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Influence of globalization and educational policy on development of 21st-century skills and education in science, technology, engineering, and mathematics and the science and technology fairs in ...
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Influence of globalization and educational policy on development of 21st-century skills and education in science, technology, engineering, and mathematics and the science and technology fairs in ...
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Content
Running head: INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 1
INFLUENCE OF GLOBALIZATION AND EDUCATIONAL POLICY ON DEVELOPMENT
OF 21ST-CENTURY SKILLS AND EDUCATION IN SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS AND THE SCIENCE AND
TECHNOLOGY FAIRS IN SECONDARY SCHOOLS IN IRELAND
by
Marc D. Trovatore
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 Marc D. Trovatore
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 2
Dedication
This dissertation is dedicated to my wife Erika and our three children: Joseph, Aidan, and
Samuel. I am forever grateful for Erika’s sacrifice and support throughout the doctoral program.
I hope that I have made our sons proud and serve as an example so that they can achieve their
goals through focus and persistence.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 3
Acknowledgments
I begin by recognizing two special individuals, Dr. Charles Hinman and Denise Knutsen.
Without their support and encouragement over the last 3 years, none of this would have been
possible.
Next, I would like to thank my dissertation chair, Dr. Michael Escalante, for assembling
the 2016 Executive Cohort. Dr. Escalante’s leadership, mentorship, wisdom, and patience are
unparalleled.
My dissertation committee was comprised of a fantastic array of individuals that included
Dr. Rudy Castruita, Dr. John Garcia, Dr. Michele Doll, and Dr. Charles Hinman. Their guidance
throughout the proposal and defense processes was invaluable.
I would be remiss if I failed to acknowledge Dr. Veronica Lui Maddox and Dr. April
Leon, as they gave me the “push” to enter the doctorate program. Four additional members of my
West Covina Unified School District work family assisted me in innumerable ways: Dr. Hilda
Flores, Dr. Gloria Duncan, Sonia Gonzalez, and Margaret Llamas.
Finally, I would like to give special thanks to all of the members of the 2016 Executive
Cohort. They are a stellar group of educational leaders who have taught me more than I ever
could have imagined, and I am humbled to call them friends.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 4
Table of Contents
Dedication 2
Acknowledgments 3
List of Tables 7
Abstract 9
Chapter One: Overview of the Study 10
Statement of the Problem 10
Purpose of the Study 11
Research Questions 12
Significance of the Study 12
Limitations of the Study 13
Delimitations of the Study 14
Assumptions of the Study 15
Definition of Terms 15
Organization of the Dissertation 18
Chapter Two: Review of the Literature 20
Globalization 22
Overview and Definition 22
History of Globalization 23
Flattening Phenomenon 24
Impact of Globalization 26
Ireland 28
History and Political Overview 28
Economic Overview 30
MNCs and FDI 32
Influence of Economics on Educational Policy 34
Education in Ireland 35
Historical Overview 35
Current Education in Ireland 37
Gender Inequities 39
21st-Century Skills 42
STEM and PBL 44
Science and Technology Fairs 46
Leadership and Educational Reform in the 21st Century 48
Theoretical Frameworks 50
Globalization of Education 50
Figure 1: Diagram of theoretical framework for the globalization of education
and the development of 21st-century skills study 51
STEM PBL and the Growth of 21st-Century Skills 52
Feminist Theory and The Study of Gender in Education 54
Leadership and Educational Reform in the 21st Century 55
Chapter Summary 56
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 5
Chapter Three: Research Methodology 58
Research Design 59
Research Team 61
Population and Sample 63
Educators and Students 64
Business and Industry Leaders 64
Political Leaders and Educational Policy Makers 64
Instrumentation 65
Interview Protocols 66
Observation Protocols 68
Survey Protocols 70
Data Collection 72
Interviews 72
Surveys 73
Observation 73
Triangulation 74
Data Analysis 74
Validity, Reliability, and Trustworthiness 76
Ethical Considerations 77
Chapter Summary 78
Chapter Four: Results 79
Research Design 80
Participants 80
Students 81
Teachers and Administrators 83
Political Leaders and Educational Policy Makers 83
Business and Industry Leaders 84
Data and Analysis 84
Findings for Research Question 1 84
Theme 1: Significant Variance Between Students and Other Stakeholder Groups
Regarding Belief That Participation in SciFest Prepares Students to Be
Successful on the LCE 85
Theme 2: Teachers and School Leaders Encourage Participation in SciFest to
Support Students’ Success on the LCE 90
Discussion Summary for Research Question 1 95
Findings for Research Question 2 96
Theme 1: School Leadership Develops Shared Vision for Implementing SciFest 97
Theme 2: School Leadership Allocates Adequate Resources to Teachers,
Including Time, Materials, and Training, to Support Student Participation in
SciFest 101
Discussion Summary for Research Question 2 106
Findings for Research Question 3 107
Theme 1: Significant Variance Between Students and Other Stakeholder Groups
Regarding Belief That Participation in SciFest Influences the Development
of Female Students’ Interest in Enrolling Into Senior-Level Stem Courses 108
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 6
Theme 2: Significant Variance Between Students and Other Stakeholder Groups
Regarding Belief That Participation in SciFest Influences Development of
Female Students’ Interest in Enrolling Into Third-Level Stem Courses 112
Discussion Summary for Research Question 3 117
Findings for Research Question 4 118
Theme 1: SciFest Provides Opportunities for Students to Develop the Skills
Needed in a Global Economy 119
Theme 2: Students Who Participate in SciFest Demonstrate Skills Needed to
Obtain Careers in Stem Fields 123
Discussion Summary for Research Question 4 128
Chapter Summary 128
Chapter Five: Summary, Discussion, Conclusions, and Recommendations 132
Summary of the Study 132
Discussion of Findings 134
Research Question 1 134
Research Question 2 136
Research Question 3 138
Research Question 4 139
Limitations 141
Implications for Practice 142
Recommendations for Future Research 144
Conclusion 145
References 147
Appendices
Appendix A: Recruitment Letter to Principal 158
Appendix B: Political Leader/Educational Policy Maker Interview Protocol 159
Appendix C: Business and Industry (MNCs) Interview Protocol 161
Appendix D: School Leader Interview Protocol 163
Appendix E: Teacher Interview Protocol 165
Appendix F: Student/Parent Interview Protocol 167
Appendix G: Classroom Observation Protocol 169
Appendix H: SciFest Observation Protocol 172
Appendix I: Survey Protocol for School Administrator or Teacher 175
Appendix J: Survey Protocol for Political Leader, Business Leader, or Policy
Maker 179
Appendix K: Survey Protocol for Parent of Second-Level Student 183
Appendix L: Survey Protocol for Student Participation in SciFest 187
Appendix M: Information/Fact Sheet for Exempt Research 191
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 7
List of Tables
Table 1: Alignment of Interview Protocols to Research Questions (RQs) and Theoretical
Frameworks 68
Table 2: Alignment of Survey Protocols to Research Questions (RQs) and Theoretical
Frameworks 71
Table 3: Summary of Participants, Their Organization/Position, and Data Type(s) 82
Table 4: Responses Indicating That Participation in SciFest Prepares Students to Be
Successful on the Leaving Certificate Examination: SCC Students and
All Students 86
Table 5: Responses Indicating That Participation in SciFest Prepares Students to Be
Successful on the Leaving Certificate Examination: All Teachers/
Administrators, All Parents, and Multinational Corporations (MNCs)/
Political Leaders/Educational Policy Makers 88
Table 6: Responses Indicating Teacher and School Leader Encouragement of Students’
Participation in SciFest to Support Students’ Success on the Leaving
Certificate Examination: SCC Students and All Students 91
Table 7: Responses Indicating That Teachers’ and School Leaders’ Encouragement of
Students Prepares Students to Be Successful on the Leaving Certificate
Examination: All Teachers/Administrators All Parents, and Multinational
Corporations (MNCs)/Political Leaders/Educational Policy Makers 92
Table 8: Responses Indicating That School Leadership Develops a Shared Vision for
Implementing SciFest: SCC Students and All Students 98
Table 9: Responses Indicating That School Leadership Develops a Shared Vision for
Implementing SciFest: All Teachers/Administrators, All Parents, and
MNCs/Political Leaders/Educational Policy Makers 99
Table 10: Responses Indicating That School Leadership Provides Support, Including
Time, Materials, and Training, for Participation in SciFest: SCC
Students and All Students 102
Table 11: Responses Indicating That School Leadership Provides Support, Including
Time, Materials, and Training, for Participation in SciFest: All Teachers/
Administrators, All Parents, and Multinational Corporations (MNCs)/
Political Leaders/Educational Policy Makers 104
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 8
Table 12: Responses Indicating That SciFest Influences the Development of Female
Students’ Interest in Enrolling Into Senior-Level Science, Technology,
Engineering, and Mathematics (STEM) Courses: SCC Students and
All Students 109
Table 13: Responses Indicating That SciFest Influences the Development of Female
Students’ Interest in Enrolling Into Senior-Level Science, Technology,
Engineering, and Mathematics (STEM) Courses: All Teachers/
Administrators, All Parents, and Multinational Corporations (MNCs)/
Political Leaders/Educational Policy Makers 110
Table 14: Responses Indicating That SciFest Influences the Development of Female
Students’ Interest in Enrolling Into Third-Level Science, Technology,
Engineering, and Mathematics (STEM) Courses: SCC Students and
All Students 114
Table 15: Responses Indicating That SciFest Influences the Development of Female
Students’ Interest in Enrolling Into Third-Level Science, Technology,
Engineering, and Mathematics (STEM) Courses: All Teachers/
Administrators, All Parents, and Multinational Corporations (MNCs)/
Political Leaders/Educational Policy Makers 115
Table 16: Responses Indicating That SciFest Provides Opportunities to Develop the
Skills Needed in a Global Economy: SCC Students and All Students 120
Table 17: Responses Indicating That SciFest Provides Opportunities to Develop the
Skills Needed in a Global Economy: All Teachers/Administrators, All
Parents, and Multinational Corporations (MNCs)/ Political Leaders/
Educational Policy Makers 121
Table 18: Responses Indicating That Students Who Participate in SciFest Demonstrate
the Skills Needed to Obtain Careers in Science, Technology, Engineering,
and Mathematics (STEM) Fields: SCC Students and All Students 124
Table 19: Responses Indicating That Students Who Participate in SciFest Demonstrate
the Skills Needed to Obtain Careers in Science, Technology, Engineering,
and Mathematics (STEM) Fields: SCC Students and All Students 126
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 9
Abstract
In response to the forces of globalization, Ireland has implemented a multitude of
measures to gain a competitive advantage within the European Union and on the international
stage. These transformational changes have been undertaken in the interest of attracting and
retaining foreign direct investment and multinational corporations that, by extension, have
brought about a need for the country to enact educational policies to produce a knowledge-based
workforce. By providing students with opportunities to develop 21st-century skills through
science, technology, engineering, and mathematics (STEM) education and inquiry-based instruc-
tional strategies, such as project-based learning (PBL), students will be equipped with the requi-
site skills needed to meet the demands of the ever-changing economic market.
The intent of this study was to develop a better understanding of how STEM education,
inquiry-based instructional practices, PBL, and SciFest promote the development of 21st-century
skills so that students can compete in the new knowledge-based economy. The study further
examined how participation in SciFest prepares students for the Leaving Certificate Examination
(LCE) and stimulates female students’ interest in STEM courses. The influence of school lead-
ership on student participation in SciFest was also explored as part of the study.
The principal findings of this mixed-methods study indicated that there is support for the
continued implementation of science competitions, such as Scifest, to provide students with the
opportunity to develop 21st-century skills and to stimulate interest in STEM education and
careers. The results suggested that school leadership is instrumental in promoting and supporting
SciFest implementation. The data revealed that there are divergent viewpoints regarding the
assertion that SciFest is instrumental in preparing students for success on the LCE and motivating
female students to pursue STEM majors and careers.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 10
Chapter One: Overview of the Study
Globalization has significantly impacted economies and educational systems in countries
around the world. Ireland is not unique in this regard, as it has witnessed a dramatic shift in its
economy and has made a concerted effort to attract multinational corporations (MNCs) through
foreign direct investment (FDI). This development has created new challenges for the Irish
educational system as it now seeks to develop a highly skilled workforce prepared to support a
knowledge-based economy (KBE).
In order to meet the needs of MNCs and remain competitive in the new global economy,
Ireland has enacted an array of educational policies to support science, technology, engineering,
and mathematics (STEM) education (Paus, 2005). Through the implementation of inquiry-based
instructional practices, such as project-based learning (PBL), and an emphasis on participation in
national science fairs and exhibitions, such as SciFest, Irish policy makers and educational
leaders hope to develop 21st-century skills and build interest in STEM-related courses and
careers.
This chapter begins with the statement of the problem before advancing to the purpose of
the study and the four research questions that will guide the study. The chapter continues with a
discussion of the significance of the study and then proceeds to the limitations, delimitations, and
assumptions of the study. It concludes with a definition of terms and an overview of the organi-
zation of the dissertation.
Statement of the Problem
In order to maintain hegemony among other European countries and to remain competi-
tive in the new global economy, Ireland has modified trade agreements and enacted numerous
legal mandates at various levels of government. These transformational changes have been
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 11
undertaken in the interest of attracting and retaining FDI and MNCs while simultaneously devel-
oping competitive domestic firms (O’Hagan & Newman, 2014). To achieve this end, Ireland
must produce and employ a knowledge-based workforce.
A myriad of educational policies and practices have been implemented to meet this
demand by providing students with opportunities to develop 21st-century skills through STEM-
related education and inquiry-based instructional strategies, including PBL. In addition, through
participation in science and technology fairs such as Ireland’s SciFest, students can further
enhance and display their 21st-century skills in STEM (Bender, 2012; Capraro, Capraro, &
Morgan, 2013).
Educational policy makers and school leaders in Ireland are examining their current
structures and systems to determine whether they support the implementation of effective
STEM–PBL programs and practices. They are assessing the extent and effectiveness of the
current strategies to promote and prepare students for participation in SciFest and STEM-related
competitions. Similarly, Irish education policy makers and school leaders are examining the
current gender gap in achievement and enrollment into SciFest and related science competitions,
as well as STEM courses and college majors.
Purpose of the Study
The purpose of this study was to understand the influence of globalization and educa-
tional policy on the development of 21st-century skills through implementation of STEM educa-
tion, instructional practices, and student participation in the SciFest science competition. The
study examined how school leadership influences student participation in SciFest while preparing
for the LCE. Additionally, this study investigated how SciFest influences female interest in
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 12
STEM courses and stakeholders’ perceptions of SciFest’s value in preparing students to compete
in the 21st-century workforce.
Research Questions
Four research questions guided this study:
1. How do schools engage in SciFest while preparing students for the LCE?
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/uni-
versity professors, and MNCs have regarding the value of student participation in SciFest?
Four frameworks were identified to guide this study and assist in the analysis of the data:
(a) the frameworks for the globalization of education developed by Friedman (2007), Spring
(2015), and Wagner (2008); (b) Spring (2015) and Wagner’s (2008) STEM PBL and the growth
of 21st-century skills; (c) Acker’s (1987) feminist theory and the study of gender in education;
and (d) Bolman and Deal’s (2013) four frames of leadership. These four frameworks are dis-
cussed and elaborated on in Chapter Two.
Significance of the Study
Globalization is not a trend or fad because it has its own rules, logic, pressures, and
incentives that now affect every country directly or indirectly (Friedman, 2007). As a result,
globalization systems are now characterized by the overarching feature of integration. This
interweaving of markets, technology, information systems, and telecommunications systems has
had a flattening effect on the world (Friedman, 2007). Owing to this situation, Wagner (2008)
argued that advanced manufacturing is fast becoming the dominant type of manufacturing in the
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 13
world, driven by the necessities of economics and national security. New approaches to work-
force development must be developed in the new fluid, computational, adaptive, and digital
world as the new manufacturing paradigm continues to shift away from labor-intensive activities
toward knowledge-based and technological problem solving (Wagner, 2008). Consequently,
countries that want to remain competitive in the new global economy must assess their current
educational systems’ ability to meet the demands of the 21st-century workforce.
The focus of this study was on how Ireland’s educational system is responding to the
forces of globalization in order to maintain hegemony within the European Union (EU) and on
the international stage. Specifically, this study examined the relationship between STEM–PBL
education and instructional practices and participation in science competitions such as SciFest as
a means not only to equip students with 21st-century skills but also to foster interest in STEM
courses and careers. The study also explored the influence of student participation in SciFest and
related science competitions on school leadership practices and the gender gap in enrollment into
STEM courses and college majors. Stakeholder perceptions of the value of student participation
in SciFest were investigated. Through this study, the research team intended to provide credible
information for Irish policy makers, classroom teachers, site administrators, students, political
leaders, policy makers, business and industry leaders of MNCs, and SciFest organizers to assist
them with assessing the impact of science competitions on 21st-century skills and interest in
STEM.
Limitations of the Study
Limitations are influences that the researcher cannot control and that place restrictions on
methodology and conclusions (Simon & Goes, 2013). The limitations of this study were as
follows:
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 14
1. The research team traveled to Ireland over a 10-day period to collect data to address
the research questions, and it was not possible to revisit classrooms to reinterview or resurvey
participants.
2. The research team relied on liaisons from Ireland and site administrators to identify
the sampling pool—a factor that could have resulted in a bias of who was identified for sampling.
3. The depth of the data was contingent upon the level of access that the researchers had
to Irish policy makers, classroom teachers, site administrators, students, political leaders, policy
makers, business and industry leaders of MNCs, and SciFest organizers and their willingness to
participate in the study.
4. The generalizability of the findings was limited to participants from the schools
visited and those in attendance at the SciFest event and not to the overall Irish educational system
or other science competitions.
5. Data validity was highly dependent on the quantitative and qualitative research
instruments selected by the research team.
6. The data were analyzed through the lens of an American research team with extensive
knowledge of the American educational system and not that of Ireland.
Delimitations of the Study
Delimitations are choices made by the researcher that should be mentioned and that
describe the boundaries that have been set for the study (Simon & Goes, 2013). The delimita-
tions of this study were as follows:
1. The criteria utilized to select schools and participants were limited to secondary
schools that participated in SciFest with no consideration for demographics such as socioeco-
nomic status, race, gender, or geographic location.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 15
2. The study was limited to students who have competed in SciFest and the teachers and
school administrators who had influenced those students.
3. The study was limited to political leaders, policy makers, business and industry
leaders of MNCs, and SciFest organizers who were familiar with SciFest and may have exerted
influence on educational policy formulation.
Assumptions of the Study
Assumptions are beliefs in the proposed research that are necessary to conduct the
research but cannot be proven (Simon & Goes, 2013). The assumptions of this study were as
follows:
1. Globalization, MNCs, and FDI have impacted the Irish educational system.
2. The development of 21st-century skills through STEM education is occurring in Irish
schools with an emphasis on inquiry-based instructional strategies such as PBL.
3. Participation in SciFest and related science competitions is encouraged in secondary
schools as a means to develop 21st-century skills and to promote interest in STEM courses and
careers.
4. School leadership practices influence student participation in SciFest.
5. Participation in SciFest influences student interest in STEM courses and careers.
6. A mixed-methods, predominantly qualitative approach is appropriate for this study
utilizing interviews, observations, and surveys to yield valid data.
7. All participants will provide accurate and true information.
Definitions of Terms
The following terms are defined for application in this study:
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 16
Foreign direct investment: An investment made by a company or individual in one
country in business interests in another country, in the form of either establishing business
operations or acquiring business assets in the other country (Paus, 2005).
Globalization: The movement of products, peoples, social norms, and products across
borders, creating an economic integration of nations affecting the economic development,
prosperity, culture, environment, political system, and language usage of people around the world
(Spring, 2008).
Human capital: The concept that not all labor is equal and that the education, experience,
and abilities of employees have economic value for employers and for the economy as a whole
(Chanda, 2007).
Inquiry-based learning: A form of active learning, often assisted by a facilitator, that
starts by posing questions, problems, or scenarios rather than simply presenting established facts
or portraying a smooth path to knowledge (Slough & Milam, 2013).
Junior Cycle: The first 3 years of an Irish student’s secondary education, resembling
American middle school, where students study a minimum of eight subjects that include English,
Irish, science, and mathematics (O’Reilly, 2012).
Knowledge-based economy: The trend in advanced economies toward greater dependence
on knowledge, information, and high skill levels and the increasing need for ready access to all of
these by the business and public sectors (Organization for Economic Co-operation and Develop-
ment [OECD], 2005).
Leaving Certificate Examination (LCE): An examination prior to concluding secondary
education and the Senior Cycle in Ireland that students take that tests their skills in a variety of
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 17
subjects and uses a point system based on the number of subjects on which the student was
assessed and how well he or she performed (Leahy & Phelan, 2012).
Project-based learning: A student-centered teaching method in which students gain
knowledge and skills by working for an extended period of time to investigate and respond to an
authentic, engaging, and complex question, problem, or challenge (Slavit, Nelson, & Lesseig,
2016).
Multinational corporation: A corporation that has facilities and other assets in at least one
country other than its home country and usually has a centralized head office where it coordinates
global management (Paus, 2005).
Science and technology competitions and fairs: A form of PBL used to promote the
development of 21st-century skills and interest in STEM courses and careers via events that are
available for Irish students to enter into and compete against students within and outside of
Ireland (SciFest, 2016).
Science, technology, engineering, and mathematics: An interdisciplinary, applied educa-
tional approach where the four disciplines are not taught as separate and discrete subjects but
integrated into a cohesive learning paradigm based on real-world applications (Slavit et al.,
2016).
SciFest: Ireland’s largest science competition for secondary-level students. It is held
locally, regionally, and nationally and offers winners the opportunity to advance to the Intel
International Science and Engineering Fair (ISEF) competition held annually in the United States
(SciFest, 2016).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 18
Senior Cycle: The final 2 years of a student’s secondary education for students 15-18
years old (resembling American high school) and often referred to as the Leaving Certificate
Program because most students take the LCE prior to exiting (O’Reilly, 2012).
Third-level schools: Institutions of higher education into which students must apply for
admission. These consist of four main institutions: universities, technical colleges, teacher
training colleges, and privately owned colleges (Ireland Department of Education and Skills
[DES], 2016).
Twenty-first-century skills: The seven skills that are requisites for success in the new
knowledge-based global economy: critical thinking and problem-solving abilities, collaboration
across networks, agility and adaptability, initiative and entrepreneurship, effective oral and
written communication, accessing and analyzing information, and curiosity and imagination
(Wagner, 2008).
