technology, Engineering and Maths (STEM) while
acquiring 21
st
Century Skills necessary for all citizens.
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 179
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
GLOBALIZATION AND THE NEED FOR 21ST-CENTURY SKILLS 180
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 globalization of Ireland and the demand to prepare a knowledge-based workforce have resulted in the need for reform in Ireland’s educational approach. This educational reform and transformation requires that students, including females, in Ireland be provided an inquiry-based approach that will help them to develop 21st-century skills and learn the real-world application of science, technology, engineering, and mathematics courses through the process of project-based learning (PBL). Students who participate in science competitions and technology competitions, such as SciFest, can experience the PBL approach in science, technology, engineering, and mathematics (STEM). However, not all students participate in SciFest due to the need to prepare for the Level Leaving Certificate Examinations. The results from these are used by universities to accept incoming students. As a result of this high-stakes test, not all students participate in SciFest. This study examines the influence of globalization, leadership, and science competitions on acquisition of 21st-century skills and college-career pursuit of STEM majors and careers by students, including females, in schools in Ireland. The principal findings for this mixed-methods, predominantly qualitative case study were that globalization in Ireland has influenced current reforms toward inquiry-based STEM instruction. Students, including females, who participate in science and technology fairs such as SciFest develop confidence and interest in pursuing STEM courses and careers. Study participants agreed that leadership is important in the implementation of inquiry-based PBL. They also agreed that science and technology fair competitions such as SciFest are valuable and help students to develop the 21st-century skills of communication, collaboration, critical thinking, and creativity. The study contributes to the body of work about the impact of globalization on education in Ireland and the need for students to develop 21st-century skills.
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University of Southern California Dissertations and Theses
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Asset Metadata
Creator
Velasquez, Diana
(author)
Core Title
Globalization and the need for 21st-century skills: implications for policy education in science, technology, engineering, mathematics, and project-based learning in schools in Ireland
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
04/28/2019
Defense Date
03/11/2019
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
21st-century skills,education,Females,Globalization,Ireland,leadership,OAI-PMH Harvest,policy,project-based learning,qualitative,reform,Schools,STEM,workforce
Format
application/pdf
(imt)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Escalante, Michael (
committee chair
), Castruita, Rudy (
committee member
), Doll, Michele (
committee member
), Garcia, John (
committee member
), Hinman, Charles (
committee member
)
Creator Email
vela983@usc.edu,velasquez_diana@lacoe.edu
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c89-154477
Unique identifier
UC11662759
Identifier
etd-VelasquezD-7329.pdf (filename),usctheses-c89-154477 (legacy record id)
Legacy Identifier
etd-VelasquezD-7329.pdf
Dmrecord
154477
Document Type
Dissertation
Format
application/pdf (imt)
Rights
Velasquez, Diana
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
Tags
21st-century skills
education
policy
project-based learning
qualitative
STEM
workforce