Organization of the Dissertation
The dissertation is divided into five chapters. Chapter One includes an overview of the
study, statement of the problem, purpose of the study, research questions, significance of the
study, limitations and delimitations, assumptions, and definitions of key terms. Chapter Two
provides a review of relevant literature on the topic of globalization and its impact on Ireland’s
economy, politics, and educational system; the influence of Ireland’s political and economic
history on educational policy; and how STEM–PBL education and participation in SciFest and
related science competitions are implemented as a means to foster 21st-century skill develop-
ment, to stimulate interest and involvement in STEM courses, and to address gender inequalities.
Chapter Two examines the role that educational leadership plays in the aforementioned process
and also identifies the theoretical frameworks that will guide the study.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 19
Chapter Three describes the methodology and research design that were utilized
throughout the study. It contains a discussion of the mixed-methods, predominantly qualitative
and quantitative approach that was employed. Also described are the research team, population
and sample, instrumentation, data collection, and plan for the data analysis process.
Chapter Four presents the results of the data collected from the research, including an
identification of themes and a description and analysis of the data. Chapter Five summarizes the
findings of the study, identifies implications for practices, and offers recommendations for future
research.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 20
Chapter Two: Review of the Literature
Together with countries such as China and India, Ireland is regularly hailed as a model of
how to achieve economic success under the conditions of today’s globalization (Jacobson, Kirby,
& O’Broin, 2006). However, this was not always the case as Ireland’s economy struggled for
decades after it gained independence from the United Kingdom in 1922 and acquired full fiscal
autonomy in 1937. After suffering from extensive migration and a stagnant economy, Ireland’s
leaders eventually arrived at the realization that they could no longer sustain their economy
through nationalism and began the transition to the global economy (Edwards & Hourican,
2005). In the early 1990s, Ireland’s underwent a political and economic transformation that
attracted a bevy of MNCs. This dramatic shift subsequently won Ireland the title of the Celtic
Tiger, and the country began to compete on the global stage with the powerful Asian markets
(Paus, 2005). As a result, major policy changes were implemented in the 1950s that resulted in
an increase in free trade, foreign investment, tax relief on profit from export sales, and elimina-
tion of controls on foreign ownership of businesses (Dorgan, 2006). Now hailed as the Celtic
Phoenix, Ireland exported €130 billion in goods in 2014, FDI companies paid €2.8 billion in
corporate taxes, and MNCs employed 175,223 people (Stensrud, 2016).
To maintain economic hegemony within the EU and remain a competitor in a globalized
economy, Irish policy makers have identified the educational system as playing a critical role in
the process (O’Hagan & Newman, 2014). As MNCs continue to invest in Ireland, educational
leaders have recognized the importance of producing a skilled labor force ready to meet the needs
of the incoming FDI through the development of 21st-century skills (Sweeney, Cairncross, &
McDowell, 2008). Consequently, significant curricular changes within Ireland’s school system
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 21
have been implemented within the past decade to influence the development and education of
future workers.
This literature review examines the influence of globalization on the education system in
Ireland, the current policies in place, and practices implemented in schools to prepare future
generations of workers. The first section provides a history and overview of globalization and its
impact on Ireland’s economy, politics, policies, and educational system. The second section
examines the history of Ireland with a focus on its economic and political development, as well as
the influence of MNCs and FDIs on the development of educational policy. The third section
explores the educational system in Ireland and how the implementation of STEM–PBL education
and participation in SciFest and related science competitions foster 21st-century skill develop-
ment, stimulates interest and involvement in STEM courses, and addresses gender inequalities
and the role that educational leadership plays in this process. The fourth and final section deals
with the theoretical frameworks that provided a foundation on which research was conducted to
address the following research questions:
1. How do schools engage in SciFest while preparing students for the LCE?
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?
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 22
Globalization
Overview and Definition
The term globalization has been ubiquitously used over the last few decades, however,
most characteristics associated with globalization are not new (Jacobson et al., 2006). The term
globalization was not formally recognized until economist Theodore Leavitt coined it in 1985 to
define the movement of products, peoples, social norms, and products across borders, thus
creating an economic integration of nations (Spring, 2008). The process of globalization affects
the economic development, prosperity, culture, environment, political system, and language
usage of people around the world. Moreover, globalization is also seen as the speeding up of
global interconnectedness and its impact on social change and social processes (Fagan, 2002).
The evolution of globalization has resulted in corporations, countries, and individuals to
exert their reach and influence farther, faster, cheaper, and deeper than ever before (Friedman,
2002). It has brought nations closer together through shared economic interests and the perpetual
need to attract foreign investment. Friedman (2007) posited that globalization has interfused
capital, technology, and information across national borders in a way that has created a single
global market and ostensibly “flattened” the world. This flattening has been achieved through the
increased accessibility of the Internet and open source software along with the outsourcing of
jobs and services. The flattening affect has increased global competition and, by extension, has
significantly influenced the international business community’s business model because corpora-
tions can fragment their production around the world to both increase efficiency and decrease
cost.
As a result, countries around the world are no longer dependent on Western leadership to
produce products or take the lead on business ventures, because small nations can now take part
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 23
in and benefit from the globalized market (Friedman, 1999). Consequently, the new economic
connections and structures associated with globalization have resulted in new demands on
educational systems throughout the world to prepare students for careers in the new global
economy (Spring, 2015). Globalization can most aptly be defined as a political, economic, and
societal force that has pushed the world and its educational system toward higher levels of
international involvement (Altbach, 2004).
History of Globalization
Although the term globalization is relatively new within the international community, the
concept of globalization has existed since humans began migrating to other parts of the world
following the Ice Age (Chanda, 2002). While individual motivations varied, humans as a species
has sought to explore the environment in order to maximize their survival. Individuals migrated
to escape tyranny, oppression, famine, or disease and to trade goods—events that ultimately led
to the development of societies, industries, and economies that connect nations across thousands
of miles and thousands of years (Chanda, 2007).
Friedman (2007) examined history through a series of globalization movements. The first
occurred in 1492 when Christopher Columbus set sail for the New World, thereby ushering in
new trade routes fueled by imperialism and colonization. Friedman (2007) identified the second
era of globalization as having lasted from 1800 to 2000, interrupted intermittently by World Wars
I and II and the Great Depression. This extended period of globalization was the result of the
Industrialization Revolution, declining transportation costs, and advancements in communica-
tion. The development and exponential growth of the Internet at the end of this era launched the
world into the current age of globalization. The history of globalization can most aptly be
described as a dynamic process of increased interaction, integration, and interdependence among
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 24
individuals, as exemplified by trade agreements, migration patterns, and cultural exchange
(Spring, 2015).
The dynamic process of globalization has blurred national boundaries, changed solidari-
ties within and between nations, and deeply affected the constitutions of national and stakeholder
group identities (Torres, 2002). This process has resulted in cultural, religious, and social inte-
gration and interdependence that stem from a basic human need to seek a more fulfilling life.
While religious, empirical, and economic expansion characterized much of human history,
globalization is now fueled by the expansion of trade and commerce rather than nations (Chanda,
2007). Although the world is not devoid of economic and political conflict, the globalization
movement can grow freely through ever-increasing technological advancements and KBEs
around the world (Thurow, 2000).
Flattening Phenomenon
Friedman (2007) argued that although globalization has existed for hundreds of years,
recent history has aggressively accelerated the flattening of the world as technology, telecommu-
nications, political movements, and transportation have minimized the distances between individ-
uals, bridged communication divides, and stimulated the growth and promotion of MNCs. These
flatteners have opened the world to everyone and allow individuals to participate in a global
economy where ideas are freely exchanged, labor is outsourced, and the production of goods is
fragmented—thus altering the very nature of trade itself. O’Hagan and Newman (2014) ad-
vanced the notion that countries are now competing vigorously for investment from MNCs that
seek out the least expensive and most competitive locations to produce the various components
of their activities.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 25
Friedman (2007) has identified 10 factors to explain the flattening process that have
transformed the world into the KBE that currently exists. The first flattener occurred when the
Berlin Wall fell on November 9, 1989. This event symbolized the shift in world power where
democratic, capitalist, free-market nations prevailed over socialistic, centrally planned, and
controlled dictatorial regimes. As a result, millions of highly skilled professionals in the fields of
engineering, medicine, science, and technology became available to serve the world market at
reduced costs. This marked the beginning of a global human resource market where businesses
could access highly skilled labor at competitive rates anywhere in the world. The fall of the
Berlin Wall increased communication, trade, idea sharing, and competition between formerly
separated parts of the world (Friedman, 2007). Simultaneously, the introduction of the Microsoft
Windows
©
operating system amplified the capacity of the personal computer for both individual
and commercial use. These political and technological developments contributed to what
Friedman (2007) described as a “perfect storm” of flattening of the world.
The next flattener occurred when Netscape went public in August of 1995. While this
event is not considered to be the genesis of the Internet, it was instrumental in catapulting the
popularity of the Internet as the preferred medium of electronic communication. The Netscape
browser enabled the average citizen not only to share digital content but also to communicate
with one another, regardless of boundaries, and to create new ideas faster and less expensively
(Friedman, 2007).
A fourth flattener followed in the footsteps of Netscape and the Internet. Workflow
software, as Friedman (2007) described it, allowed individuals to manage, design, and collabo-
rate globally on business ventures that were previously managed manually. Workflow software
improved efficiency, productivity, and increased prosperity as firms conducted business in virtual
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 26
global offices. Competitive global business markets rose to unprecedented levels with the infra-
structure of the Internet and the ease of global access (Friedman, 2007).
The convergence of the aforementioned technological and economic developments estab-
lished a framework to support Friedman’s (2007) next six flatteners: uploading (open sourcing),
outsourcing, offshoring, supply-chaining, insourcing, and in-forming. The convergence of these
forces interfused the international community and resulted in MNCs having the ability to collabo-
rate horizontally to enhance value, synchronize supply chains, and individualize the customer
experience. Various elements of the supply chain, from raw material to customer, are now con-
nected with the ancillary effects of on-demand production and logistics, thereby enabling in-
creased efficiency and lower costs (Friedman, 2007).
Impact of Globalization
Globalization, in general, has been seen as a positive influence on economies, especially
in nations that are in dire need of economic stimulus (Bhagwati, 2007). Through an internalized
production process, the widening of capital flows has expanded global trade and the exchange of
services. Consequently, economies across the world are now intermingled through the free flow
of capital, goods, technologies, and skill (Mrak, 2000). The resulting effects are interdepen-
dence, mobilization of goods and services, and the elimination of trade barriers. Globalization
has also contributed to society’s shift to KBEs due in part to dramatic developments in techno-
logical industries (Friedman, 2007). Globalization has shifted the power of control over a
nation’s economy from within its borders to a condition in which nations build platforms to
attract increased global economic activity (Thurow, 2000). These platforms are predicated on the
creation of an educated workforce to enable counties to compete in the global economy.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 27
Consequently, globalization has influenced educational policy throughout the world
because there is a new focus on the development of human capital. Globalization’s impact on
education has increased the speed of communication through technological advancements to
disseminate educational techniques and concepts (Spring, 2015). In a KBE, a nation’s economic
demands and interests often determine the focus of the educational system. Spring (2015)
outlined four factors that have influenced the globalization of education:
1. Mass schooling is a major component of globally spreading education;
2. World models of school systems are being replicated when planning new schools;
3. Educational credentials are becoming more necessary; and
4. Educational research of best practices is now available on a world scale.
The communication conduit that now exists has created a medium for concepts in education to
travel and reach nations that have previously experienced isolation prior to the breaking of literal
and figurative borders (Friedman, 2007).
However, Spring (2008) contended that the worldwide standardization of education is not
without disadvantages. Although many argue that it has fostered a greater awareness of human
rights and democratic and environmental issues, others note that globalization has given rise to
dominant countries imposing their views of education onto underdeveloped ones. Nations in the
developing world fear that the establishment of a standardized global curriculum would be at the
expense of their own beliefs, language, and culture (Spring, 2008). By extension, their cultural
identity and national sovereignty could be lost in the process of economic modernization and
social change, sometimes causing people to feel separated from longstanding local identities
(Huntington, 1993).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 28
When the world becomes flatter and more interconnected, interactions among cultures
enhance the “civilian consciousness” that accentuates differences that ultimately lead to conflict
(Huntington, 1993). According to this perspective, globalization is an imposition of both eco-
nomic and political agendas being rooted in Western practices and ideals, which may lead to
inequality in underdeveloped countries (Spring, 2008). These inequalities may result in a para-
doxical increase in a country’s economic output, with little to no increase in income for its
citizens. In addition, as developing countries compete for foreign investments, environmental
standards may be lowered to encourage competition (McCubbrey, 2015). Not only is this situa-
tion harmful to a country’s environment, but also it could create potential hazards for workers
employed by foreign companies. The conflict of economic, environmental, and cultural needs
must be reconciled through policy development to ensure that a proper balance exists among
these issues (Spring, 2008).
Ireland
History and Political Overview
Ireland is an island nation state in the North Atlantic west of Great Britain. The island on
which it is located is divided into two parts: Northern Ireland (part of the United Kingdom) and
Ireland (the Republic of Ireland), which occupies 85% of the total land area. According to the
Central Statistics Office (CSO; 2015), the population is approximately 4.5 million; the country is
comprised of four provinces and 32 counties.
Anthropologists estimate that humans first inhabited the region around 7,000 B.C. and
subsisted on farming and fishing (Lambert, 2015). From 4,000 B.C. to the Bronze Age, Irish
farmers advanced from stone to metal tools and began raising livestock. Shortly thereafter,
farming tools were refined to weapons in order to defend against Celtic invaders (Lambert,
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 29
2015). However, in 500 B.C., Ireland was overwhelmed by the Celts and divided the country
into different kingdoms. Celtic domination lasted for over 1,000 years until the Vikings seized
control in 795, subsequently resulting in the founding of Dublin, Cork, Limerick, and Wexford
during the 9th century (Lambert, 2015).
During the 12th century, the British arrived and exerted their supremacy by gaining
control of the lands previously under royal grants, thereby resulting in the displacement of
English and Scottish settlers (Lambert, 2015). This occupation enraged Irish citizens and was the
impetus for multiple rebellions through the early part of the 20th century (Lambert, 2015).
However, the English response to each uprising was harsh military action and stricter enforce-
ment of laws. Subsequent efforts were squashed until the Irish Republican Army (IRA) was
created after the Easter Rising, led by the Irish Republican Brotherhood. Though the Brother-
hood failed, the IRA gained momentum and initiated a war with the English governing powers
that lasted from 1919 to 1923 (Howell, 2018).
The Irish finally gained independence in late 1921, and the Irish Free State was formed.
However, owing to political differences, the ensuing internal turmoil resulted in six of the 32
newly established counties pledging allegiance to England. These six counties became present-
day Northern Ireland. Strife among the 26 counties triggered a civil war in 1922 and eventually
led to the development of a new constitution in 1937. Ireland’s severance with the British was
made official in 1949 with the official declaration of the Republic of Ireland (Howell, 2018).
Since then, Ireland has maintained its sovereignty and made a concerted effort to establish a
national identity.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 30
Economic Overview
Ireland’s economy was heavily dependent on the export of agriculture, grain, and live-
stock during British rule. The main agricultural products of Ireland during this time period were
potatoes and grain. Being an island nation, multiple seaports opened gateways for the export of
Irish goods along international trade routes. Ireland had its first shipyard in Belfast in the 1790s
(O’Brian, 1921). Shortly thereafter, the Act of Union in 1801 specifically mentioned the mainte-
nance of free trade for Ireland as a member of the United Kingdom and duty-free trade with
England itself (Hegarty, 2012).
However, Ireland suffered from an economic catastrophe known as the Great Famine of
1845. This was caused by a fungal infection that had ravaged potato crops, a staple of the Irish
diet. From 1844 to 1851, it is estimated that the population in Ireland declined by nearly 2
million due to famine, disease, or emigration (Howell, 2018). Owing to the vulnerability of
agriculture to drought and disease, an economic shift occurred. Many farmers turned to cattle
raising, and the industrial revolution in Belfast triggered a tripling of Belfast’s population as the
linen and rope-making industry expanded and additional shipyards were built (Turner, 2002).
Like most countries throughout the world, Ireland suffered during the Great Depression
from 1932 to 1939. To offset the decline, the Irish government implemented policies to foster
economic self-sufficiency, which involved an increase in tariff rates. However, it was the
outbreak of World War II that reinvigorated the economy and spurred a 14% increase in national
income (O’Hagan & Newman, 2014). Unfortunately, the economy did not expand at the same
rate through the 1950s as it did in other European countries. Ireland’s gross domestic product
(GDP) rose less than 1% a year (O’Hagan & Newman, 2014), and emigration increased owing to
high unemployment.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 31
Ireland developed new policies in response, including the Export Profits Tax Relief in
1956, which led to a growth in free trade and greater FDI (O’ Hagan & Newman, 2014). Histori-
ans have argued that this law triggered a significant shift in the Irish economy that paved the way
for Ireland’s entry in to the European Economic Community in 1973 (O’Riain, 2014). During the
1980s, Ireland’s standard of living eventually matched other European countries as employment
rates and capital investment reached unprecedented levels (O’Riain, 2014).
The aforementioned set the foundation for an economic boom known as the Celtic Tiger
period in the mid-1990s through the early 2000s. Foreign investment expanded; property values
tripled; unemployment rates dropped significantly; and national income grew rapidly. The
economic surge stimulated immigration and an influx of American technology companies that
opened offices (Hermann & Herrenbrueck, 2007). In addition, the establishment of Ireland’s
pharmaceutical, chemical, and software industries attracted a young, relatively well-educated,
English-speaking labor force (O’Riain, 2014). Although Ireland’s economy was structurally
sound, it was not able to withstand the global recession of 2007–2008. Many factories and
businesses closed, unemployment increased, and GDP fell by 7.8% after having grown 11.8%
over the previous 2 years (O’Riain, 2014).
Postrecession Ireland has reason to be optimistic because it has one of the youngest popu-
lations in Europe as well as a high-quality education system to provide companies with a highly
skilled workforce. Ireland is now second to the United States in software exports and has foreign
corporations such as Microsoft, Google, Dell, Oracle, and Apple supplying high-paying jobs
(O’Riain, 2014). FDI provides stability, stimulus, and growth that have led the Irish government
to set a goal of 100% unemployment by 2018 (IDA Ireland, 2014).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 32
MNCs and FDI
Globalization has fundamentally changed the nature of economic competition, as wealthy
individuals and MNCs exert a disproportionate level of power and influence (Friedman, 2007).
While the basic law of competition remains unchanged (i.e., that sellers are compelled to provide
the best product or service at the lowest price), globalization has afforded MNCs opportunities to
vary the elements of price, production, distribution, and promotion of goods and services through
outsourcing and local investment (O’Hagan & Newman, 2014). Accordingly, the growth and
influence of MNCs and FDI throughout the world have significantly impacted the global econ-
omy. Marsh (2000) maintained that the growth in FDI has coincided with a substantial expansion
in global trade. FDI allows nations to compete for business from MNCs through labor costs, tax
incentives, access to markets, and location assets (Marsh, 2000). MNCs generate approximately
half of the world’s industrial output and now make up two thirds of the world’s trade (Dunning,
2002). MNCs enjoy a multitude of advantages over local companies. Their unparalleled size
provides the opportunity to achieve vast quantities of production and enhanced global presence.
In addition, MNCs wield an inordinate amount of economic and political influence in many
developing countries that are beholden to them for continued investment and jobs (Dunning,
2002).
Ireland’s economic policies have focused on attracting FDI and, as a result, the country
has become the most FDI-intensive manufacturing sector in all of Europe (O’Hagan & Newman,
2014). This situation is owing to Ireland’s political stability, low corporate tax structure, infra-
structure, stable property taxes, and well-educated and English-speaking workforce (Paus, 2005).
Ireland’s membership within the EU has also yielded benefits because companies within the EU
can take advantage of the Single Market that was established in 1992. The Single Market allows
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 33
companies within the EU to trade with one another as if they are part of the same nation, similar
to the North American Free Trade Agreement (Sweeney et al., 2008). The Single Market is
attractive to FDI as MNCs can benefit from manufacturing goods in Ireland and then selling them
to other EU countries (Sweeney et al., 2008).
Consequently, Ireland’s economy has become heavily dependent on FDI and MNCs.
Approximately 1,200 MNCs employ nearly 120,000 Irish citizens—a figure that equates to 11%
of all private sector employment (Hannigan, 2000). The Irish government has actively solicited
FDI in the areas of pharmaceuticals, chemicals, medical appliances, and financial services.
Ireland is now an enticing and lucrative location for medical technology investment and has eight
of the world’s top 10 companies, including Johnson & Johnson and Boston Scientific, located
within its borders. With the country once lacking the skills and innovation internally to develop
these technology companies internally, the investments of MNCs have filled this deficiency as
more than 170 companies employ 35,000 Irish workers in these industries (Sweeney et al., 2008).
Attracting multinational technology companies has also been a priority. Seven of the world’s top
10 information and communication technology (ICT) companies have established a base in
Ireland: IBM, Dell, Apple, Intel, HP, Oracle, and Microsoft (Sweeney et al., 2008). Related to
this development, digital media giants such as Amazon, Google, eBay, and Yahoo have also
expanded operations in Ireland. Kennedy and Odell (2014) argued that companies must have an
Irish base in order to maintain their status as global technology players.
Ireland’s FDI assets are approximately 38% of the GDP. In 2014 FDI companies paid
nearly €3 billion in corporate taxes, exported €24 billion in goods, added €22 billion in direct
expenditures to the Irish economy, and provided €11 billion in services (Kennedy & Odell,
2014). These figures support the notion that the Celtic Tiger boom of the 1990s has created an
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 34
inflow of MNCs and FDI that have significantly contributed to Ireland’s economy and created
employment opportunities (Kennedy & Odell, 2014). Continued investment into innovation and
education are critical for Ireland to maintain its current levels of competitiveness and prosperity
in the new knowledge-based global economy.
Influence of Economics on Educational Policy
National survival in a global economy can be achieved only by providing appropriate and
adequate training and education (Kennedy & Odell, 2014). As MNCs continue to exert a remark-
able level of influence on the Irish economy, the educational system will have to respond to the
growing demands of their workforce. This shift in need is due in large part to the globalization
movement that has fundamentally changed the very structure of economic systems throughout the
world. Nations have been forced to develop an economic platform to which MNCs are attracted
to conduct business (Thurow, 2000). This platform is inextricably intertwined with the educa-
tional system that is charged with creating a workforce through a curriculum designed to maxi-
mize competitiveness, most notably in the area of technological proficiency (O’Hagan &
Newman, 2014). As nations seek to gain or maintain economic success, there is a need for
tangible responses in knowledge, education, and learning to meet the challenges and opportuni-
ties presented in the age of globalization (Spring, 2008).
Countries around the world have begun the process of evaluating the very nature of their
education systems to meet the demand of a global workforce. It is through the development of
world-class skills that they can achieve economic prosperity and simultaneously meet the
demands of MNCs (Dunning, 2002). Irish policy makers have examined content, pedagogy, and
assessment systems to determine whether their education system adequately prepares students for
a KBE. Spring (2008) posited that educational systems must now aspire to prepare students with
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 35
the proper mix of both creativity and skills to respond to the needs of an ever-changing labor
market.
Recently, Ireland’s DES (2016) has embraced a strategy of engaging the private sector as
partners in the process of transitioning its educational structure and curriculum to graduate
students with global workforce skills. A focus on producing graduates within STEM fields is a
high priority. As the nation pivots from technology-based to innovation-based development, it
has become less vulnerable to competition from lower cost economies (Leahy & Phelan, 2014).
The new reality is that Ireland’s economic survival has become dependent on the promotion and
education in STEM fields to attract MNCs (Paus, 2005). As MNCs continue to operate and
impose their dominance within Ireland, the educational system must match their need for a highly
skilled, adaptable, and technologically adroit workforce.
Education in Ireland
Historical Overview
Education has played an important role in shaping the Irish culture and economy. Prior to
the 19th and 20th centuries, the Irish Catholic and Protestant churches exerted control over the
curriculum and educational opportunities provided to Irish youth (Carone, 2001). However, both
the government and religious institutions have shaped the Irish educational system since the
establishment of a national school system in 1831 (Donnelly, 2011). The original intent of the
national school system was to have the central government hold control under the supervision of
government ministries. Although the system was designed to be nondenominational, by 1851
that fact that much of it was denominational resulted in a great degree of power being maintained
by the Catholic Church (Akenson, 2011).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 36
The education system struggled in the late 19th century in large part due to the lack of
compulsory attendance laws. This problem was compounded by the fact that parents were
assessed fees for their children to attend. The Irish Education Act of 1892 was an effort to
address the problem by making attendance mandatory for students between the ages of 6 and 14
as well as eliminating any associated educational fees (O’Reilly, 2012). The end of the 19th
century was marked by various attempts by the Catholic Church to expand its authority and
dominance over educational matters.
Cardinal Paul Cullen was believed to be instrumental in the spread of the Catholic
Church’s influence over the Irish school system. For most of the 20th century, the Catholic
Church controlled a majority of the national schools, as most were built on church property
(O’Reilly, 2012). This interconnected aspect of the Irish school system ran counter to the major-
ity of other European nations that featured public schools run by the government and a parallel
system of parochial schools (O’Reilly, 2012).
Upon establishment of the Irish Free State in 1922, a Department of Education was estab-
lished and, with that, a new emphasis of government versus church or religious control was
ushered in. However, as the Irish school system continued to develop, there was an expectation
that teachers exercise sensitivity to the religious background of students (Donnelly, 2011). Other
policy changes were implemented such as the Attendance Act of 1926, which made school
attendance mandatory for students through the ages of 15 or 16 at the discretion of the Minister of
Education (Carone, 2001).
The educational system continued to evolve throughout the 20th century as more reforms
were implemented to assist with advancing the Irish economy through education (Cheney, 2005).
The Celtic Tiger era brought a new focus on science and technology instruction, skills, and
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 37
industries to support the growing job market (Carone, 2001). This period was also noteworthy in
that it was distinguished by the Education Act of 1998. Contained within were policies to ensure
that students with disabilities were given equal access to education that demonstrated a commit-
ment to broad and inclusive instruction for all students (Ireland DES, 2006). As the 20th century
came to an end, it was evident that the Irish education system had become an institution that
valued and promoted all dimensions of human development to prepare students for full participa-
tion in cultural, social, and economic life (Ireland DES, 2006).
Current Education in Ireland
There is little debate that for nations to remain competitive in the new global economy,
standards of education have to be implemented and continuously improved so that individuals
possess the requisite skills to gain and maintain employment (McDonagh, 2000). The Irish
subscribe to this view of the current economic landscape and have invested heavily to meet this
challenge. To be sure, globalization has impacted Ireland’s education system in a multitude of
ways.
Ireland’s educational system is composed of three main levels, and compulsory education
exists for children ages 6 to 16 (Leahy & Phelan, 2014). The first, or primary level, is similar to
American elementary schools and can serve students as young as 3 years old. Approximately
65% of Ireland’s youth are enrolled in school by age 4, and almost all are by age 5 (O’Reilly,
2012). While the primary level supports students until age 12, the secondary level is divided into
two parts and serves students until they are 18 years old. The Junior Cycle, for students 12–15
years old, resembles American middle school; students study a minimum of eight subjects that
include the English and Irish (Gaelic) languages, science, and mathematics (O’Reilly, 2012).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 38
The Senior Cycle, for students 15–18 years old, is similar to American high school. The
Senior Cycle is often referred to as the Leaving Certificate Program because most students take
the LCE prior to exiting. This examination tests skills in a variety of subjects and uses a point
system based on the number of subjects on which the student was assessed and how well he or
she performed (Leahy & Phelan, 2014). The assessment results are utilized by colleges and
universities to determine overall college readiness and are a major factor in the admission process
and acceptance into certain majors and fields of study (O’ Reilly, 2012). Arguments in opposi-
tion to the LCE are similar to those levied by parents and educators in the United States. Many
parents and educators believe that it puts a premium on one assessment that has lifelong implica-
tions, as it determines a student’s career pathway. Moreover, they argue that it narrows the
curriculum in such a manner that students care only about material that will be assessed on the
exam at the expense of other content covered throughout Senior Cycle (O’Reilly, 2012).
In order to provide students with an alternate pathway, they may enroll into the Leaving
Certificate Vocational Program in lieu of the LCE. This is a viable option for students who want
to focus on more technical subjects and explore other options as they mature. Students who elect
to pursue this pathway focus on technical job skills, based on specific interests and strengths,
versus a subject-based curriculum. However, because these students are now not guaranteed
entry into third-level schools, their career opportunities may be significantly limited (O’Reilly,
2012).
Students must apply for admission into third-level schools, which are all institutions of
higher education. Approximately half of all Irish students are accepted into third-level schools
that consist of four main institutions: universities, technical colleges, teacher training colleges,
and privately owned colleges (Ireland DES, 2016). Universities are autonomous, self-governing
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 39
institutions that offer bachelor, master, and doctoral degrees. During the late 1990s and early
2000s, 70% of Ireland’s third-level students majored in engineering, science, computer science,
or business (O’Reilly, 2012). However, by the late 2000s, there was a marked decline in the
number of students taking courses of study in technical fields. Several initiatives have been
implemented in Ireland over the last 10 years to address this shortfall and stimulate interest in
STEM career pathways because there is a significant demand for STEM-qualified workers in
Ireland.
Gender Inequities
Traditional gender roles are being challenged within educational systems around the
world. Ireland is similar to other industrialized countries that are experiencing unprecedented
levels of increased academic achievement among female students. However, what persists is an
underrepresentation of women enrolled into STEM college majors and employed in STEM-
related career fields, although women are accepted to universities at higher levels than men
(Smith, 2011).
Much of the research into the gender gap has focused on theoretical arguments, historical
research, or policy analysis and not school processes (Acker, 1987). Exploration into the factors
that are responsible for perpetuating the gender gap generally begins in the primary level of the
education system. Feminist theorists maintain that sex differences are biological and gender dif-
ferences are cultural (Acker, 1987). As a result, teachers must be made aware of the ways in
which gender, as distinct from biological sex, is constructed socially and how gender is portrayed
across subjects and texts to which students are exposed (Brozo et al., 2014). Moreover, educa-
tional policy makers must consider the extent to which curricular materials promote stereotypes
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 40
and accentuate gender differences in performance and disengagement from school (Brozo et al.,
2014).
Instructional practices and gender sorting strategies can also contribute to the gender
achievement gap. Whether intentional or not, boys are more likely than girls to be placed in
high-ability mathematics groups within a classroom (Van Langen, Bosker, & Dekkers, 2007).
Furthermore, a multitude of studies have found evidence that teacher attention is unequally
divided between the sexes to the advantage of the boys (Acker, 1987). Teachers need to under-
stand how boys construct their gender identities and help them to develop an understanding of the
effect of certain forms of masculinity in their lives; they must be cognizant of the conscious and
unconscious actions in which they engage that may equate to unequal treatment (Drudy, 2008).
Moreover, educators must acknowledge that other factors such as ethnicity, social class, and
parent education may play even a larger role in perpetuating the gender gap (Younger, War-
rington, & Williams, 1999).
When the characteristics of schools and countries are examined in relation to the size of
the gender achievement gaps, integrated coeducational systems are found to be more favorable to
the achievement of girls than differentiated single-sex educational systems (Van Langen et al.,
2007). Ireland is unusual in relation to other European countries in that 42% of students attend
single-sex schools (O’Brien, 2003). The process of selecting second-level schools is clearly
shaped by class experiences, and middle-class parents are considerably more involved in the
choice of second-level school and in the shaping of their daughters’ class and feminine identities
(O’Brien, 2003). Girls from middle-class families are often pressured into assuming traditional
feminine roles and adherence to middle-class values of academic success while working-class
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 41
feminine identities may be rooted in life experiences that make the academic less immediately
relevant (O’Brien, 2003).
Teacher gender dynamics have also been examined as a possible factor contributing to the
current gender performance inequities. Throughout the EU, the teaching profession is highly
feminized, and current data suggest that it will remain so based upon the gender of those pres-
ently enrolled in teacher preparation programs. Drudy (2008) asserted that there is little support
in the research for any contention that boys’ or girls’ performance would necessarily improve
with teachers who align with their gender. The focus should not be on the gender of the teacher
but rather on strategies to attract highly qualified applicants into the profession (Drudy, 2008).
Moreover, there is increasing demand for individuals who hold the appropriate credentials to
teach STEM courses, because student interest in STEM is far too low to keep up with industry
demand as significant shortfalls exist for qualified professionals in STEM fields.
Chance and Bowe (2014) maintained that female students’ experiences at the primary and
secondary levels of education seem to influence their perceptions and interest in STEM majors.
Irish educators are now challenged with devising strategies to stimulate female students’ interest
in pursuing STEM college majors and careers. Despite the fact that large numbers of women in
many Western countries now participate in higher education, they tend to choose the STEM
sector much less frequently than men (Van Langen et al., 2007). Current research suggests that
female students typically drop out of STEM majors after secondary school due to lack of role
model support, persistent stereotypes, lack of familiarity with STEM roles, and perceptions of
difficulty (Chance & Bowe, 2014). This issue is of great concern because males applying to
engineering majors in Irish colleges and universities outnumber women by a ratio of 7 to 1
(Chance & Bowe, 2014). The underrepresentation of female graduates within the STEM fields of
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 42
study is generally greatest for engineering, manufacturing, construction, and computing and
lowest for physical sciences, mathematics, and statistics (Van Langen et al., 2007).
Irish policy makers and educators are now examining features of schools to identify a
correlation between the gender achievement gap and particular features of schools (Van Langen
et al., 2007). Specifically, much attention is now being focused on the systems within schools
and the extent to which they perpetuate male dominance and patriarchal structures (Acker, 1987).
In addition, research is being conducted to determine whether enrollment in STEM courses and
participation in STEM instructional activities increase female interest in STEM college majors or
careers. By extension, there is a new focus of inquiry to determine whether STEM opportunities
promote equity in education and within the workplace. To that end, researchers are exploring
whether MNC involvement in STEM education is instrumental in providing females with
increased access to employment opportunities (Van Langen et al., 2007).
21st-Century Skills
Education is constantly evolving as there are debates related to the most effective prac-
tices to engage students and prepare them for success in postsecondary academic, vocational, and
career pursuits. However, it is widely accepted that there are a set of specialized skills, often
referred to as 21st-century skills, that will assist students with being successful in almost any
career field (Rotherman & Willingham, 2010). Wagner (2008) identified the following seven
skills as requisites for success in the 21st century: (a) critical thinking and problem-solving
abilities, (b) collaboration across networks, (c) agility and adaptability, (d) initiative and entrepre-
neurship, (e) effective oral and written communication, (f) accessing and analyzing information,
and (g) curiosity and imagination. Although it may be difficult to predict challenges that students
may encounter upon entering the workforce, it is necessary to equip them with 21st-century skills
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 43
so that they can remain competitive in an ever-evolving global economy. However, many
teachers do not possess the requisite skills to develop lessons and implement activities that foster
21st-century skill development through problem-solving group skills that are essential to college
and career readiness and are most valued by employers (Fisher & Frey, 2014).
Ireland’s education system, like others throughout the world, is in the process of building
capacity within the teaching corps in response to the growing demand for knowledge-based
workers that MNCs are creating on the economy. Darling-Hammond (2010) argued that the
poorly educated, or those who do not possess 21st-century skills, will not be able to participate in
the modernized work force. MNCs in Ireland are actively recruiting workers who can think
critically and problem solve as well as effectively collaborate. As the structure and environment
of the workplace is in a constant state of flux, workers must be flexible and adaptable to respond
to these changes (Wagner & Compton, 2012).
Ireland’s ability to maintain and expand the social, vocational, and professional platform
that it has constructed to retain and attract MNCs and entice further FDI is dependent on the
versatility of its educational system (Thurow, 2000). Irish educators understand that although
some instructional strategies are efficacious no matter what era they are taught in, the curriculum
and pedagogical approach must adapt to the current economic realities. There is a renewed focus
on sparking and instilling creativity, imagination, and innovation into the hearts and minds of
students. Spring (2015) posited that these attributes are a missing commodity and serve as a
catalyst for other skills learned in the classroom. Moreover, these attributes are the foundation of
the entrepreneurial spirit that students can successfully commercialize on the competitive market.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 44
STEM and PBL
There is a great deal of literature that suggests that STEM–PBL instructional strategies
might be ideally suited to bring learning to life and foster the skills that students need to be suc-
cessful in today’s changing workplace (Wallace & Webb, 2016). An extensive amount of
research has been dedicated to how STEM education and PBL instructional practices comple-
ment each another and promote 21st-century skill acquisition. Educators typically implement
STEM–PBL strategies both to raise student interest levels and to further facilitate the develop-
ment and improvement of skills and abilities essential to their future occupational pursuits
(Tseng, Chang, Lou, & Chen, 2013).
STEM–PBL instructional strategies often involve having students work together in teams
or small groups to solve authentic problems that exist in the world outside of the walls of their
classrooms (Solomon, 2003). Ideally, students develop a deeper understanding of real-world
problems and possible solutions by completing interdisciplinary projects and presenting their
findings to peers, teachers, and community leaders. In the process, students enhance their com-
munication, critical thinking, collaboration, and creativity skills (Rotherman & Willingham,
2010). The STEM–PBL approach to education arouses students’ curiosity and sparks their
creative imagination while promoting interest, participation, and increased attendance (Asghar,
Ellington, Rice, Johnson, & Prime, 2012).
Although an abundance of research exists regarding the benefits of STEM–PBL instruc-
tion, there are few studies that focus on the factors that contribute to successful implementation
and result in the development of 21st-century skills. Many teachers do not possess the requisite
skills to develop lessons and implement activities that foster 21st-century skill development
through problem-solving group skills that are essential to college and career readiness and are
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 45
most valued by employers (Fisher & Frey, 2014). When provided with the proper training and
support, teachers can design STEM–PBL lessons that raise student interest levels, develop active
learners who actively acquire the necessary knowledge to solve real-world problems, and further
facilitate the development and improvement of skills and abilities essential to their future occupa-
tional pursuits (Slavit et al., 2016).
Teacher professional development must be informed by the existing knowledge of the
most effective STEM–PBL practices, which will require a transformation in the role of the
teacher from the disseminator of content knowledge to the facilitator of inquiry and discovery
(Asghar et al., 2012). Such a transformation will rely on empowering teachers to assume the
responsibilities of creating a school culture that would embrace innovation and ensure that all
students would have opportunities to prepare for postgraduate, STEM–PBL-related studies and
careers (Beckett, 2016). However, many studies have found that teachers find it challenging to
successfully implement STEM–PBL instructional practices with the myriad of individual and
institutional barriers that currently impede their ability to do so.
Hence, it is imperative that teachers are provided with the relevant resources, professional
development, and collaboration time required to successfully implement STEM–PBL lessons.
The research demonstrates that school leaders need to develop supportive interdisciplinary
collaboration structures and mechanisms for teachers that will help foster their professional
growth and competency with interdisciplinary STEM–PBL approaches (Asghar et al., 2012).
This task will require a fundamental understanding of the nature of teacher change and the
various knowledge and motivational issues of attainment value, self-efficacy, and positive
outcome expectancies (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010). School leaders’
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 46
acknowledgment and understanding of teachers’ preconceptions, beliefs, capacity, knowledge,
and skills is critical to successful implementation of STEM PBL (Asghar et al., 2012).
Moreover, successful STEM–PBL implementation will undoubtedly stimulate student
interest in taking STEM-related courses and pursuing STEM-related careers. This outcome is of
paramount importance in Ireland because there has been a significant decline in the number of
students taking STEM-related courses in secondary schools (Frazer, Early, Cunningham, &
Murphy, 2010). The research indicates that Irish policy makers and school leaders are making a
concerted effort to increase the frequency, consistency, and fidelity of STEM–PBL
implementation throughout all levels of their education system. However, much of the current
STEM–PBL implementation in Ireland is occurring outside of the instructional day in preparation
for science fairs and competitions. These events positively impact the development and promo-
tion of STEM–PBL education in Ireland as well as create authentic learning environments to
maximize learning (Bencze & Bowen, 2009).
Science and Technology Fairs
Science fairs originated in the early 1800s, with the first recorded event held in New York
at the Science and Technology Exposition that featured inventions by Alexander Bell and Samuel
Morse (Bellipanni & Lilly, 1999). However, in the early 20th century, the focus shifted from
inventors to showcasing student innovations. To that end, the Science Service of Washington,
DC, was created to enhance the popularity of science by promoting school-based science clubs
throughout the United States (Bellipanni & Lilly, 1999). Based on the success of the clubs and
subsequent competitions and fairs, the ISEF was created in 1964 and now hosts over 1,700 high
school students from 75 countries and provides millions of dollars in prizes (Intel ISEF, 2016).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 47
Science fairs and competitions are now accepted as an important part of American stu-
dents’ science education (Hampton & Licona, 2006). Many educators contend that in the short
term, student participation in science fairs and competitions increases engagement and stimulates
interest in science. Others argue that in the long term, participation in science fairs and competi-
tions exposes students to STEM PBL and stimulates interest in STEM-based college majors and
careers (Sahin, 2013). However, very few studies have been conducted that have yielded data
suggesting a direct correlation between student attitudes toward participating in the process and
perceived value (Huddleston, 2014).
Some educators and psychologists contend that science fairs and competitions that ado-
lescents are forced to enter and compete in individually may not be developmentally appropriate
or consistent with current reform efforts promulgating success for all middle school students
(Czerniak & Lumpe, 1996). They counter that a more appropriate model would be for students to
engage in science investigations collaboratively through PBL instructional practices (Czerniak &
Lumpe, 1996). This contention is aligned with Abernathy and Vineyard’s (2001) assertion that
there are notable differences between the intrinsic rewards that students obtain through participa-
tion in Science Olympiads versus science fairs. The researchers found that science fair partici-
pants were rewarded by learning the scientific process, whereas Science Olympiad students
enjoyed being part of a team and thought that the experience prepared them for their future
(Abernathy & Vineyard, 2001). They proclaimed that students who select events that meet their
individual goals and learning styles may expand their science knowledge and skills and thrive on
the experience (Abernathy & Vineyard, 2001).
Many Irish educators have embraced the notion that student participation in science fairs
and competitions promotes the development of STEM literacy skills and, by extension, 21st-
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 48
century skills. As a result, there are several science fairs and competitions that are available for
Irish students to enter and compete against students within and outside of Ireland. SciFest is
Ireland’s largest science competition for secondary-level students ans offers winners the opportu-
nity to advance to the Intel ISEF competition held annually in the United States (SciFest, 2016).
SciFest has gained sponsorship from MNCs such as Boston Scientific and Intel (“Ireland’s
Largest Science,” 2016). Through the promotion and sponsorship of SciFest and related fairs and
competitions, MNCs can directly influence the future workforce. This is predicated on the belief
that through participation in science fairs and competitions, students will be better equipped and
prepared for the new KBE by having engaged in STEM–PBL activities and developing 21st-
century skills.
Leadership and Educational Reform in the 21st Century
Globalization has necessitated educational systems to respond to the demand for workers
who possess 21st-century skills to compete within a KBE. Through STEM–PBL education,
nations can build capacity within their workforce to attract MNCs and FDI (Wagner, 2008). In
order to do so, educational leaders throughout the world must examine their current structures
and systems to measure how effectively, if at all, they support the implementation of effective
STEM–PBL programs and practices.
While there is an abundance of research dedicated to examining the role that leaders play
in education, most educational management theory has been developed in the United States.
Bolman and Deal (2013) argued that management practices and theories are inevitably culture
driven. Moreover, they contended that managers and scholars have too often assumed that what
works in their culture will work anywhere (Bolman & Deal, 2013). Owing to the hierarchal
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 49
structure of most education systems around the world, school-based practices and program
implementation are generally driven by reforms at the national and state levels.
However, little scholarship is devoted to exploring how reforms and school leadership
influence the implementation of STEM–PBL programs and practices. Educational policy makers
can work together to develop pedagogical models that provide a rigorous, well-rounded educa-
tion and outstanding STEM instruction (Kennedy & Odell, 2014). Implementation of these
models and related reforms requires a dual-pronged approach. First, the number of STEM–PBL
programs in elementary school must expand to subsequently increase the number of students who
take STEM courses in high school. Second, math teachers’ knowledge of and efficacy with
implementing STEM–PBL instructional practices must be acquired through professional devel-
opment opportunities (DeJarnette, 2012).
A critical step in the reform process is for central offices to provide support for principals
to develop as STEM–PBL instructional leaders (Honig, 2012). This is of paramount importance
because teachers’ perceptions of their principal as the instructional leader to shepherd them
through the implementation of STEM–PBL program and practices are vital (Munir & Khalil,
2016). Principals must acquire the requisite skills to build relationships with teachers that are
founded on trust and respect, which are necessary to establish a common shared vision with cor-
responding short- and long-term goals to measure progress toward achievement. In addition,
school leaders must create school cultures that are centered around strong interdisciplinary
instructional programs with an emphasis on math and engineering (Kennedy & Odell, 2014).
Succeeding with STEM–PBL education requires significant change to an antiquated
system that was not designed to create authentic and relevant learning scenarios to establish a
growing KBE (Bellipanni & Lilly, 1999). To achieve the full potential of STEM–PBL education
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 50
in the modern era, local governing boards and central office administration must support princi-
pals’ efforts by providing them with the means and fiscal resources to dedicate time for teachers
to collaborate and participate in professional development activities (Scott, 2012). Without
adopting inquiry-based, student-centered, skill-driven approaches to teaching and learning, all
nested in a system that values creativity and innovation, STEM–PBL education will become just
another term for additional math, science, and engineering courses (Thurow, 2000).
Theoretical Frameworks
The major concepts and theories that are important to explore as part of this study are
related to the globalization of education, the development of 21st-century skills through STEM
education and PBL instructional practices, eliminating gender disparities in enrollment in STEM
courses, and leadership as a means to achieve educational reform. Multiple theoretical frame-
works will be utilized to fully comprehend and appreciate the complexities of these phenomena
and to analyze and ground the research in Ireland. These frameworks are comprised of work by
Ackers (1987), Bolman and Deal (2013), Friedman (2007), Spring (2015), Thurow (2000), and
Wagner (2008). Figure 1 illustrates the relationships among the theoretical framework compo-
nents.
Globalization of Education
Friedman (2007) postulated a theory to describe and explain how globalization has
transformed the world’s economy through the convergence of 10 flattening forces: the fall of the
Berlin Wall, introduction of Microsoft Windows
©
, the rise of the Internet, work flow software,
uploading, outsourcing, offshoring, supply-chaining, insourcing, and in-forming. The effect of
this convergence has profoundly impacted the world politically, economically, and socially.
Most economists agree that globalization provides a net benefit to individual economies around
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 51
Figure 1. Diagram of theoretical framework for the globalization of educa-
tion and the development of 21st-century skills study. STEM = science,
technology, engineering, and mathematics; PBL = project-based learning.
the world by making markets more efficient, increasing competition, limiting military conflicts,
and spreading wealth more equally around the world (Friedman, 2007).
Through this framework, the process of globalization can be characterized as both
homogenous and heterogeneous. Thurow (2000) posited that the world is now more homoge-
nized through changes in technology; involving nations, communities, and people in a globalized
system of knowledge and information exchange; and markets for goods and finance. Simulta-
neously, it can be characterized as heterogeneous through the plurality of sociocultural embedded
practices and interpretations that people express and apply in an increasingly globalized everyday
life (Thurow, 2000).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 52
Consequently, the framework is constructed on the notion that globalization does not
always result in the replacement of old practices with new ones but rather the integration of old
and new meanings in continuously changing spatial practices (Friedman, 2007). Through this
framework, current educational policies and practices in Ireland can be examined and better
understood in the context of the external forces that exert pressure and influence on the Irish
economy.
Spring (2015) and Wagner (2008) provided a complementary theoretical framework for
understanding the elements that influence and drive educational policy and practice in a
globalized economy. Spring (2015) and Wagner (2008) identified four tenets that can be used to
frame Ireland’s educational system within the context of globalization: (a) development of a
common, global education culture with uniform goals and practices; (b) adoption of Western
models of national school systems based on the premise of mass education; (c) a vertical curricu-
lar articulation model; and (d) a transglobal education system enabling access and permitting
entry into the new global economy.
These frameworks will provide a context to explain the current economization and
corporatization of the Irish educational system. Moreover, they can be utilized in a predictive
manner as the knowledge and understanding obtained can be applied to inform future practices in
more knowledgeable and effective ways.
STEM PBL and the Growth of 21st-Century Skills
Spring (2015) and Wagner (2008) posited that through an interdisciplinary approach of
problem solving, STEM–PBL instructional practices provide students the opportunity to demon-
strate mastery while developing 21st century skills. To be competitive in the new global econ-
omy, subject-based knowledge and skills are no longer sufficient nor are they sought after by
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 53
MNCs. Countries must embrace the economic, technological, informational, political, and
cultural forces that have altered the manner in which people work and live. By extension, educa-
tional systems must adapt so that students acquire the skills needed to adapt and survive in the
ever-evolving global economy.
Wagner’s (2008) framework is further supported by an abundance of research that
validates the use of STEM–PBL instructional practices as a means to engage students in real-
world learning to develop active learners who actively acquire knowledge to solve real-world
problems (Darling-Hammond, 2010). The research provides a pedagogical background of STEM
PBL through discussions of situational, cooperative, and motivational learning theories (Tseng et
al., 2013). These theories are rooted in cognitive psychology and focus on the importance of
interdisciplinary instruction that is experiential, relevant, and sets students on a path of inquiry
and exploration that motivates them during the learning process. Hence, the implementation of
STEM–PBL instructional practices can be an effective means of integration of 21st-century skills
into the curriculum as a tool of engagement and preparation for the jobs of the future.
Similarly, Wagner (2008) outlined a set of 21st-century skills that will provide students
with the ability to enter into the global workforce: critical thinking, problem solving, collabora-
tion, communication, creativity, leadership, adaptability, creativity, and initiative. Wagner
offered a metamorphosed framework of changes that have occurred over the last 20 years that
require nation-states to rethink their educational system: (a) accelerated transformation of the
KBE, (b) accelerated communication systems permeating traditional national borders, and (c)
accelerated impact of media and technology on sociocultural relations and identity development.
Consequently, both Spring (2015) and Wagner (2008) advanced theories of the universal-
ization of curriculum and internationalization of education as a result of globalization. When
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 54
applied to the Irish educational system, these frameworks can make explicit the direct and
indirect effects of globalization on the Irish educational system and the country’s path toward
economic development and prosperity within the flattened world (Friedman, 2007).
Feminist Theory and The Study of Gender in Education
Feminist theoretical frameworks provide a lens through which gender disparities within
the Irish education system can be examined. Feminist theory is multifaceted and complex and
when applied to education and focuses on the concepts of equal opportunity, socialization, sex
roles, and discrimination (Acker, 1987). Whether the liberal, socialist, or radical feminist
theoretical frameworks are applied as a means to understand and address various gender equity
issues in education, Ackers (1987) argued that they must address the tension between (a) univer-
sality, how women are the same, and (b) diversity, how women differ from men.
Feminist theories serve a dual purpose both as a guide to understanding gender inequality
and as a guide to action (Ackers, 1987). For example, many liberal feminists conflate the concept
of outcome to that of equality of opportunity and believe that schools must concentrate their
energy on securing equality of educational opportunity through the removal of barriers that
prevent girls from reaching their full potential (Ackers, 1987). Yet, social feminist theory in
education has been strongly influenced by neo-Marxist trends within the sociology of education
and contend that schools, through a variety of mechanisms, perpetuate class divisions within the
workforce (Ackers, 1987). Unlike socialist and liberalist feminists, radical feminists do not relate
the educational system to the economy but to the male monopolization of culture and knowledge
and the sexual politics of everyday life in schools (Ackers, 1987).
Through a synthesis of feminist frameworks, Ackers (1987) maintained that gender
inequities within educational systems can be constructively criticized and analyzed, subsequently
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 55
resulting in pragmatic and constructive changes. While the history of women’s education is
characterized by the tensions between strategies emphasizing sameness and difference, Ackers
embraced the notion that change can be achieved through teaching practices, teacher education,
and the production of scholarship. By concentrating on specific systems and practices that
currently exist in Irish schools, a theory of practice can be formulated to identify and address the
factors that contribute to the gender disparity in enrollment within STEM courses and pursuance
of STEM careers.
Leadership and Educational Reform in the 21st Century
Owing to globalization, school leaders and educational policy makers are now challenged
with envisioning, implementing, and advancing a new model of schooling that includes many
dimensions not found in traditional schools and educational organizations. As countries transi-
tion to the new global economy, school leaders and educational policy makers are now striving to
develop a 21st-century workforce that requires a fundamental shift in existing structures, systems,
and practices geared toward producing a different set of outcomes.
Bolman and Deal (2013) contended that such change can be successfully achieved
through a process of reframing that requires leaders to develop the ability to think about situa-
tions in multiple ways in order to develop alternative diagnosis and strategies. Through the fol-
lowing distinct but complementary frames, Bolman and Deal offered leaders a holistic frame-
work that encourages inquiry into a range of significant issues from multiple lenses or approaches
to gain clarity and generate solutions:
1) Structural—Focuses on the architecture of an organization and the design of units,
subunits, rules and roles, goals and policies
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 56
2) Human Resource—Focuses on developing and understanding people along with their
strengths and foibles, reason and emotion, desires and fears
3) Political—Focuses on political dynamics, scarcity of resources, competing interests,
and struggles for power and advantage
4) Symbolic—Focuses on issues of purpose, meaning, and faith. (p. 19)
Effecting change within schools and educational organizations can be an arduous task as
these systems are fluid, can be challenged, and are highly political (Bolman & Deal, 2013).
Moreover, implementing change is a dynamic process requiring application of both selected and
situational approaches to manage issues and lead individuals toward goal attainment. Through
this framework, the influence of globalization on current educational leadership styles, philoso-
phies, and practices can be examined to gain insight into how reforms are being implemented
throughout the Irish educational system.
Chapter Summary
This chapter provides an overview of significant literature related to the impact of global-
ization on Ireland’s economic, political, and educational systems as well as the theoretical
frameworks that ground the research. With the infusion of FDI and MNCs, Ireland is now faced
with the unanticipated and formidable challenge of developing a knowledge-based workforce
equipped with 21st-century skills to meet the demands of the new global economy. In response,
the Irish educational system has made a concerted effort to adopt and implement STEM–PBL
programs and instructional practices as a means to develop 21st-century skills and foster interest
in STEM college majors and careers. Similarly, participation in science fairs and competitions
have been promoted nationwide to increase motivation for entry into STEM fields. It is clear
from the literature that further investment in the educational system is necessary for Ireland to
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 57
maintain and expand its foothold within the global economy, as it has become one of the world’s
greatest examples of the benefits of FDI and globalization (Sweeney et al., 2008).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 58
Chapter Three: Research Methodology
This chapter describes the research methodology that was employed to conduct the study.
It includes a description of the research design, the research team, the population and sample,
instrumentation, data collection, data analysis, validity, credibility and trustworthiness, reliability,
and ethical considerations.
The purpose of this study was to gain insight into the influence of globalization and
MNCs on the development and implementation of educational policies and curriculum in Irish
schools. The study examined how students’ participation in science and technology competi-
tions, such as SciFest, has influenced school leadership practices, teacher instructional practices,
and female students’ interest in enrolling into STEM courses. By engaging in this research, the
research team also sought to understand how SciFest participation has influenced the use of
STEM–PBL instructional practices by teachers in the classroom to prepare students for the
21st-century workforce.
In order to specifically explain what this study intended to learn or understand (Maxwell,
2013), the following research questions were developed:
1. How do schools engage in SciFest while preparing students for the LCE?
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/uni-
versity professors, and MNCs have regarding the value of student participation in SciFest?
These four research questions served two additional and essential functions: to assist in
focusing the study and to give guidance on how to conduct it (Maxwell, 2013). The questions
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 59
were formulated from exhaustive research of concepts of globalization, MNCs, 21st-century
learning, STEM, and PBL, with an emphasis on their impact on Ireland as a whole and the Irish
school system, specifically.
The study was designed to address the research questions through the utilization of quali-
tative and quantitative research methods to obtain feedback from governmental, educational,
business, and student respondents in Ireland. Using the researcher as the primary instrument in
the data collection, an inductive approach was employed to gather a rich description of the events
and actors surveyed, interviewed, and observed (Merriam & Tisdell, 2016).
Research Design
The intellectual goals of this study have influenced the research design, as the focus was
on understanding, interpreting, and describing how a situation or set of events influences others.
This was an interpretive process predicated on the assumption that reality is socially constructed
and that there are multiple interpretations of a single event (Merriam & Tisdell, 2016). In order
to adequately address the research questions, a mixed-methods design was employed utilizing
both qualitative and quantitative approaches.
Several qualitative approaches were utilized to establish the meaning of the phenomenon
under study from the viewpoint of the participants, including ethnography, grounded theory,
narrative research, and case study. These approaches are known as strategies of interpretive
inquiry as they provide structure to the research design (Creswell, 2014). Through the ethno-
graphic approach, data were collected through both observation and interviews of participants in
their natural setting (Creswell, 2014). These observations and interviews provided access to what
Merriam and Tisdell (2016) characterized as the emic or insider’s perspective. Utilization of the
emic approach was of critical importance to gain insight into the participants’ feelings and
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 60
thoughts through their own firsthand experiences, because only by entering into an individual’s
world can his or her perspectives be made meaningful, knowable, and explicit (Patton, 2002).
Both interviews and observations offer advantages over other qualitative methods in that the
researcher is the instrument and his or her eyes and ears are the tools to make sense of what is
occurring (Maxwell, 2013).
The grounded theory approach was utilized through what Creswell (2014) described as
the derivitization of a general theory of a process, action, or interaction based on the data col-
lected through the participants. For this study, multiple stages of data collection led to the devel-
opment and refinement of categories of information. As a result, an inductive stance was used to
analyze the themes in the data that emerged (Merriam & Tisdell, 2016).
The narrative research and case study approaches were utilized to develop an in-depth
analysis of a case, event, activity, or process (Creswell, 2014). Narrative research yielded
firsthand accounts through interviews that provided rich descriptions of perceptions and opinions
through personal accounts (Merriam & Tisdell, 2016). Similarly, the case study approach, which
is bounded by time and activity, provided a means to engage in a detailed examination into
participants’ experiences as well as the related contextual conditions (Maxwell, 2013).
While a qualitative research methodology can be utilized to answer “how” questions,
researchers must use a variety of methods to develop deep understandings of how people per-
ceive their social realities and how they act within the social world (Creswell, 2014). Hence, to a
lesser degree, a quantitative approach was employed in this study to address the research ques-
tions through the use of surveys. Data collection through surveys provided a quantitative or
numeric description of trends, attitudes, or opinions of a population by studying a sample of that
population (Creswell, 2014). Moreover, surveys generate large amounts of data in a systematized
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 61
format that, when analyzed alongside qualitative data, provides a more comprehensive and
authentic understanding of the research questions (Creswell, 2014).
Through a mixed-methods design, both quantitative and qualitative approaches were
integrated within the study to focus on the same concepts. Data for this study were collected
through structured interviews; observations; and closed-ended, Likert-type scale surveys. The
specific type of mixed-methods design that best aligned with the tenets of this research study was
the convergent parallel mixed-methods design. With this approach, qualitative and quantitative
data were collected at the same time, analyzed separately, and the results were compared to see
whether the findings confirmed or disconfirmed one another (Creswell, 2014). One of the
strengths of this method is the ability of the researcher to triangulate the data from the qualitative
and quantitative collection methods through a process of cross-verification. Through the cross-
verification process, if themes are established based on the converging sources of data or perspec-
tives from participants, then the process can be claimed as adding to the validity of the study
(Creswell, 2014).
Multiple theoretical frameworks were used to guide the research conducted throughout
this study. The concepts of the globalization of education, STEM PBL and the growth of 21st-
century skills, feminist theory and the study of gender in education, as well as leadership and
educational reform in the 21st-century positioned this study within the larger field of research.
These four frameworks were founded on multiple theories, assumptions and beliefs and shaped
the focus and approach of this study (Maxwell, 2013).
Research Team
The research team for this study was comprised of 13 doctoral students from the USC
Rossier School of Education under the direction of Dr. Michael Escalante. Under his guidance
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 62
and instruction, the team employed a thematic group approach to prepare for the study. Starting
in the fall of 2016, the team met monthly to establish a knowledge base related to the following
key concepts: STEM education, PBL, 21st-century learning, gender inequality, globalization,
MNCs, FDI, and science competitions such as SciFest. The focus and subsequent literature
review evolved throughout the process into an investigation of these concepts as they directly
relate to Ireland’s economy, educational policies, and classroom practices. In the fall of 2017, the
team further refined the focus of the meetings to include the development of research questions to
guide the study, identification of the conceptual frameworks used to support the study, design of
research protocols, and logistical preparation for conducting research in Ireland.
In addition to the tutelage and mentorship provided by Dr. Escalante, the team received
invaluable support from the founder and chief executive officer (CEO) of SciFest, Dr. Sheila
Porter, and chief financial officer (CFO) of SciFest, Dr. George Porter. From the fall of 2016
through the spring of 2018, the research team engaged in monthly communication with the
Porters to better understand education in Ireland and the influence of SciFest on the educational
system. Moreover, the Porters generously assisted with refining the research questions, develop-
ment of the research protocols, and coordination of the school site visitations.
By utilizing the thematic group approach throughout the research process, there are
similarities among the team members’ respective dissertations. Moreover, many of the protocols
utilized were built upon and leveraged from the 2017 USC Executive Cohort that conducted
similar research in Ireland. However, the conclusions drawn from the data collected are inde-
pendent of the team and unique to each individual researcher.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 63
Population and Sample
According to Maxwell (2013), decisions about where to conduct research and whom to
include in it are an essential part of a qualitative researcher’s methodology. Because the goal of
this study was to explore and understand a particular phenomenon versus generalization to a
larger population, a nonprobabilistic and purposeful sampling approach was employed. Through
purposeful sampling, the researcher ensured that the respondents were information-rich cases
from which the researcher could learn a great deal about the issues that were of central impor-
tance to the study (Merriam & Tisdell, 2016). Participants for this study included classroom
teachers, site administrators, students, political leaders, policy makers, and business and industry
leaders of MNCs within the cities of Dublin, Cork, and the surrounding communities.
Through the team’s relationship with Dr. Sheila and George Porter, purposefully selected
locations and participants for the study were identified. Acting as liaisons, the Porters assisted
with providing the research team with access to specific school sites, school officials, and par-
ticipants for the study. In addition, they provided referrals to selected education, business and
industry, and government officials.
Research team members were assigned to various secondary schools to conduct this
study. This researcher’s assigned school was SCC (pseudonym), which is located in Dublin,
Ireland. SCC enrolls approximately 900 boys and girls, aged 12 to 18, in the Junior Cycle,
Transition Year, and Senior Cycle programs under a Christian context. SCC opened in 1982
under the management of the Holy Faith Sisters but is currently under the management of the
City of Dublin Vocational Education Committee, which is a statutory local education body in the
Republic of Ireland that administers primary, secondary, and adult education. SCC offers a range
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 64
of extracurricular and co-curricular activities while preparing students for both the Junior Cycle
and the LCE.
Educators and Students
The research team arrived in Ireland in April of 2018 to collect data for the study. The
school sites, educators, and students were purposefully selected to provide information that was
relevant to the research questions (Maxwell, 2013). While at the schools, the research team
interviewed and surveyed students, teachers, and site administrators who had participated in
SciFest. In addition, classroom observations will be conducted to collect data related to the
influence of globalization, STEM PBL, and SciFest on students and the Irish educational system.
Owing to its prominence within Ireland and the international community, SciFest was selected as
an event for this study. Students, teachers, and site administrators who were present and partici-
pating in the event were interviewed and/or surveyed. The team also interviewed and surveyed
the CEO and CFO of SciFest.
Business and Industry Leaders
The research team conducted interviews and surveys with executive representatives of
MNCs who were purposefully identified by educational contacts in Ireland owing to their influ-
ence on Irish educational policy. These individuals were selected to provide insight into the
relationship between students who participate in STEM–PBL education and SciFest and the
MNCs that hire them.
Political Leaders and Educational Policy Makers
Educational policy makers and political leaders exert significant influence on Ireland’s
education system (Donnelly, 2011); they play a major role in the development and
implementation of educational initiatives. For this reason, the research team believed that it was
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 65
prudent to explore the relationship between policy development and its impact on the educational
system in Ireland. While attending the SciFest competition, the research team interviewed edu-
cational policy makers and political leaders purposefully selected by local school administrators
and the SciFest organizers. These individuals provided information related to their views on the
progress of their educational system and the influence of globalization, MNCs, STEM PBL, and
SciFest on student college major and career choices as well as 21st-century skill development.
Instrumentation
A mixed-methods research design was utilized for this study that required the research
team to make use of qualitative and quantitative instruments for gathering data. Individually,
quantitative and qualitative data collection methods may have limitations and strengths. How-
ever, when combined in a mixed-methods approach, both methods yield a stronger understanding
of the research questions and the results can be compared to determine whether the findings
validate or invalidate one another (Creswell, 2014).
The quantitative data were collected through the utilization of a 6-point, Likert-type
survey. The surveys were distributed to and collected from students, teachers, site administrators,
representatives of MNCs, political leaders, and policy makers. However, the majority of the data
were obtained through the use of two qualitative instruments: interviews and observations.
Owing to the predominantly qualitative aspect of the study, the primary instrument for the col-
lection of data was the individual researcher, thus allowing for an inductive and interpretive
investigation into the phenomenon being studied (Creswell, 2014). While the interviews were
conducted with the same participant groups as the surveys, the observations were carried out in
various classrooms and at the SciFest event.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 66
The research instrument protocols were created through a collaborative process by all
members of the research team. These were developed from the fall of 2016 through the spring of
2018 and finalized prior to the commencement of the data collection in Ireland in April 2018.
The survey, interview, and observation protocols provided for triangulation of data in the study to
reduce the risk of chance associations and systematic biases, thereby allowing for a better assess-
ment of the generalizability and validity of the study (Maxwell, 2013).
Prior to the team’s arrival in Ireland to conduct the research, participants were contacted
via an introductory recruitment letter (Appendix A). The purpose of this correspondence was to
introduce the researcher, explain the purpose of the study, request participation, and obtain
consent. Throughout the actual data collection period and during the SciFest event, additional
contact with MNCs, political leaders, and policy makers occurred. Subsequent to the research, a
follow-up communication with individuals at the various school sites was necessary to clarify
information, collect additional data, and share results. The research instruments developed for
this study were submitted to the USC Institutional Review Board (IRB) in the spring of 2018 for
approval for field use on human participants.
Interview Protocols
The interview protocols (Appendices B through F) were developed using a semistructured
approach. Standardized open-ended interview questions were developed to ensure that the
participants would be asked the same questions to increase comparability responses and to reduce
interviewer effects and bias (Patton, 1987). Although employing this interview method limited
the flexibility in relating the interview to particular individuals and circumstances, it facilitated
organization and analysis of the data collected (Patton, 1987).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 67
The interview protocols were designed to address each sample group: political leader and
educational policy makers (Appendix B), business and industry leaders from MNCs (Appendix
C), school leaders (Appendix D), teachers (Appendix E), and students and parents (Appendix F).
Each interview protocol was divided into four sections that were aligned to the research questions
and conceptual frameworks. In Section 1, Questions 1–4 were aligned to Research Question 1,
which addressed how schools engaged in SciFest while preparing students for the LCE. In
Section 2, Questions 1–4 were aligned to Research Question 2, which addressed how school
leadership influenced student participation in SciFest. In Section 3, Questions 1–4 were aligned
to Research Question 3, which addressed the influence of SciFest participation on female stu-
dents’ interest in enrolling into senior-level and third-level STEM courses. In Section 4, Ques-
tions 1–4 were aligned to Research Question 4, which addressed stakeholders’ perceptions of
student participation in SciFest. However, the interview protocol for students and parents
(Appendix F) included five questions in Section 4; Question 5 was specifically for parents to
answer. The alignment of the interview questions to the research questions and theoretical
frameworks is shown in Table 1.
Collecting data through the use of interview protocols is a valuable method of obtaining a
rich description of actions and events and is often an efficient and valid way of understanding
someone’s perspectives and experiences (Maxwell, 2013). Moreover, interviews also provide
additional information that could have been missed during an observation or administration of a
survey and that could result in a more comprehensive understanding of the issues being investi-
gated (Maxwell, 2013).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 68
Table 1
Alignment of Interview Protocols to Research Questions (RQs) and Theoretical Frameworks
Bolman/ Slough/
Item RQ1 RQ2 RQ3 RQ4 Friedman Spring Wagner Deal Acker Milam
Section I
1 X # # #
2 X # # # #
3 X # # # # #
4 X # # # # #
Section II
1 X # # #
2 X # # #
3 X # # # #
4 # # # # # #
Section III
1 X # # #
2 X # # # #
3 X # # # # # #
4 X # # # # # #
Section IV
1 X # # # # # #
2 X # # # #
3 X # # # # # #
4 X # # # #
Observation Protocols
Observations provide the researcher with a direct and powerful way of learning about
people’s behavior and the context in which the behavior occurs (Maxwell, 2013). In addition,
observations enable the researcher to develop an understanding of aspects of a participant’s
perspective that they may be reluctant to directly state during an interview or acknowledge in a
survey (Maxwell, 2013). In order to obtain a firsthand encounter with the phenomenon of
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 69
interest rather than a secondhand account from an interview, observations should be conducted in
natural settings (Merriam & Tisdell, 2016). Therefore, the observations for this study took place
at various second-level schools in Ireland that participated in the annual SciFest competition and
at the actual SciFest competition.
Owing to there being two observational events, two observation protocols were created:
the Classroom Observation Protocol (Appendix G) and the SciFest Observation Protocol (Appen-
dix H). The observation protocols were designed to be flexible and conducive to taking field
notes and were developed as a systematic data gathering technique to address the research
questions. The observation protocols contained the six observation elements recommended by
Merriam and Tisdell (2016): physical setting, participants, activities and interactions, conversa-
tions, subtle factors, and observer behavior.
The first section of the Classroom Observation Protocol allowed for a description of the
configuration of the classroom, equipment, materials, decorum, and general purpose of the
lesson. The second section provided a matrix to focus the researcher on the instructional prac-
tices being implemented related to STEM and inquiry-based learning strategies, such as PBL and
21st-century skill development. The second section also included a section for the researcher to
record actions and comments observed along with the researcher’s own comments and reactions.
The third section contained eight reflective questions related to Research Questions 1 and 3.
The SciFest Observation Protocol contained similar components to the Classroom Obser-
vation Protocol; however, the first section of the SciFest Observation Protocol included a
description and diagram of the fair. It allowed the researcher to document the position of the
student projects and their thematic grouping arrangement. Both protocols served as a guide for
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 70
the researcher to ensure that the amount and quality of data collected were what the study was
designed to understand.
Survey Protocols
Surveys provide the researcher with a means to describe and explore human behavior by
measuring the various views and opinions in a chosen sample (Creswell, 2014). The goal of
survey research is not to detail concepts exhaustively for a theoretical domain, but rather to cover
relevant diversity in an empirically defined population that provides the researcher with a mecha-
nism to generalize or draw inferences from that population (Maxwell, 2013). For this study, the
research team developed four quantitative survey protocols (Appendices I through L) that were
aligned to the research questions.
As with the interview protocols, the survey protocols were designed to target a specific
sample group: school administrator or teacher (Appendix I); political leader, business leader, or
policy maker (Appendix J); parent of Senior Cycle student (Appendix K); and student participant
in science competition (Appendix L). Each protocol began with an introduction that provides the
participant with directions to complete the survey. Owing to the fact that the survey instruments
were designed by American researchers for Irish participants, each survey also contained a list of
key terms and definitions to limit any confusion in terminology (Fink, 2013).
Although the questions were similar throughout the four survey protocols, the survey
items varied by protocol so as to be grounded and relevant to each participant group’s experi-
ences (Fink, 2013). The survey items were aligned with the research questions using a 6-point
Likert-type response scale: Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree, and
Don’t Know. The alignment of the interview questions to the research questions and theoretical
frameworks is shown in Table 2.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 71
Table 2
Alignment of Survey Protocols to Research Questions (RQs) and Theoretical Frameworks
Bolman/ Slough/
Item RQ1 RQ2 RQ3 RQ4 Friedman Spring Wagner Deal Acker 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 # # # # #
The surveys were administered electronically, prior to the research team’s arrival in
Ireland, and in person for those participants who either did not have access to computers or
preferred to complete the survey by hand. The data obtained from all paper surveys were com-
bined with the data gathered from the electronically completed surveys.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 72
Data Collection
Qualitative and quantitative data were collected in Ireland over a 5-day period in April
2018 through face-to-face interviews, observations, and surveys at various school sites and at the
SciFest event. According to Creswell (2014), collecting data in the field at the site where partici-
pants experience the issue or problem under study is a major advantage of using qualitative
methods in research. The key to employing a mixed-methods design is to use the same parallel
variables, constructs, or concepts to collect both forms of data (Creswell, 2014). As a result, the
data collected directly related to the ideas and concepts contained in the research questions.
Interviews
Interviews took place in quiet and secluded settings, usually in a classroom or office;
were one on one with each participant; and last an average of 30 to 45 minutes. As part of the
interview protocol, participants were advised that they could pause or terminate the interview at
any time. Once permission was obtained from the participants to commence, the interviews were
recorded and field notes transcribed by the researcher. This process was necessary because what
was written down or mechanically recorded became the raw data from which the study’s findings
eventually emerged (Merriam & Tisdell, 2016). After the interviews were conducted, they were
professionally transcribed to assist with organizing and preparing the data for analysis (Creswell,
2014).
Surveys
Surveys were administered via email, in classrooms, and at other locations. Owing to the
fact that the participants were Irish and the survey instruments had been designed by American
researchers, each survey contained a list of key terms and definitions to limit any confusion of
terminology (Creswell, 2014). Prior to arriving in Ireland, research team members sent a survey
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 73
link to the site administrators at the various school sites to distribute to students, teachers, and
administrators for completion. In addition, the survey link was also sent to business leaders,
political leaders, and policy makers. Although the majority of the surveys were completed via the
survey link, copies of the survey were taken to Ireland to administer to those who did not submit
them online. In an effort to increase the response rate of the surveys that were administered
online, the deadline to submit the survey was emphasized. To increase the response rate of the
paper surveys administered in person in Ireland, the surveys were immediately collected upon
completion. Once the team returned from Ireland, the data collected from the paper and online
surveys were combined.
Observations
Observations were conducted at SCC and at the SciFest event. The observations con-
ducted at the school site were done for the purpose of viewing the instructional setting and the
instructional practices being implemented by the teachers. The observations that were conducted
at the SciFest event were done to view the students while participating in the actual competition
and to identify the use of 21st-century skills gained as a result of instruction. Merriam and
Tisdell (2016) maintained that there is no ideal amount of time to spend observing, nor is there
one preferred pattern of observation; however, for the purpose of this study, the researcher spent
45 to 60 minutes on each observation.
Triangulation
In order to increase the credibility and internal validity of the study, Merriam and Tisdell
(2016) recommended that researchers engage in triangulation through the comparison of multiple
sources of data. During this study, multiple sources of data were collected from various partici-
pant groups and locations by employing multiple methods of research such as interviews,
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 74
observations, and surveys (Merriam & Tisdell, 2016). Triangulation was further enhanced
through the use of multiple investigators on the research team.
Data Analysis
The data that were analyzed for this study included both quantitative and qualitative
results. Both forms of data provided different types of information; however, by combining the
two data sources, a stronger understanding of the research question was achieved (Creswell,
2014). Each research team member gathered data from his or her respective school site and then
combined that data with the data collected by other members of the research team obtained from
various business leaders, political leaders, and policy makers. Through this mixed-method
design, a side-by-side comparison approach was utilized to identify the similarities and dif-
ferences within the data sets (Creswell, 2014).
Because the data were gathered by multiple researchers at different locations using a
variety of research instruments, it was imperative that a standard process for collection and
analysis be strictly adhered to so that issues with validity and reliability would be minimized
(Merriam & Tisdell, 2016). Therefore, the research team elected to follow Creswell’s (2014)
model for quantitative and qualitative data analysis and interpretation, which entailed the follow-
ing six steps:
1. Organize and prepare data for analysis.
2. Read and reflect on the data to identify emerging patterns.
3. Label and code the data into chunks to create meaning.
4. Utilize the codes to generate themes from the data.
5. Represent the emerging themes into a descriptive narrative.
6. Interpret the data. (p. 197)
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 75
The analysis process began when the research team returned from Ireland, starting with
the sharing of the data that were collected by each individual research team member. The
interview recordings were transcribed, and the field notes from the interviews and observations
were typed. Next, each researcher read through the data; synthesized and reflected on the infor-
mation; and developed tentative ideas about relationships, categories, and patterns within the data
(Maxwell, 2013).
The third step in the analysis process involved coding the data. The categories and rela-
tionships were developed through the process of consolidating, reducing, and interpreting what
was said or observed in alignment to the research questions (Merriam & Tisdell, 2016). The
initial stage of this process began by generating an array of individual codes associated with their
respective data chunks (Miles, Huberman & Saldaña, 2014). The fourth step entailed pattern
coding, whereby the segments of data were grouped or summarized into what Miles et al. (2014)
described as being smaller categories, themes, or constructs. The categories created were both
responsive and congruent to the orientation of this study. What resulted from this second cycle of
coding were categories that met the criteria described by Merriam and Tisdell (2016) as being
responsive to the research questions, mutually exclusive, exhaustive, and sensitive to the data.
The fifth step of this hierarchal process called for advancing how the description and
themes would be represented in the narrative (Creswell, 2014). The narrative conveyed the
findings of the analysis through a thick, rich description of the participants and the settings. The
sixth and final step was interpretive, as it entailed both making meaning of the data and compar-
ing the data side by side with the survey results. This step generated a response to the research
questions to support previous research as well as recommendations for future study.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 76
To ensure that all data and related analyses are secure, well organized, and easily accessi-
ble, an online database was established (Merriam & Tisdell, 2016). All members of the research
team had access to the database and assisted with developing an organizational scheme that made
sense to all members. All research team members participated in the ongoing management of the
database system.
Validity, Reliability, and Trustworthiness
Validity is a key issue in research design and refers to the correctness or credibility of a
description, conclusion, explanation, interpretation, or account contained within the study
(Maxwell, 2013). However, reliability is achieved when the researcher’s approach is consistent
across different researchers and projects and yields the same results (Creswell, 2014). Conse-
quently, a study is considered to be trustworthy when there is evidence of both reliability and
credibility (Patton, 2002).
To maintain validity and accuracy throughout the course of the study, the research team
actively incorporated multiple approaches to the collection, analysis, and interpretation of data in
alignment with those recommended by Creswell (2014). This process included the following
strategies:
1) Member checks with participants to confirm the accuracy of the data
2) Peer debriefing of the data collection process and accuracy of the data
3) Use of discrepant evidence and negative cases that runs counter to the themes of the
data
4) Use of an external auditor to provide an objective assessment of the accuracy of the
data
5) Triangulation of data from qualitative and quantitative research methods
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 77
6) Identification and explanation of any researcher bias. (pp. 201–202)
Reliability in a research design is based on the assumption that there is a single reality and
that studying it will yield the same results—specifically, that the results are consistent with the
data collected (Merriam & Tisdell, 2016). The following measures, as delineated by Creswell
(2014), were implemented to ensure the reliability of the results:
1. Transcripts were reviewed to make sure that there were no errors that occurred during
transcription.
2. Codes were developed and cross-checked with other research team members to
confirm uniformity and consistency with the definition.
3. Frequent and coordinated communication occurred among research team members to
share in the analysis of the data.
Ethical Considerations
Merriam and Tisdell (2016) argued that in all research, one has to trust that the study was
carried out with integrity and that it involved the ethical stance of the researcher. To ensure that
this study met the ethical standards set forth by the USC IRB, all members of the research team
completed the Collaborative Institutional Training Initiative (CITI) training in January 2018.
This training was necessary to ensure that all research team members had knowledge of the
historical development of human subject protections, ethical issues, and current regulatory
guidance. Following the CITI training, the research team was granted approval to complete an
expedited study in Ireland under the guidance of Dr. Michael Escalante (IRB Approval #UP-18-
00119).
Of paramount importance throughout the study was for research team members to main-
tain consciousness with respect to the ethical issues that pervade the research process and that
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 78
protect the rights of the participants (Merriam & Tisdell, 2016). To achieve that end, each adult
participant received an informed consent statement that detailed the purpose of the study and
participants’ rights prior to beginning any interview, observation, or survey (Appendix M). The
statement was sent to the parents of the student participants so that they would be knowledgeable
of their child’s role in the study. Informed consent ensures not only that participants are willing
to participate but also that it can contribute to participants’ feeling of empowerment (Glesne,
2011). In addition, the principals of the schools were sent a letter requesting permission for
research to be conducted at their respective schools. By applying these protocols, the research
team made a concerted effort to reinforce the voluntary aspect of each participant’s role in the
study (Creswell, 2014)
As violations of privacy and confidentiality could be potentially damaging to particular
individuals or groups (Maxwell, 2013), steps were taken to prevent such incidents from occur-
ring. Research team members assigned pseudonyms to protect the anonymity of participants. In
addition, participants’ names were separated from individual responses. All data and related
documents were stored in a safe, secure location or in the established, password-protected
database.
Chapter Summary
Creswell (2014) posited that research designs are types of inquiry that utilize varying
strategies of inquiry. While all methods have biases and weaknesses, the research team elected to
employ a mixed-methods approach utilizing both quantitative and qualitative data collection
instruments. By doing so, the research team used the strength of one method of research to
counter or overcome the weaknesses in another method through the convergence and comparison
of the findings (Maxwell, 2013).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 79
Chapter Four: Results
While Ireland struggled during the Great Recession, as did most developed countries
throughout the world, it emerged from the financial crisis as a model of the positive effects of the
globalization movement. This recovery is primarily attributed to the construction of a platform
which attracts both FDI and MNCs resulting in a new period of economic prosperity (Ireland
Department of Finance, 2011). A critical component of this platform is the development of an
educational system that is equipped to produce a skilled labor force ready to participate and
flourish within a KBE (O’ Hagan & Newman, 2014). Through the implementation of inquiry-
based instructional practices such as PBL and an emphasis on participation in national science
fairs and exhibitions, such as SciFest, Irish policy makers and educational leaders hope to
develop 21st-century skills and build interest in STEM-related courses and careers.
The purpose of this study was to examine the educational system in Ireland and how the
implementation of STEM–PBL education and participation in SciFest and related science
competitions have fostered 21st-century skill development, stimulated interest and involvement
in STEM courses, and addressed gender inequalities and the role that educational leadership
plays in this process.
This chapter presents the results of the data collected for this case study in Ireland by the
research group and the researcher. The following four research questions guided this study:
1. How do schools engage in SciFest while preparing students for the LCE?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 80
4. What perceptions do teachers, principals, parents, students, civic leaders, college/uni-
versity professors, and MNCs have regarding the value of student participation in SciFest?
Four frameworks were identified to ground this study and assist in the analysis of the
data: (a) the frameworks for the globalization of education developed by Friedman (2007), Spring
(2015), and Wagner (2008); (b) Spring (2015) and Wagner’s (2008) STEM PBL and the growth
of 21st-century skills; (c) Acker’s (1987) feminist theory and the study of gender in education;
and (d) Bolman and Deal’s (2013) four frames of leadership.
This chapter begins with a review of the research design and a description of the partici-
pants involved in the study. The chapter continues with a discussion of the findings related to
each of the four research questions along with along with identification of emerging themes and
their relation to the literature. This discussion is followed by an analysis of the supporting data
obtained from the surveys, interviews, and observations. The chapter concludes with a summary
of the findings for all the research questions.
Research Design
The research team of 13 received invaluable support from the founder and CEO of
SciFest, Dr. Sheila Porter, and the CFO of SciFest, Dr. George Porter. The Porters assisted with
refining the research questions, development of the research protocols, and coordination of the
school site visitations. The research team collaborated with the Porters to establish an interview
participant list comprised of influential representatives from the education, business, and govern-
ment sectors.
Participants
As the goal of the study was to explore and understand how a particular phenomenon
relates to a larger population, a nonprobabilistic and purposeful sampling approach was utilized
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 81
to identify and select participants (Merriam & Tisdale, 2016). All of the participant groups were
selected based on their direct or indirect involvement with the subject of the study. The popula-
tion and sample included classroom teachers, site administrators, students, MNC representatives,
political leaders, and policy makers within the cities of Dublin, Cork, and the surrounding com-
munities. Moreover, the variance between the specific groups within the sample population
provided an opportunity to triangulate the findings from the data collected.
A mixed-methods research design was implemented for this study, utilizing both quali-
tative and quantitative instruments for gathering the data that included surveys, interviews, and
observations. Student, teacher, and administrator data collected from SCC were compared to
data collected by the other researchers at their respective Irish schools. However, data acquired
from MNC representatives, political leaders, and policy makers were shared among the research
team members. Pseudonyms have been assigned to protect the anonymity of participants when
referenced throughout this chapter.
Table 3 provides a summary of participants involved in the surveys and interviews
conducted by the research and research team. Observation data that were collected by the
researcher and research team are not included in Table 3, but these were used to support emerg-
ing themes.
Students
Over the course of one school day at SCC, students were surveyed, interviewed, and
observed in the classroom. A total of 23 interviews were conducted with students of various
ages and grade levels who had participated in SciFest at some point during their enrollment at
SCC. To ensure confidentiality, the interviews were held in empty offices or vacant classrooms.
With regard to the surveys, a total of 55 were completed. The majority of students who took the
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 82
Table 3
Summary of Participants, Their Organization/Position, and Data Type
Participants Organizations/positions Data type(s)
Students
23 students SCC students Interview
55 students SCC students Survey
1,295 other students Various schools in Ireland Survey, interview
128 parents Various schools in Ireland Survey, interview
Teachers and administrators
5 teachers/administrators SCC teachers/administrators Interview
155 other teachers/adminis- Teachers/administrators from Survey, interview
trators various schools in Ireland
19 business and industry leaders Various organizations and MNCs Survey, interview
12 political leaders and educa- Various organizations Survey, interview
tional policy makers
Note. SCC = pseudonym for individual school assigned to the researcher; MNC = multinational
corporation.
survey did so prior to the researcher’s arrival to SCC via a survey link distributed to students by
the lead SciFest teacher. The surveys that were administered while the researcher was at SCC
were completed by students in their science and mathematics classes. Most students utilized their
personal cell phones to complete the surveys; a few were provided with other devices to do so.
Very few surveys were conducted via the survey link after the researcher completed the visit to
SCC. A total of two classroom observations were conducted at SCC to capture data on the
impact of globalization, educational policy, and SciFest on the development of 21st-century skills
through implementation of STEM–PBL instructional practices. While at the SciFest event in
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 83
Cork, Ireland, additional surveys were administered to students who were participating in the
competition. However, none of these students were enrolled at SCC, nor was the data collected
from those surveys included with the data obtained from SCC students.
Through the use of the comparative method, the student survey, interview, and observa-
tion data collected from SCC and SciFest were shared with the other members of the research
team in order to compare and contrast the findings. The comparative method also afforded the
researcher and members of the team the ability to develop and identify emerging themes within
the study (Maxwell, 2013).
Teachers and Administrators
During the researcher’s visit to SCC, a total of four teachers were interviewed along with
one administrator. The teachers taught either mathematics or science and were selected based on
their knowledge of SciFest and/or involvement in preparing students for the annual competition.
The administrator was the Deputy Principal, who had extensive knowledge of SciFest owing to
her 4-year tenure at SCC. The data collected from the SCC teachers and administrator were
shared with the other research team members for collective analysis.
Political Leaders and Educational Policy Makers
Educational policy makers and political leaders wield substantial influence over Ireland’s
education system (Donnelly, 2011). To better understand the relationship between policy devel-
opment and its impact on the educational system in Ireland, the research team interviewed and
surveyed 12 political leaders and educational policy makers. These individuals were purpose-
fully selected based on recommendations by the local school administrators and the SciFest
organizers. The members of the research team divided into pairs and small groups to ensure that
all selected political leaders and educational policy makers were interviewed and/or surveyed
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 84
while the team was conducting research in Dublin and during the SciFest event in Cork. Data
collected from these participants were shared with all research team members for collective
analysis.
Business and Industry Leaders
Local school administrators and the SciFest organizers also provided the research team
with contact information for business and industry leaders owing to their influence on Irish
educational policy development. These individuals were purposefully selected to obtain insight
into the relationship between students who participate in STEM–PBL education and SciFest and
the MNCs that hire them. While the research team was in Dublin or attending the SciFest compe-
tition in Cork, 19 business and industry leaders were interviewed and/or surveyed.
Data and Analysis
In an effort to answer the study’s four research questions, data were collected through the
employment of three research instruments: surveys, interviews, and observations. The interview
protocols are included in Appendices B, C, D, E, and F; the observation protocols are in Appen-
dices G and H; and the survey protocols, in Appendices I, J, K, and L. Three web-based applica-
tion services were utilized by the team members to assist in the analysis of the data. Rev soft-
ware was used by team members for the purpose of transcribing the interviews; Atlas.ti, for the
coding and tabulating the interview dat; and Qualtrics survey software, for the collection and
statistical analysis of the survey data. The following sections identify the common findings and
emerging themes for each research question.
Findings for Research Question 1
Research Question 1 asked, “How do schools engage in SciFest while preparing students
for the LCE?” This research question was intended to yield information related to the impact of
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 85
student participation in the SciFest competition and performance on the LCE. The SciFest model
was designed as a student-focused program to promote understanding of science through collabo-
ration and inquiry-based learning that would develop students’ appreciation of science and scien-
tific investigations while increasing proficiency in 21st-century skills (SciFest, 2013). After
triangulating data collected through surveys, interviews, and observations, two major themes
emerged that allowed for a deeper understanding of the relationship between participation in
SciFest and achievement on the LCE.
Theme 1: Significant Variance Between Students and Other Stakeholder Groups Regard-
ing Belief That Participation in SciFest Prepares Students to Be Successful on the LCE
Existing literature suggested that SciFest is fulfilling its mission to provide an inclusive
and accessible platform for Irish students to explore STEM disciplines in an investigative way
while simultaneously developing critical thinking, problem solving, communication, and collabo-
ration skills (Science Foundation Ireland [SFI], 2013). According to the Irish DES (2016),
critical thinking and problem solving rank at the top of those needed to demonstrate competency
in the various domains assessed on the LCE. A minimum of six subjects are examined on the
LCE, with an attainment target of 90% having been set for all students (McDonagh, 2000). With
the LCE being the primary assessment utilized for matriculation into university in the Republic of
Ireland, students are seeking every means available to better prepare themselves for success on
the Examination (InGenious, 2014).
However, data collected in this study revealed variances within and between stakeholder
groups regarding the viewpoint that student participation in SciFest prepares students for success
on the LCE. Table 4 shows that only 45% of SCC students agreed or strongly agreed that partici-
pation in SciFest prepares students for success on the LCE. Similarly, a mere 41% of their peers
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 86
who are enrolled in other schools agreed or strongly agreed that SciFest influences student
success on the LCE (Table 4).
Table 4
Responses Indicating That Participation in SciFest Prepares Students to Be Successful on the
Leaving Certificate Examination: SCC Students and All Students
SCC All
Survey item and response categories students students
Participation in SciFest prepares students to be successful on the state
examinations.
Strongly Agree 3 80
Agree 18 376
Neutral 14 335
Disagree 9 210
Strongly Disagree 2 39
I Don’t Know 1 70
Note. SCC = pseudonym for individual school assigned to the researcher.
Interviews with the students confirmed the survey data, as the majority did not express
support for participation in SciFest as a means to prepare them for success on the LCE. A first-
year student from SCC stated that “for your state exam, most of it is theory based, and the stuff
you do at SciFest is mostly practical and kind of gets in the way of your state examination”
(Student 1, interview, April 17, 2018). Another SCC student commented that “for SciFest, you
have to prepare a project, which gets in the way of studying for the state examination” (Student 2,
interview, April 17, 2018). A third-year SCC student remarked that “SciFest could jeopardize
your grades on the state examinations if too much stress is put on it” (Student 3, interview,
April 17, 2018).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 87
While most students conveyed opposition, there were a few students who felt that a
positive relationship existed between SciFest and the LCE. One second-year SCC student
articulated the following:
Well, at the same time SciFest would help because you’d know a lot of the things—you’d
know you’ve tried experiments, and you’d know more things than if you haven’t. SciFest
can give you extra experience in exams and writing. Yeah, SciFest is good. It’s like now
I kind of know what’s expected of me to do well on the state exam. (Student 4, interview,
April 17, 2018)
Correspondingly, a fifth-year student stated, “I think SciFest expands your knowledge of science,
so it would help you on the state examination” (SCC Student 5, interview, April 17, 2018).
Similarly to the data collected from students, inconsistencies existed within the survey
and interview data obtained from the adult stakeholders. For example, although Table 5 demon-
strates that 73% of all teachers and administrators who were surveyed agreed or strongly agreed
that SciFest has positively influenced student performance on the LCE, only one SCC teacher and
one administrator espoused this same conviction. An SCC teacher voiced the following:
I’ve noticed that students that have done SciFest perform better in class. They understand
how to do certain things compared to their colleagues that didn’t. And they perform
better on the state assessments because of it, as they are in the habit of doing the inquiry
themselves. (Teacher 3, interview, April 17, 2018)
The SCC administrator’s views were equally supportive as she communicated the follow-
ing:
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 88
Table 5
Responses Indicating That Participation in SciFest Prepares Students to Be Successful on the
Leaving Certificate Examination: All Teachers/Administrators, All Parents, and Multinational
Corporations (MNCs)/Political Leaders/Educational Policy Makers
MNCs, Political
All teachers/ All leaders/policy
Survey item and response categories administrators parents makers
Participation in SciFest prepares students to be
successful on the state examinations.
Strongly Agree 16 16 0
Agree 42 10 4
Neutral 1 23 0
Disagree 1 1 0
Strongly disagree 1 1 0
I Don’t Know 5 10 1
Well, I think that if the projects are connected to the curriculum, then it is certainly going
to give them more preparation for the exams. It’s going to give them a grounding in
maybe a particular topic or a particular area. (Administrator 1, interview, April 17, 2018)
However, the other SCC teachers who were interviewed did not indicate support for SciFest as a
means to prepare students for the LCE. A veteran SCC science teacher stated:
No, I do not believe SciFest prepares students for exam. Well, not in the topics covered.
Only insofar as the students that participate in SciFest would be more self-motivated, so
they would engage more in their own learning, be more responsible for their own learn-
ing, and push themselves forward more than students who don’t participate. (Teacher 1,
interview, April 17, 2018)
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 89
Another SCC science teacher commented, “I don’t know if SciFest alone prepares students for
the state examinations. I am here to teach both, but I don’t think that one supports the other”
(Teacher 2, interview, April 17, 2018).
With regard to the two other adult stakeholder groups who were surveyed, 61% of all
parents and 80% of all MNC representatives, political leaders, and educational policy makers
agreed or strongly agreed that SciFest prepared students for the LCE (Table 5). Interview
responses from these participants were congruent with the data collected through surveys. One
parent commented, “I don’t think SciFest took away from my daughter’s academic core work; it
is very practical and helps kids learn more and do better in their classes and on exams” (CCS
[pseudonym] Parent 1, interview, April 20, 2018). Similarly, the Post Primary Inspector of the
Ireland DES, stated, “SciFest basically runs parallel or in conjunction with students’ lessons, and
the skills acquired from SciFest are immediately transferable into the Leaving Certificate Exami-
nation” (Dr. R. Richards, interview, April 16, 2018). Comparably, the Irish Minister of State for
Higher Education remarked, “SciFest does not just prepare students for their end of the year
exams, but prepares students for further education and university life” (M. O’Conner, interview,
April 19, 2018).
While conducting two classroom observations at SCC, the researcher witnessed both
chemistry and biology lessons being implemented. The students were working collaboratively on
postlaboratory analysis activities, and the teachers occasionally implemented scaffolding and
checking for understanding techniques to assess progress. The lessons entailed higher level
thinking skill development as the students were required to evaluate and justify their findings and
conclusions. Although there was a direct correlation between the activities in which the students
engaged and preparation for the LCE, there did not appear to be a connection to SciFest (personal
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 90
observation, April 17, 2018). However, the teachers were able to balance the demands of the
pending LCE with the overarching goal of implementing inquiry-based learning models as a
means to develop knowledge-based workers who possess 21st-century and STEM skills transfer-
able to highly competitive jobs in STEM fields (Spring, 2015). Yet it was unclear from the
observations whether or not SciFest had been utilized as a tool to both prepare students for the
LCE and increase motivation for students to major in STEM subjects and enter into STEM fields
(Capraro et al., 2013).
Theme 2: Teachers and School Leaders Encourage Participation in SciFest to Support
Students’ Success on the LCE
As Irish educators aspire to create a knowledge-based workforce that can meet the
demands of the new KBE, there is an emphasis on 21st-century skill development (Spring, 2015).
To that end, Irish educators have made a concerted effort to transition from a traditional instruc-
tional model to an inquiry-based, student-focused learning model (Intel Corporation, 2011). The
SciFest model was designed as a student-focused program to promote understanding of science
through collaboration and inquiry-based learning while fostering students’ appreciation of
science and scientific investigations (SFI, 2013). Through participation in the event, proponents
of SciFest maintained that students will acquire a host of skills and STEM content knowledge
that will enhance their performance in coursework and on the LCE (Sahin, 2013).
The survey data depicted in Table 6 indicates that there was consensus among respon-
dents from all but one of the stakeholder groups that both teachers and school leaders encourage
students to participate in the SciFest competition to support their success on the LCE. With
regard to the student stakeholder group, 73% of SCC students and 63% of all students agreed or
strongly agreed that teachers encourage participation in the SciFest competition to influence
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 91
success on the LCE (Table 6). Moreover, 69% of SCC students and 55% of all students agreed
or strongly agreed that school leaders encourage participation in the SciFest competition as a
means to perform better on the LCE (Table 6).
Table 6
Responses Indicating Teacher and School Leader Encouragement of Students’ Participation in
SciFest to Support Student’s Success on the Leaving Certificate Examination: SCC Students and
All Students
SCC All
Survey items and response categories students students
Participation in SciFest prepares students to be successful on the state
examinations.
Strongly Agree 4 214
Agree 31 484
Neutral 8 227
Disagree 4 113
Strongly Disagree 0 21
I Don’t Know 1 51
The school leadership at my school encourages participation in
SciFest to support student success on the state examinations.
Strongly Agree 2 161
Agree 31 451
Neutral 8 258
Disagree 2 123
Strongly Disagree 2 26
I Don’t Know 3 85
Note. SCC = pseudonym for individual school assigned to the researcher.
The survey results from the educator and parent stakeholder groups were in direct align-
ment with those of the students. The data indicated that 72% of teachers and administrators and
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 92
66% of parents agreed or strongly agreed that teachers encourage participation on SciFest to
support student success on the LCE (Table 7). Comparably, 78% of educators and 61% of
parents agreed or strongly agreed that school leaders bestow encouragement on SciFest for this
reason (Table 7).
Table 7
Responses Indicating That Teachers’ and School Leaders’ Encouragement of Students Prepares
Students to Be Successful on the Leaving Certificate Examination: All Teachers/Administrators
All Parents, and Multinational Corporations (MNCs)/Political Leaders/Educational Policy
Makers
MNCs, Political
All teachers/ All leaders/policy
Survey items and response categories administrators parents makers
Participation in SciFest prepares students to be
successful on the state examinations.
Strongly Agree 20 23 0
Agree 37 44 0
Neutral 12 17 1
Disagree 5 6 3
Strongly disagree 2 1 1
I Don’t Know 3 11 1
The school leadership encourages participation in
SciFest to support students’ success on the state
examinations.
Strongly Agree 19 18 0
Agree 43 49 1
Neutral 11 19 1
Disagree 3 6 2
Strongly disagree 1 1 0
I Don’t Know 2 11 1
However, the MNC representatives, political leaders, and policy makers did not share the
same opinion as did the other adult stakeholder groups when surveyed on this topic. Of the six
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 93
respondents who completed the survey, 67% disagreed or strongly disagreed that teachers
encourage students to participate in SciFest to assist them with performing at higher levels on the
LCE (Table 7). Comparably, the survey data shows that 60% of respondents from this group
were neutral, disagreed, or strongly disagreed that school leaders encourage students to partici-
pate in SciFest (Table 7).
Interview data from students, educators, and parents were consistent with the survey data
related to the belief that teachers and school leaders encourage students to participate in SciFest
to support success on the LCE. A first-year SCC student stated that “the teachers give prizes and
also volunteer to work with students on their SciFest projects during lunch and after school”
(Student 6, interview, April 17, 2018). Another SCC student noted, “I think it was the teachers’
enthusiasm toward the project that kind of made us want to participate” (Student 7, interview,
April 17, 2018). A fifth-year SCC student further expanded on her views related to teachers’
encouragement to participate in SciFest: “The teachers are very passionate, and they encourage
and promote students when doing the project. Lots of encouragement, lots of promotion of it,
and they’re very, very passionate about it” (Student 8, interview, April 17, 2018).
Students’ viewpoints related to their school leaders’ level of encouragement to participate
in SciFest were similar to what they expressed when asked about their teachers. A third-year
SCC student commented, “The principal makes announcements in the morning and promotes and
advertises SciFest” (Student 9, interview, April 17, 2018). A fifth-year SCC student remarked,
“The principal sells SciFest to the students and explains why it is a positive thing” (Student 10,
interview, April 17, 2018).
When educators and parents were asked if teachers encourage student participation in
SciFest to improve performance on the LCE, their responses coincided with those students who
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 94
were interviewed. A SCC science teacher enthusiastically reported that “our teachers, even those
in English and other non-STEM subjects, consistently praise the students that participate in
SciFest” (Teacher 3, interview, April 17, 2018). A SCC administrator asserted that “teachers
constantly stress the importance of the STEM subjects and encourage students to participate in
SciFest. The whole science department is behind SciFest and promotes it” (Administrator 1,
interview, April 17, 2018). A CCS parent also commented positively, “Well, I think the science
teachers in the school are absolutely amazing and influence kids to do SciFest” (Parent 2, inter-
view, April 20, 2018).
The educators and parents who were interviewed were equally complimentary regarding
the influence of school leadership with encouraging students to participate in SciFest to support
success on the LCE. A SCC teacher stated that “management is 100% in support of SciFest and
encourages students to participate through putting the projects in display in the hallways,
acknowledgment over announcements and during assemblies” (Teacher 3, interview, April 17,
2018). A SCC administrator shared, “We make the SciFest competition a big event with celebra-
tory recognition, and all of the participants are acknowledged in the different categories” (Admin-
istrator 1, interview, April 17, 2018). Along that same vein, a CCS parent commented that “the
principal has created a SciFest wall of fame to celebrate achievement and motivate younger
students to participate” (Parent 1, interview, April 20, 2018).
As with the survey data results, interviews with the MNC representatives, political
leaders, and policy makers did not correspond with that of students and the other adult stake-
holder groups. Based on extensive experience, the Director of Innovation at Trinity College
candidly conveyed the following:
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 95
I’ve come across a few teachers over the years that are really genuinely passionate about
science and helping kids with their SciFest projects. I’d say 10% of schools in that
contest have that kind of thing, but in most schools, the kids just do it themselves. (L.
Hobbs, interview, April 16, 2018)
A representative from Janssen Sciences succinctly remarked, “If the principal chooses to priori-
tize SciFest, it will take off, but most don’t” (S. McHugh, interview, April 16, 2018).
Classroom observation at SCC did not provide any data related to teachers’ or school
leaders’ encouragement for student participation in SciFest to prepare students for success on the
LCE. While students were engaged in activities to prepare them for the upcoming LCE, SciFest
was not referenced.
Discussion Summary for Research Question 1
The results of Research Question 1 revealed two themes. The first theme that emerged
was that there was significant variance between students and other stakeholder groups regarding
the belief that participation in SciFest prepares students to be successful on the LCE. The
students who participated in the study did not feel that SciFest positively influenced their perfor-
mance on the LCE in contrast to the opinions of respondents from the various adult stakeholder
groups. This discrepancy is important to note as the intent of the SciFest competition is to
promote students’ acquisition of 21st-century skills and to help them to make the connections
between STEM subjects and real-world products and processes (Sahin, 2013). Consequently, if
students do not identify the connection between the skills developed through SciFest and their
applicability to the LCE, they will be less likely to participate. Therefore, the number of students
participating in SciFest may be adversely impacted as there is an inordinate amount of pressure
for students to do well on the LCE.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 96
The second theme that emerged was that teachers and school leaders encourage participa-
tion in SciFest to support student success on the LCE. The data showed that there was strong
consensus among the student and adult stakeholder groups, with the exception being MNC repre-
sentatives, political leaders, and educational policy makers. This finding suggests that teachers
and school leaders should continue to implement strategies to entice students to participate in
SciFest, as it appears to generate buy-in from students and parents. However, the data collected
from the MNC representatives, political leaders, and policy makers suggest either that these
individuals are not aware that teachers and school leaders are making a concerted effort to
motivate students to participate in SciFest or that they are simply unaware of the efforts under-
taken because they are not directly affiliated with the schools. Either way, it is important for
schools to promote and showcase students’ participation in SciFest and other STEM–PBL initia-
tives to attract and maintain the external resources and support that MNCs, political leaders, and
educational policy makers provide (Capraro et al., 2013).
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 the strategies
that school leaders implement to promote the SciFest competition and the impact of these actions
on students’ willingness to participate. This process is important to the Irish economy as partici-
pation in science fairs and competitions introduces students to the world of STEM and provides
opportunities to explore the various STEM fields available to them as a career (Sahin, 2013).
Two themes materialized from the analysis of data collected through surveys, interviews,
and observations with various stakeholders. The themes revealed the direct impact that school
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 97
leaders have on the perceptions that students and adult stakeholders hold related to the value of
participation in the SciFest competition.
Theme 1: School Leadership Develops Shared Vision for Implementing SciFest
Owing to globalization, nations are turning to their educational systems to respond to the
demand for workers who possess 21st-century skills to compete in a KBE (Wagner, 2008). As a
result, there has been increasing pressure on school leaders to implement STEM–PBL programs
and practices such as SciFest not only to foster 21st-century skill development but also to moti-
vate students to pursue STEM majors and careers (Sahin, 2013). In order to stimulate students’
interest in SciFest, school leaders must utilize various approaches and strategies. According to
Bolman and Deal (2013), successful leaders can employ a symbolic approach to address people’s
need for a sense of purpose and meaning in the activities in which they engage. Through the
symbolic frame of leadership, the leader can create a motivating vision to inspire individuals to
achieve organizational goals (Bolman & Deal, 2013). Data collected from the various stake-
holder groups that participated in this study suggest that school leaders in Ireland have applied
symbolic approaches to leadership to develop a shared vision for implementing SciFest.
With regard to student survey data, 68% of SCC students and 51% of students from other
Irish schools agreed or strongly agreed that leaders at their schools have worked to develop a
vision for SciFest (Table 8). While students from the other Irish schools did not register the same
levels of agreement, they still represented a majority who subscribed to the notion that school
leaders are instrumental in cultivating a culture that supports the implementation of SciFest.
Student interview responses correlated with the data obtained from their surveys. A
third-year SCC student commented that “the administration has gotten more teachers involved in
SciFest because there wasn’t that many before” (Student 8, interview, April 17, 2018). A
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 98
Table 8
Responses Indicating That School Leadership Develops a Shared Vision for Implementing
SciFest: SCC Students and All Students
SCC All
Survey item and response categories students students
School leadership develops a shared vision for implementing SciFest.
Strongly Agree 6 116
Agree 26 414
Neutral 7 247
Disagree 4 62
Strongly Disagree 0 10
I Don’t Know 4 199
Note. SCC = pseudonym for individual school assigned to the researcher.
second-year student remarked that “the principal has influenced teachers to get involved with
SciFest and to recommend it to their students by telling them it is a good experience and will help
them with their exams” (Student 11, interview, April 17, 2018).
Survey data collected from the adult stakeholder groups were very similar to data gener-
ated by students. Regarding the notion that school leaders develop a shared vision of implement-
ing SciFest, 63% of all educators and 60% of parents agreed or strongly agreed; however, only
33% of MNC representatives, political leaders, and educational policy makers agreed with this
belief, and 50% expressed neutrality (Table 9). The disparity in the survey data among the adult
stakeholder groups may be attributed to the fact that the MNC representatives, political leaders,
and educational policy makers were not directly affiliated with schools and did not have specific
knowledge in this area.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 99
Table 9
Responses Indicating Thar School Leadership Develops a Shared Vision for Implementing
SciFest: All Teachers/Administrators, All Parents, and MNCs/Political Leaders/Educational
Policy Makers
MNCs, Political
All teachers/ All leaders/policy
Survey item and response categories administrators parents makers
School leadership develops a shared vision for
implementing SciFest
Strongly Agree 13 12 0
Agree 35 47 2
Neutral 17 13 3
Disagree 3 1 0
Strongly disagree 1 1 0
I Don’t Know 7 25 1
Teachers and administrators were aligned with their viewpoints related to the role that
school leaders play in developing a shared vision for implementation of SciFest at their respec-
tive schools. A SCC science teacher complimentarily remarked that “the principal is very open
to ideas and suggestions about our involvement in SciFest and how to support teachers and
students” (Teacher 1, interview, April 17, 2018). Another SCC science teacher was in accord
with her colleague:
Science teachers receive encouragement from the principal to participate in SciFest and
all the competitions. Teachers in other departments are also encouraged to support
students who participate in SciFest. She really tries to get all of us on board with SciFest
and really make it a focus for our students. (Teacher 2, interview, April 17, 2018)
The SCC principal candidly described her efforts to bring the entire learning community together
around the implementation of SciFest at the school:
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 100
I’ve made a concerted effort to get the local community involved, and we’ve found that it
makes quite a difference. Two individuals are judges in the competition, and they are
invested into the success of the children that come to the school. I’ve also worked
through a distributive leadership approach by identifying a particular teacher who would
be willing to run with this as a leader and organizer. My goal was to get the whole
science department behind SciFest. (Administrator 1 interview, April 17, 2018)
A parent from CCS commented that “the principal really pushes participation in SciFest for both
the teachers and students and celebrates their achievement” (Parent 2, interview, April 20, 2018).
However, interviews conducted with the MNC representatives, political leaders, and
educational policy makers did not yield responses in congruence with those of the other adult
stakeholders. The Project Manager for STEM Education at the SFI declared, “Though I am not
certain, I think that there are a variety of things that school leaders do and strategies that they do
in order to get teachers to support SciFest and students to participate (S. O’Neill, interview,
April 16, 2018). This statement reinforced the possibility that this stakeholder group was not
familiar with the efforts expended by school leaders to develop a vision for implementation of
SciFest at many Irish schools.
Although two classroom observations were conducted by the researcher at SCC, both
were devoid of any evidence of the influence of school leaders in developing a vision for imple-
menting SciFest. Students were observed actively engaging in activities to prepare them for the
LCE.
With the exception of the classroom observations, the survey and interview data collected
did suggest that school leadership at SCC and other schools in Ireland are employing measures to
develop a vision for implementing SciFest. Various stakeholders commented that the principal at
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 101
SCC has utilized a multitude of strategies that are symbolic in nature to develop a sense of
purpose and meaning for teachers to support SciFest and for students to participate in it (Bolman
& Deal, 2013). The principal’s actions are symbolic in that they have formed impressions,
fostered individual and collective commitment, and belief in the efficacy of SciFest as a means to
produce positive and tangible outcomes for students in the way of 21st -century skill develop-
ment, interest in STEM, and preparation for the LCE (Bolman & Deal, 2013).
Theme 2: School Leadership Allocates Adequate Resources to Teachers, Including Time,
Materials, and Training, to Support Student Participation in SciFest
According to Wagner (2008), students must develop 21st-century skills to think strategi-
cally and to lead through influence to ensure their competitiveness within the new KBE. In
addition, students must be able to utilize a systematic approach to identify problems and solutions
(Spring, 2015). Through their participation in SciFest, students will develop familiarity with the
scientific method and application of higher level thinking skills in a systematic fashion to address
complex problems and propose creative solutions (Sahin, 2013). Through the human resources
and political frames of leadership, school leaders can provide teachers with both the power and
opportunity to support students with their SciFest projects and to overcome competing agendas in
order to generate a network of proponents advocating for the SciFest initiative (Bolman & Deal,
2013). Data collected from the various stakeholder groups that participated in this study sug-
gested that school leaders in Ireland have leveraged human resources and political approaches to
allocate adequate resources, including time, materials, and training, to support students’ partici-
pation in SciFest.
With regard to students’ survey results, a resounding 68% of SCC students and 50% of
students from other schools agreed or strongly agreed that school leaders allocate adequate
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 102
resources to teachers to support SciFest (Table 10). The disparity between the two student
groups could be attributed to a general lack of awareness regarding the resources that are
provided to teachers. SCC teachers may receive tangible items that the students observe, while
teachers from other school may obtain resources and support that are not readily apparent to
them. The lower level of agreement between the two student groups may also be an indication
that school leaders provide teachers with support and resources at varying levels when measured
within their respective schools and compared to other schools.
Table 10
Responses Indicating That School Leadership Provides Support, Including Time, Materials, and
Training, for Participation in SciFest: SCC Students and All Students
SCC All
Survey item and response categories students students
School leadership provides support for participation in SciFest.
Strongly Agree 6 111
Agree 26 411
Neutral 7 243
Disagree 4 64
Strongly Disagree 0 14
I Don’t Know 4 204
Note. SCC = pseudonym for individual school assigned to the researcher.
In accordance with the SCC survey data, one first-year student stated that “the principal
has improved the rooms to make it easier to make your project and has given us better equipment
and supplies” (Student 12, interview, April 17, 2018). A fourth-year SCC student commented,
“When we ask the teachers if they can get us new equipment to help us complete our projects, it
always seems like they are able to get us what we need” (Student 13, interview, April 17, 2018).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 103
Echoing a similar sentiment as their contemporaries, a student from another Irish school
remarked:
I was working on my project after school one day in my physics teacher’s classroom, and
the principal stopped by. She asked me how I was doing and if I needed anything to help
me complete my project. After that, I saw my teacher and the principal have a private
discussion on the side, and then my teacher came back and told me that the principal was
going to help me get the extra lab equipment that I needed. (OLS [pseudonym] Student 1,
interview, April 17, 2018)
Just as Table 10 depicts inconsistencies within the student survey data, Table 11 displays
discrepancies within the adult stakeholder data. While 59% of educators and 76% of parents
agreed or strongly agreed that school leaders provide adequate resources to teachers to support
student participation in SciFest, only 40% of MNC representatives, political leaders, and educa-
tional policy makers did so. The differing results may be attributable to the fact that MNC
representatives, political leaders, and educational policy makers were not directly affiliated with
or not aware of the support and resources provided for teachers.
The educators’ interview responses were consistent with the information that they pro-
vided when surveyed. A SCC teacher shared that “there are financial aspects associated with
SciFest and the principal pays for substitute teachers to cover for teachers when we go to training
or take students to competitions and there is also the cost of the buses too” (Teacher 3, interview,
April 17, 2018). A SCC science teacher offered similar praise regarding her school’s leadership:
The principal is very resourceful and finds the money to support SciFest within the
constraints of the budget. She provides our department lab materials and equipment,
which allows students to diversify their projects. (Teacher 2, interview, April 17, 2018)
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 104
Table 11
Responses Indicating That School Leadership Provides Support, Including Time, Materials, and
Training, for Participation in SciFest: All Teachers/Administrators, All Parents, and Multina-
tional Corporations (MNCs)/Political Leaders/Educational Policy Makers
MNCs, Political
All teachers/ All leaders/policy
Survey item and response categories administrators parents makers
School leadership provides support for
participation in SciFest.
Strongly Agree 8 21 0
Agree 36 53 2
Neutral 17 7 1
Disagree 5 3 1
Strongly disagree 2 0 0
I Don’t Know 6 14 1
The principal of SCC echoed what was conveyed by the teachers:
I have always demonstrated my support for SciFest through encouragement, which can’t
be quantified, and through concrete and measurable means, such as trips and competi-
tions, which require the provision of supervision, and buses, as well as equipment and
supplies to support students’ creativity when designing their projects. (Administrator 1,
interview, April 17, 2018)
A parent from CCS approvingly commented, “The principal provides teachers extra
supplies and materials to help the students complete their projects, which really helped us out
because some of the equipment my son needed was expensive” (CCS Parent 2, interview,
April 20, 2018).
However, interviews conducted with the MNC representatives, political leaders, and
educational policy makers did not yield responses in accord with those of the other adult
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 105
stakeholders. The Senior Security Architect for Boston Scientific in Cork, Ireland, stated can-
didly, “To be honest, I’m not involved in secondary schools, so I really don’t know what tangible
support the school can provide, but I’m sure it is difficult for school leaders to find resources with
a limited budget (J. Mahoney, interview, April 20, 2018). This statement reinforced the possibil-
ity that this stakeholder group was not familiar with the resources that school leaders allocate to
support teachers with respect to implementing SciFest.
Although the two science classrooms that the researcher observed were replete with lab
materials and equipment, the researcher did not identify any items that could be directly associ-
ated with the SciFest competition or students’ individual projects. However, when the researcher
asked the two teachers if they could point out any materials or equipment that was provided by
the principal to be exclusively utilized to support SciFest projects, both were able to escort the
researcher to various closets in their classrooms that contained an array of items used for these
purposes. These items included but were not limited to ring stands, burettes, test tubes and
beakers, digital balances, tongs and clamps, corks and rubber stoppers, and burners distillation
equipment (personal observation, April 17, 2018).
Based on the analysis of the survey, interview, and observation data, it was clear that
students, educators, and parents credited school leaders for allocating resources to support
teachers with the implementation of SciFest. The data showed that the principal at SCC has
effectively applied the human resources frame of leadership to align the organizational need of
advancing SciFest by empowering teachers to achieve that end (Bolman & Deal, 2013). In addi-
tion, the data demonstrated that the SCC principal has adroitly employed the political frame of
leadership to garner internal and external support for the implementation of SciFest while simul-
taneously pursuing other initiatives and organizational goals (Bolman & Deal, 2013).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 106
Discussion Summary for Research Question 2
The results for Research Question 2 revealed two themes. The first theme that emerged
was that school leadership has developed a shared vision for implementing SciFest. Through
both survey and interview data, students, educators, and parents unanimously expressed agree-
ment that school leaders have been a key catalyst in driving the SciFest initiative at their schools.
Furthermore, the data supported the contention that leaders can leverage the symbolic frame of
leadership to inspire, create meaning, and recognize contribution and achievement (Bolman &
Deal, 2013). Such effective leadership is important for the reason that participation in science
fairs and competitions has increased student interest in STEM education and career fields (Sahin,
2013).
The second theme that emerged was that school leadership has allocated adequate
resources to teachers, including time, materials, and training, to support student participation in
SciFest. Data collected from students, educators, and parents showed that school leaders should
be acknowledged for their efforts in securing vital resources to enable teachers to support
students in the development of their SciFest projects. The data supported the assertion that
school leaders can sustain and expand the implementation of SciFest by recognizing that teachers
possess the potential for development, the capacity for responsibility, and readiness to work
toward organizational goals if provided with adequate resources and autonomy to do so (Bolman
& Deal, 2013). The data also gave credence to the contention that school leaders can utilize
capital resources as a means not only to support individual teachers with the implementation of
SciFest but also to build cohorts of teachers to assist with enlisting their colleagues to commit to
the initiative (Bolman & Deal, 2013).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 107
What was concerning, however, is that both survey and interview data revealed that MNC
representatives, political leaders, and educational policy makers’ viewpoints were not in accor-
dance with those of the student, educator, and parent stakeholder groups. As school leaders
leverage scarce or diminishing resources to achieve organizational goals, external support can
assist with reducing or eliminating the shortfall. Perhaps through better messaging and marketing
techniques, school leaders can raise awareness among outside entities regarding their commit-
ment to implementing SciFest and STEM-based educational pursuits. Such a strategy may prove
to be mutually beneficial as schools may then secure supplemental resources and STEM compa-
nies can meet their 21st-century labor needs (Capraro et al., 2013).
Findings for Research Question 3
Research Question 3 asked, “How does participation in SciFest influence female stu-
dents’ interest in enrolling into senior-level and third-level STEM courses?” The purpose of this
question was to measure the correlation between female students’ participation in SciFest and
how that experience impacted their desire or interest to take STEM courses in secondary school
and college. Students who have positive experiences while participating in SciFest develop a
belief in their abilities; thus, their course selection and choice of major may be influenced (Sahin,
2013). Cultivating female students’ interest in STEM coursework is of paramount importance to
the Irish economy, as there is significant underrepresentation of female students employed in
quantitative, technical, and science-related fields (Griffith, 2010).
Data collected via surveys, interviews, and observations were analyzed to identify
common themes regarding the relationship between female students’ participation in SciFest and
enrollment into STEM-related subjects. Through this analysis, two main themes emerged to
provide conclusions for Research Question 3.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 108
Theme 1: Significant Variance Between Students and Other Stakeholder Groups Regard-
ing Belief That Participation in SciFest Influences the Development of Female Students’
Interest in Enrolling Into Senior-level Stem Courses
The available literature suggested that exposure to STEM in a variety of academic situ-
ations is a cornerstone of encouraging female student involvement, broadening horizons, and
allowing those learners to see the connections between the involved subject areas and a variety of
STEM majors and careers (Griffith, 2010). SciFest and other STEM activities can serve as the
impetus for cultivating students’ interest in considering enrollment into STEM courses and
ultimately pursuing STEM fields of study and occupations (Sahin, 2013). Data collected through
surveys, interviews, and observations showed that students and adult stakeholders did not share
the same opinion that SciFest is a contributing factor for female students when contemplating
enrollment into senior-level STEM courses.
With regard to student survey data, only 48% of SCC students and 45% of students from
other schools felt that SciFest influenced female students’ enrollment into STEM courses (Table
12). What is also worth noting is that nearly 20% of both student groups expressed neutrality
when considering SciFest as a motivator for STEM course selection (Table 12). The low level of
agreement and high level of neutrality may be owing to the fact that both male and female
students were surveyed and that male students lacked knowledge in this area due to their gender-
related experiences.
Responses from the student surveys were in alignment with the survey results. A first-
year female SCC student dismissively commented, “I would say SciFest influences boys the same
as girls, and I don’t think it does that much” (SCC, Student 6, interview, April 17, 2018). A fifth-
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 109
Table 12
Responses Indicating That SciFest Influences the Development of Female Students’ Interest in
Enrolling Into Senior-Level Science, Technology, Engineering, and Mathematics (STEM)
Courses: SCC Students and All Students
SCC All
Survey item and response categories students students
SciFest influences the development of female students’ interest in
enrolling into senior-level STEM courses.
Strongly Agree 4 145
Agree 17 320
Neutral 8 180
Disagree 3 62
Strongly Disagree 1 17
I Don’t Know 11 298
Note. SCC = pseudonym for individual school assigned to the researcher.
year SCC student stated, “SciFest just reinforces their interest in STEM subjects” (Student 14,
interview, April 17, 2018). Another fifth-year SCC student concurred and added:
Before they participated in SciFest, there were many students already interested in
science. If they like math already, they may want to go into engineering; and if they like
general science, they might want to go into medical. So they’re not really choosing to do
anything more—it just extends their interest already. (Student 8, interview, April 17,
2018)
A third-year SCC student was slightly more optimistic with her assessment and remarked,
“SciFest increased students’ curiosity in STEM, which could lead to their decision to explore
STEM courses” (Student 9, interview, April 17, 2018).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 110
Unlike students, the adult stakeholders who were surveyed all shared the belief that
SciFest directly influences female students to enroll in senior-level STEM courses. Table 13
demonstrates that 60% of educators, 52% of parents, and 80% of MNC representatives, political
leaders, and educational policy makers agreed or strongly agreed that SciFest is a major compo-
nent in the decision-making process for female students. The abnormally high rate of agreement
within the MNC representative/political leader/educational policy maker stakeholder group is
worthy of further examination. The perceptions of the business and political respondents may be
based on their interactions with students at the SciFest competition, as they do not have access to
SciFest participation and course enrollment data within the schools.
Table 13
Responses Indicating That SciFest Influences the Development of Female Students’ Interest in
Enrolling Into Senior-Level Science, Technology, Engineering, and Mathematics (STEM)
Courses: All Teachers/Administrators, All Parents, and Multinational Corporations (MNCs)/
Political Leaders/Educational Policy Makers
MNCs, Political
All teachers/ All leaders/policy
Survey item and response categories administrators parents makers
SciFest influences the development of female
students’ interest in enrolling into senior-level
STEM courses.
Strongly Agree 13 14 1
Agree 31 37 3
Neutral 15 9 0
Disagree 1 2 0
Strongly disagree 0 0 0
I Don’t Know 13 36 1
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 111
However, there was a contradiction between what the educators reported when surveyed
and what they offered when interviewed. For example, a SCC science teacher stated, “It is
possible that there is a correlation, but there’s no definitive proof. SciFest does stimulate interest,
but I’m not sure if it translates to course enrollment” (Teacher 3, interview, April 17, 2018).
Another SCC science teacher stated, “I don’t know if there’s any evidence of a kid who did
SciFest and then enrolled into senior-level STEM courses. Maybe anecdotal, but no direct
evidence that I’m aware of” (Teacher 1, interview, April 17, 2018), yet the SCC principal’s
viewpoint was in accordance with the survey data:
When female students get involved in SciFest early on, they do tend to keep it, because
the subject becomes a love for them. Some of the students tend to not go down the
physics route unless they’ve been involved in SciFest. We find that students who have
been actively involved in SciFest in Junior Cycle inevitably choose to take a science
subject in Senior Cycle. (Administrator 1, interview, April 17, 2018)
Although the educator interview responses were not congruent with the survey data, the
parents and MNC representatives, political leaders, and policy makers’ opinions were. A project
manager from Boston Scientific who also served as a judge at the SciFest competition in Cork,
Ireland, shared the following sentiments:
I would say that the gender balance was probably more in favor of the girls, from what I
observed today as a judge. I did engineering myself in college, and only 10% of the
students in engineering classes were girls. What I saw today was a minimum 50% girls
participating. It’s obviously having an impact and is generating an interest in girls taking
STEM classes. (C. Adams, interview, April 20, 2018)
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 112
Similarly, a HCS (pseudonym) parent remarked, “I definitely think that participating in SciFest
projects gives girls an enthusiasm for science subjects in their 5th year, particularly biology more
so than chemistry, I think” (Parent 1, interview, April 20, 2018).
The classroom observations at SCC were limited in number and did not provide any
evidence that SciFest had any bearing on female students’ enrollment into STEM courses during
Senior Cycle. This finding owes to the fact that the students observed were directing their focus
on preparatory activities related to the LCE.
Based on the analysis of the survey and interview data, it was clear that there was a dis-
connect between students’ and adult stakeholders’ views on the relationship between SciFest and
female students’ interest in STEM courses at the senior level. Acker (1987) argued that by con-
centrating on practices and systems in schools, factors that negatively impact gender disparities
can be identified and addressed. However, if increased rates of female participation in SciFest
are not yielding increased enrollment into STEM courses, there may be other forces at play. It
would behoove Irish educators and policy makers to identify and address these factors as female
students are experiencing unprecedented levels of academic achievement and could successfully
matriculate into STEM college majors and obtain employment in STEM career fields if properly
motivated and supported (Griffith, 2010).
Theme 2: Significant Variance Between Students and Other Stakeholder Groups Regard-
ing Belief That Participation in SciFest Influences Development of Female Students’
Interest in Enrolling Into Third-Level Stem Courses
The Irish education system is challenging traditional education roles as female students
are graduating from Senior Cycle and being accepted into universities at higher levels than men
(Irish DES, 2016). Although female students have matched or surpassed men in many
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 113
educational outcomes such as college access, female students remain much less likely to major in
STEM subjects or to become employed in STEM-related career fields (Griffith, 2010). As a
result, Irish educators and policy makers are confronted with the challenge of stimulating female
students’ interest in STEM college majors and careers in order to help secure the economic future
of Ireland (Irish DES, 2016). Existing research found that students who participated in STEM
programs and science competitions such as SciFest had a higher percentage of postsecondary
matriculation in STEM majors (Smith, 2011). Data collected through surveys, interviews, and
observations showed that students and adult stakeholders did not share the same opinion that
SciFest influences the development of female students’ interest in enrolling into third-level
STEM courses.
Table 14 shows that only 43% of SCC students and 43% of their peers from other schools
agreed or strongly agreed that participation in SciFest impacts female students’ decision to enroll
into STEM courses while attending college. The fact that Table 14 depicts that nearly 60% of
students expressed neutrality or did not agree that SciFest is a motivator for STEM course
selection is cause for concern because a significant amount of resources have been invested into
increasing SciFest participation at schools across Ireland.
When interviewed, students’ responses were inconsistent with what was found in the
survey data. One second-year SCC student stated, “I don’t think SciFest and taking STEM
courses has anything to do with gender. I think it is more about if you already like science”
(Student 4, interview, April 17, 2018). Comparably, a third-year HCS student remarked,
“SciFest does not excite female students’ interest in pursuing careers in science—it really just
reinforces our love for or interest in science” (Student 2, interview, April 16, 2018).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 114
Table 14
Responses Indicating That SciFest Influences the Development of Female Students’ Interest in
Enrolling Into Third-Level Science, Technology, Engineering, and Mathematics (STEM)
Courses: SCC Students and All Students
SCC All
Survey item and response categories students students
SciFest influences the development of female students’ interest in
enrolling into third-level STEM courses.
Strongly Agree 3 120
Agree 16 306
Neutral 9 192
Disagree 2 51
Strongly Disagree 0 22
I Don’t Know 14 320
Note. SCC = pseudonym for individual school assigned to the researcher.
However, an equal number of students were in support of the contention that SciFest is a
means to motivate female students to pursue STEM college majors. A fourth-year SCC student
declared with enthusiasm:
SciFest can make girls feel that maybe they want to do more in the sciences. It can
influence interest in taking on science majors and possibly prove that they can do it as
females and not to have any stereotypes attached to them. It can show us that we’re not
limited to anything. (Student 13, interview, April 17, 2018)
A fifth-year HCS student was equally supportive and remarked that “SciFest gives girls a choice,
that once they see what the sciences are all about, that they may decide to major in STEM and
third level in college, or choose a career. It helps with equality” (Student 1, interview, April 16,
2018).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 115
Contrary to the students, all adult stakeholders felt that SciFest influenced female stu-
dents to enroll into STEM college courses. Table 15 shows that 61% of teachers and administra-
tors, 52% of parents and 60% of MNC representatives, political leaders, and educational policy
makers agreed or strongly agreed that there is a relationship between female participation in
SciFest and enrollment into third-level STEM courses.
Table 15
Responses Indicating That SciFest Influences the Development of Female Students’ Interest in
Enrolling Into Third-Level Science, Technology, Engineering, and Mathematics (STEM)
Courses: All Teachers/Administrators, All Parents, and Multinational Corporations (MNCs)/
Political Leaders/Educational Policy Makers
MNCs, Political
All teachers/ All leaders/policy
Survey item and response categories administrators parents makers
SciFest influences the development of female
students’ interest in enrolling into third-level
STEM courses.
Strongly Agree 11 14 0
Agree 33 37 3
Neutral 14 9 1
Disagree 1 1 0
Strongly disagree 0 0 0
I Don’t Know 13 37 1
Adult stakeholders’ interview responses did not deviate from the survey data obtained
from each subgroup. A SCC teacher commented,
I think that when girls are involved in SciFest and are seeing female scientist role models,
it makes them more likely to pursue STEM college majors and careers. Social barriers
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 116
are eliminated and they see opportunities that are available to them. (Teacher 1, inter-
view, April 17, 2018)
A HCS teacher articulated further that
SciFest builds their confidence, and they now know that STEM is a viable pathway. They
also develop links and connections with the universities and develop contacts in the
different departments that they may want to go into. So they get lots of opportunities and
extra support at the third level. And they also get exposed to role models. (Teacher 1,
interview, April 16, 2018)
In accordance with the teachers, the SCC principal shared, “SciFest shows females that
they can be successful majoring in the sciences in college and that there can be a future for them
in the sciences if they want it to be” (SCC, Administrator, interview, April 17, 2018).
As with the educators’ interview responses, the parents and MNC representatives,
political leaders, and educational policy makers were in support of the belief that participation in
SciFest influences female students to undergo STEM courses in college. The Director of the
Centre for Advancement of STEM Teaching and Learning at Dublin City University stated the
following when interviewed at the SciFest competition in Cork, Ireland:
I think SciFest gives female students the interest in science majors and careers. Like I
said, why worry about any other subjects in science if you have the interest. You’ll get
bitten by the bug, and they stick with it. (Dr. E. McLoughlin, interview, April 20, 2018)
Similarly, a HCS parent remarked, “I definitely think that SciFest ties into college. The engage-
ment with the projects influences girls to look at science as a college major and for a college
major or career in that area” (Parent 2, interview, April 20, 2018).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 117
Unfortunately, classroom observations at SCC did not provide any evidence that partici-
pation in SciFest was related to female students’ enrollment into third-level STEM courses. In
the classrooms that were visited, the teachers had the students engaging in postlaboratory analysis
activities that were in preparation for the LCE.
After triangulating the survey and interview data, it was apparent that students and adult
stakeholders did not share the same viewpoint that female students who participated in SciFest
were more likely to enroll into STEM college courses. This was a troubling finding as female
students, not adults, must develop efficacy from participating in SciFest. By extension, through
the SciFest experience, female students must possess the unremitting determination needed to
overcome a myriad of obstacles that they are likely encounter as they pursue STEM college
majors and enter STEM-related career fields (Griffith, 2010).
Discussion Summary for Research Question 3
The results of Research Question 3 revealed three themes. The first theme that emerged
was that there was significant variance between students and other stakeholder groups regarding
the belief that participation in SciFest influences the development of female students’ interest in
enrolling into senior-level STEM courses. The students who participated in the study did not
share the same sentiments as the adult stakeholders. The discrepancy between the students and
adults was important to note as female students’ STEM experiences while in primary and second-
ary school shape their perceptions, curiosity, and enthusiasm in STEM courses and majors
(Chance & Bowe, 2014).
The second theme that emerged was that there was significant variance between students
and other stakeholder groups with respect to the belief that participation in SciFest influences the
development of female students’ interest in enrolling into third-level STEM courses. As with
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 118
Theme 1, the students who participated in the study did not share the same viewpoints as adults.
The disparity between the students and adults is important to note, as female students choose to
enroll in STEM college majors at much lower rates than male students even though female
college students now outnumber male college students (O’Dea, 2014).
Both themes should be of concern to Irish educators and policy makers, as SciFest may
not be as instrumental in encouraging female students to enroll in STEM subjects as many adults
would like to believe. Moreover, as the economy shifts and demand grows in the STEM-fields,
the underrepresentation of women in senior-level and third-level STEM courses may further
expand occupational segregation and earnings inequality by gender (Griffith, 2010). The persis-
tence of female underrepresentation in STEM courses, majors, and careers reinforces Acker’s
(1987) contention that gender inequities in education must continue to be critically examined in
order for pragmatic and constructive changes to occur. While adult stakeholders’ support for
SciFest is a step in the right direction, SciFest cannot be the sole means to stimulate female
students’ interest in pursuing STEM college majors and careers.
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 obtain an understanding of view-
points held by students, educators, and other stakeholders’ outside of education as they relate to
the efficacy of SciFest to students’ educational and professional lives. Existing research has
suggested that when students engage in STEM education through inquiry-based learning strate-
gies such as PBL, they develop 21st-century skills needed to flourish in a KBE (O’ Hagan &
Newman, 2014). Moreover, studies have demonstrated that STEM-based competitions such as
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 119
SciFest both cultivate and enhance students’ 21st-century skills and position Ireland to be com-
petitive in the new global economy (Capraro et al., 2013; Ireland DES, 2016).
Data collection methods utilized to inform Research Question 4 included surveys, inter-
views, and observations involving students, teachers, administrators, parents, MNC representa-
tives, political leaders, and educational policy makers. Through an analysis of the data, two
common themes were identified related to the conceptions held by the participants regarding the
benefit of students’ participation in SciFest.
Theme 1: SciFest Provides Opportunities for Students to Develop the Skills Needed in a
Global Economy
Wagner (2008) contended that globalization now drives the educational system in Ireland
as students must possess a mix of creativity and skills to respond to the needs of an ever-changing
labor market (Sweeney et al., 2008). Ireland has been transforming educational practices to
include a focus on development of 21st-century skills (Ireland DES, 2016). Science fairs such as
SciFest foster the development of the requisite skills students need to be competitive in
knowledge-based societies and KBEs (Bencze & Bowen, 2009). Data collected through surveys,
interviews, and observations showed that students and adult stakeholders unanimously supported
the notion that participation in SciFest is instrumental to the development of the skills that
students need to be successful in the new global economy.
An examination of the student survey data revealed that 66% of SciFest students and 51%
of students from other Irish schools agreed that SciFest provides opportunities for students to
develop the skills needed in a global economy (Table 16). One possible explanation for the lower
rate of agreement expressed by students from other schools may be related to a higher SciFest
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 120
participation rate among SCC students. A review of the participation rates of SCC students and
those from other schools could be useful in explaining the differing rates of agreement.
Table 16
Responses Indicating That SciFest Provides Opportunities to Develop the Skills Needed in a
Global Economy: SCC Students and All Students
SCC All
Survey item and response categories students students
SciFest provides opportunities to develop the skills needed in a
global economy.
Strongly Agree 9 151
Agree 19 365
Neutral 3 236
Disagree 3 75
Strongly Disagree 0 27
I Don’t Know 8 155
Note. SCC = pseudonym for individual school assigned to the researcher.
All students’ interview statements were reflective of the corresponding survey data. A
first-year SCC student commented, “SciFest makes you more creative because you can experi-
ment and even invent things like a product” (Student 6, interview, April 17, 2018). Another SCC
student stated, “SciFest builds your communication skills and how to conduct research properly”
(Student 5, interview, April 17, 2018). A sixth-year HCS student expanded further:
SciFest helps students develop research, team work, presentation, and organization skills.
SciFest also helps students using technology to integrate into their regular courses and
create presentations. All of those things—SciFest helps develop these things, and they
will help you in life, college, and with your career. (Student 2, interview, April 16, 2018)
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 121
Survey data collected from the adult stakeholder groups were in accordance with the
survey data obtained from students. However, the adult stakeholders expressed their agreement
at significantly higher rates, as 92% of educators, 72% of parents, and 80% of MNC representa-
tives , political leaders, and educational policy makers indicated that they were in support of the
belief that SciFest positively impacts the development of skills needed for students to succeed in
today’s economy (Table 17). The exceptionally high rate of adult stakeholder group agreement
may be attributed to the fact that these individuals have first-hand knowledge of the types of
skills that are currently in demand because they are in the workforce, while students lack the
same awareness due to their current status.
Table 17
Responses Indicating That SciFest Provides Opportunities to Develop the Skills Needed in a
Global Economy: All Teachers/Administrators, All Parents, and Multinational Corporations
(MNCs)/ Political Leaders/Educational Policy Makers
MNCs, Political
All teachers/ All leaders/policy
Survey item and response categories administrators parents makers
SciFest provides opportunities to develop the
skills needed in a global economy.
Strongly Agree 32 21 3
Agree 36 47 1
Neutral 4 8 0
Disagree 1 3 0
Strongly disagree 0 0 0
I Don’t Know 1 15 1
The adult stakeholder groups’ interview responses were in alignment with their survey
results. A SCC teacher remarked that “SciFest helps students with their public speaking,
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 122
collaboration, and engaging with people of a variety of different backgrounds and different ages
(Teacher 1, interview, April 17, 2018). A HCS teacher stated that “SciFest basically checks off
all of the boxes with collaboration, creativity, communication, and critical thinking and teaches
them to evaluate” (Teacher 1, interview, April 16, 2018). A SCC science teacher amplified her
colleagues’ opinions: “SciFest helps students become self-starters, problem solvers, and think
outside of the box. The world requires that students must now be able to think for themselves,
use their own judgement, and be innovative to make things better” (SCC, Teacher 1, personal
communication, April 17, 2018).
The principal at SCC echoed the teachers’ convictions when she commented that “the
methodologies that the students learn through SciFest will help them succeed in all facets of life,
especially as they assimilate into the workforce (Administrator 1, interview, April 17, 2018).
The parents, MNC representatives, political leaders, and educational policy makers were
in support of the belief that participation in SciFest provides students with opportunities to
develop skills needed for the global economy. A HCS parent stated, “SciFest makes students
work together, become more tenacious, and persevere even when it gets tough, which they’ll
need in the real world and in the tough economic climate” (Parent 1, interview, April 16, 2018).
The Corporate Social Responsibility Specialist at Abbott Global Healthcare and Research
in Ireland was equally complimentary with her account:
SciFest is a great way for student to develop skills they might not have the opportunity to
have in the classroom such as communication, entrepreneurial thinking, project manage-
ment and development, and teamwork. These are practical skills that they will need in
the business world and in their professional careers. (C. Hayes, interview, April 19,
2018)
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 123
Both of the two classrooms that the researcher visited while at SCC did not offer any
evidence that SciFest supports the development of 21st-century skills. However, students in both
classrooms were applying collaboration and critical thinking skills while engaging in a post-
laboratory analysis that was preparing them for the upcoming LCE (personal observation,
April 17, 2018).
By triangulating the survey and interview data, it was apparent that student and adult
respondents support the belief that participation in SciFest is a means by which students can
develop the requisite skills needed to be successful in the new global economy. Competitions
such as SciFest provide students with real-world experiences intertwined with STEM content,
PBL, and 21st-century skills (Ireland DES, 2016). Participation in STEM- based activities such
as SciFest not only provide students the skills necessary to support their current studies but those
that are critical for their futures in and the world of work (Wagner & Compton, 2012).
Theme 2: Students Who Participate in SciFest Demonstrate Skills Needed to Obtain Ca-
reers in Stem Fields
Globalization has compelled countries to enhance STEM education to produce 21st-
century skilled workers needed for the new global economy (Wagner & Compton, 2012). As a
result, Ireland’s educational focus has shifted to designing and implementing instructional
programs, with a focus on STEM and inquiry-based learning, in order to prepare students to enter
a KBE that requires highly trained and technologically proficient workers (Spring, 2015). Data
collected through surveys, interviews, and observations indicated that students and adult stake-
holders subscribed to the assertion that students who participate in SciFest demonstrate the skills
needed to obtain careers in STEM fields.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 124
Survey data collected from SCC revealed that 76% of SCC students and 54% of students
from other Irish schools agreed or strongly agreed that there is a positive relationship between
participation in SciFest and the acquisition of skills needed for STEM careers (Table 18). The
high rate of agreement demonstrated by the SCC students may be related to higher SciFest
participation rates at the school. By extension, those who had completed the survey may have
also participated in the actual competition in Cork, Ireland, where they had the opportunity to
interact with the judges who are employed in STEM industries. The judges may have been
influential in shaping students’ perceptions regarding the correlation between SciFest and the
development of skills needed for STEM careers.
Table 18
Responses Indicating That Students Who Participate in SciFest Demonstrate the Skills Needed to
Obtain Careers in Science, Technology, Engineering, and Mathematics (STEM) Fields: SCC
Students and All Students
SCC All
Survey item and response categories students students
Students who participate in SciFest demonstrate the skills needed to
obtain careers in STEM fields.
Strongly Agree 10 165
Agree 22 383
Neutral 5 203
Disagree 2 52
Strongly Disagree 0 20
I Don’t Know 3 189
Note. SCC = pseudonym for individual school assigned to the researcher.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 125
Student interview responses were congruent with the data collected through the surveys
that they completed. A second-year SCC student stated, “I think SciFest provides students the
opportunity to do an experiment that could help them prepare to work in the field of technology”
(Student 4, interview, April 17, 2018). A third-year HCS student commented, “SciFest helps
students learn to work with others collaboratively, conduct practical research, and opens their
eyes to the different science and gets them ready for science careers” (Student 1, interview,
April 16, 2018). A fifth-year SCC student articulated further: “SciFest gives us hands-on knowl-
edge of the scientific method and real-world application of problems in society. This will prepare
us for careers in science and technology because our job will be to solve problems. (Student 14,
interview, April 17, 2018).
The survey data collected from the adult stakeholder groups did not deviate from those
obtained from students. In fact, the adult stakeholders expressed their agreement at substantially
higher rates than the students in that 96% of educators; 76% of parents; and 100% of MNC repre-
sentatives, political leaders, and educational policy makers supported the belief that SciFest
positively influences the development of skills needed for students to obtain careers in STEM
fields (Table 19). The unusually high rate of agreement expressed by the MNC representative,
political leader, and policy maker groups could be related to the fact that many of these respon-
dents completed their surveys while attending the SciFest competition in Cork, Ireland on April
20, 2018. While attending the competition, these individuals may have personally observed
students demonstrate the skills that they believe are needed for the new KBE based on their
experience in STEM industries.
The adult stakeholders’ interview responses mirrored what they conveyed when surveyed.
A SCC science teacher declared:
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 126
Table 19
Responses Indicating That Students Who Participate in SciFest Demonstrate the Skills Needed to
Obtain Careers in Science, Technology, Engineering, and Mathematics (STEM) Fields: All
Teachers/Administrators, All Parents, and Multinational Corporations (MNCs)/ Political Lead-
ers/Educational Policy Makers
MNCs, Political
All teachers/ All leaders/policy
Survey item and response categories administrators parents makers
SciFest provides opportunities to develop the
skills needed in a global economy.
Strongly Agree 33 14 3
Agree 38 57 2
Neutral 1 10 0
Disagree 1 1 0
Strongly disagree 0 0 0
I Don’t Know 1 11 0
STEM-based multinational companies want employees with experience rather than the
knowledge. So students that have done SciFest have applied skills themselves; they are
more likely to be employed than the ones that just know how to read a book, and can
regurgitate information. (Teacher 3, interview, April 17, 2018)
Another SCC teacher added that “SciFest provides skill development, specifically communica-
tion and presentation skills, while building confidence. Some of the projects that the kids create
are patented, and their ideas are used for products. And their skills are transferrable to other
STEM career choices” (Teacher 1, interview, April 17, 2018).
The SCC principal shared that “SciFest can send students in a particular direction when it
comes to their futures. I think it drives people into the worlds of the sciences and STEM. It
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 127
prepares them for knowledge-based jobs in the STEM areas” (Administrator 1, interview,
April 17, 2018).
Similarly, the interview responses provided by parents, MNC representatives, political
leaders, and educational policy makers were in alignment with what they expressed in the
surveys. A CCS parent stated that “SciFest definitely contributes to Ireland’s economic prosper-
ity as it stimulates their interest in science and gives them the skills that they can use in technical
career fields” (Parent 2, interview, April 20, 2018).
Additionally, the Operations Team Leader with Janssen Sciences in Ireland, offered this
commentary:
SciFest can pique people’s interest in science and give them the skills to pursue careers in
technical fields. Our economy is now driven by multinational companies and, as I
touched on earlier, from multinational companies to succeed we need talent. We need
people, and SciFest is a contributing factor for that. (S. McHugh, interview, April 20,
2018)
The classroom observations did not provide any evidence related to the influence of
SciFest students were completing activities that were not related to the SciFest competition
(personal observation, April 17, 2018). However, it was clear from the survey and interview data
that there was consensus among students and adult stakeholders regarding the belief that, through
participation in SciFest, students can cultivate skills needed for STEM-based careers. These
findings reinforced the notion that educational systems must adapt to meet the current realities of
the rapidly changing economic environment (Wagner, 2008). By implementing SciFest and other
STEM-related educational programs, schools can ensure that students have every opportunity to
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 128
develop both an interest in STEM education and the skills needed to gain employment within
STEM fields (Sahin, 2013).
Discussion Summary for Research Question 4
The results of Research Question 4 revealed two themes. The first theme that emerged
was that SciFest provides opportunities for students to develop the skills needed in a global
economy. The data collected from surveys and interviews demonstrated that student and adult
respondents supported the notion that STEM-related activities such as SciFest provide a realistic
context for the application of math and science as well as a structure for breaking down complex
problems and making connections between mathematics, science, and technology and real-world
products and processes (Capraro et al., 2013). Consequently, the data suggested that SciFest and
STEM education constitute a major component in Ireland’s ongoing efforts to meet the increas-
ing demand for workers who have the skills needed to compete in a KBE (Wagner, 2008).
The second theme that emerged was that students who participate in SciFest demonstrate
the skills needed to obtain careers in STEM fields. The data obtained from surveys and inter-
views showed that student and adult respondents believed that SciFest and other STEM–PBL
initiatives can increase business sense among students while developing a strong foundation in
science, technology, and mathematical skills and concepts that may entice students to pursue
STEM-related careers (Capraro et al., 2013). The data suggested that participation in SciFest can
be an effective vehicle for the integration of 21st-century skills in the curriculum and may assist
students with becoming better prepared for the jobs of the future (Spring, 2015).
Chapter Summary
Eight themes emerged related to the research questions, and each was grounded in
existing literature and aligned to four theoretical frameworks: the globalization of education
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 129
(Friedman, 2007; Spring, 2015; Wagner,2008); STEM PBL and the growth of 21st-century skills
(Spring, 2015; Wagner, 2008), feminist theory and the study of gender in education (Acker,
1987); and the four frames of leadership (Bolman & Deal, 2013).
For Research Question 1, two themes emerged. The first theme suggested that there was
significant variance between students and other stakeholder groups regarding the belief that
participation in SciFest prepares students to be successful on the LCE. It was clear from the
survey data that students did not believe that SciFest positively impacted their performance on
the LCE, while adult respondents felt that it is a valuable tool to increase students’ performance
on this assessment. In addition, interview responses from teachers neither corresponded with
their survey results nor aligned with the sentiments expressed by the other adult respondents.
The second theme indicated that teachers and school leaders encouraged participation in
SciFest to support students’ success on the LCE. With the exception of the MNC representatives,
political leaders, and educational policy makers, all other stakeholder groups supported the
assertion that teachers and school leaders were implementing strategies to motivate students to
participate in SciFest as a means to enhance their performance on the LCE.
With regard to Research Question 2, two themes emerged. The first theme suggested that
school leadership has developed a shared vision for implementing SciFest. Both survey data and
interview responses from students, educators, and parents were in agreement that school leaders
played a significant role in developing a shared vision for implementation of SciFest. However,
MNC representatives, political leaders, and educational policy makers did not express support for
this claim, as indicated in the survey data and information collected through interviews.
The second theme posited that school leadership has allocated adequate resources to
teachers, including time, materials, and training, to support students’ participation in SciFest.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 130
Students, educators, and parents overwhelmingly supported this perception, as reflected in the
survey and interview data collected. As with the first theme identified for this research question,
MNC representatives, political leaders, and policy makers were not in agreement with the other
stakeholder groups with respect to the level of resources that school leaders have provided to
teachers to support the implementation of SciFest.
For Research Question 3, two themes emerged. The first indicated that there was signifi-
cant variance between students and other stakeholder groups regarding the belief that participa-
tion in SciFest influences the development of female students’ interest in enrolling into senior-
level STEM courses. The second theme demonstrated that there was significant variance
between students and other stakeholder groups regarding the belief that participation in SciFest
influences the development of female students’ interest in enrolling into third-level STEM
courses. While the adult stakeholder groups’ survey and interview results were in accordance
with the assertion that SciFest is instrumental in encouraging female students to enroll in second-
ary and college courses, students’ survey and interview data were not congruent with those of the
adult respondents.
For Research Question 4, two themes emerged. The first theme indicated that SciFest
provides opportunities for students to develop the skills needed in a global economy. Respon-
dents from all stakeholder groups were in support of the notion that STEM-related activities, such
as SciFest, are beneficial in that they cultivate the skills that students need to be successful in the
new KBE. The second theme suggested that students who participate in SciFest demonstrate the
skills needed to obtain careers in STEM fields. As with the first theme, there was consensus
among all stakeholders with regard to the positive influence of SciFest as a means for students to
foster skills required for STEM careers.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 131
Unfortunately, the classroom observations conducted at SCC did not yield evidence to
support the themes. However, it was apparent that the absence of evidence was a reflection of the
timing of the visitation to SCC, as the teachers were facilitating activities unrelated to the SciFest
competition to prepare students for the LCE.
Overall, the results of this research study suggested that student participation in SciFest
promotes the development of 21st-century skills, prepares students for STEM-related careers, and
positions them to be successful in the new KBE. Moreover, the findings of this study indicated
that there was a relationship between leadership practices and the level of student participation in
SciFest competitions. However, the results also indicated that there were conflicting viewpoints
related to the influence of SciFest and performance on the LCE as well as the degree to which
SciFest stimulates female students’ interest in STEM courses.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 132
Chapter Five: Summary, Discussion, Conclusions, and Recommendations
Globalization has resulted in the integration of economies throughout the world. As a
result, nations are employing a host of measures to gain a competitive position through the
diversification of resources, interests, markets, and acquisitions (Spring, 2015). Ireland has taken
advantage of this phenomenon by attracting MNCs and FDI, which have brought about a need for
the country to enact educational policies to support 21st-century skill development and STEM
education (O’Hagan & Newman, 2014).
The purpose of this study was to develop an understanding of the influence of globaliza-
tion and educational policy on the development of 21st-century skills through implementation of
STEM education, instructional practices, and student participation in the SciFest science compe-
tition. The study also examined how school leadership influences student participation in SciFest
while preparing students for the LCE. Additionally, this study investigated how SciFest influ-
ences female students’ interest in STEM courses and stakeholders’ perceptions of SciFest’s value
in preparing students to compete in the 21st-century workforce.
Summary of the Study
The dissertation is divided into five chapters. The first chapter provided an overview of
the study, including the statement of the problem and purpose and the four research questions that
guided the study:
1. How do schools engage in SciFest while preparing students for the LCE?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 133
4. What perceptions do teachers, principals, parents, students, civic leaders, college/uni-
versity professors, and MNCs have regarding the value of student participation in SciFest?
The four research questions were grounded in four theoretical frameworks: the globaliza-
tion of education (Friedman, 2007; Spring, 2015; Wagner, 2008), STEM PBL and the growth of
21st- century skills (Spring, 2015; Wagner, 2008), feminist theory and the study of gender in
education (Acker, 1987), and the four frames of leadership (Bolman & Deal, 2013). Addition-
ally, Chapter One contained a definition of terms to provide a context and understanding of the
study. The chapter also included a discussion of the limitations, delimitations, and assumptions
associated with the study.
Chapter Two presented a comprehensive review of the literature related to the study,
including globalization, MNCs and FDI, 21st-century skills, STEM, PBL, inquiry-based learning,
science and technology fairs, leadership, feminist theory, gender inequities, and educational
reform. To provide context for conducting the study in Ireland, a historical perspective was
added that provided an overview of the nation’s economic and educational development. The
chapter identified the four theoretical frameworks that grounded the study and assisted with
analyzing the data collected from the various stakeholder groups.
Chapter Three outlined the methodology of the study, which included the research design;
research team; population and sample; instrumentation; data collection; data analysis; and a
discussion of issues related to validity, reliability, trustworthiness, and ethics. The focus of the
study was on various stakeholders within the Irish educational setting: students, teachers, admin-
istrators, parents, MNC representatives, political leaders, and educational policy makers.
Although the researcher was the primary instrument in the collection and analysis of the data, the
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 134
research team employed a thematic group approach to pool the quantitative and qualitative data
collected through the use of surveys, interviews, and observations.
Chapter Four provided a report of the data collected in the study and an identification of
the emerging themes associated with each research question. Included in the chapter was a
frequency and percentage analysis of survey results, along with an analysis of coded interview
transcriptions and observation notes. The thematic findings were summarized and conclusions
drawn for the each of the study’s four research questions. Chapter Five provides a summary of
the previous chapters and presents implications for current practice and recommendations for
future research.
Discussion of Findings
Eight themes emerged from the data analysis that were based on the triangulation of
findings from surveys, interviews, and observations. The following sections present a summary
and discussion of the findings and themes related to the study’s four research questions.
Research Question 1
Research Question 1 asked, “How do schools engage in SciFest while preparing students
for the LCE?” The objective of this question was to understand how students’ participation in
the SciFest competition impacts performance on the LCE. Two major themes emerged from the
findings that which allowed for a deeper understanding of the relationship between participation
in SciFest and achievement on the LCE.
The first theme related to Research Question 1 was that there was significant variance
between students and other stakeholder groups regarding the belief that participation in SciFest
prepares students to be successful on the LCE. Regarding the survey data, 73% of all teachers
and administrators, 61% of all parents, and 80% of all MNC representatives, political leaders,
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 135
and educational policy makers agreed or strongly agreed that SciFest has positively influenced
student performance on the LCE (see Table 5). However, only 45% of SCC students and 41% of
students from other schools agreed or strongly agreed with that same assertion (see Table 4).
Interviews from the students, parents, MNC representatives, political leaders, and educational
policy makers all reflected the findings of the survey data. Yet many of the interview responses
obtained from teachers and administrators were not consistent with their corresponding survey
data. The disparity in the findings was concerning as it suggests that, from the perspective of
students, there are competing priorities that exist between participating in SciFest and preparing
for the LCE. This conflict must be addressed because SciFest is a viable means for Irish students
to explore STEM disciplines while simultaneously developing 21st-century skills and the LCE is
the primary assessment utilized by third- level institutions as part of the admission process (SFI,
2013).
The second theme related to Research Question 1 was that teachers and school leaders
encourage participation in SciFest to support student success on the LCE. With regard to stu-
dents, 73% of SCC students and 63% of all other students agreed or strongly agreed that teachers
encourage participation in the SciFest competition to influence success on the LCE (see Table 6).
Similarly, 69% of SCC students and 55% of all students agreed or strongly agreed that school
leaders encourage participation in the SciFest competition as a means to perform better on the
LCE (see Table 6). The survey results from the educator and parent stakeholder groups were
comparable to results obtained from the students (see Table 7). However, 67% of MNC repre-
sentatives, political leaders, and educational policy makers disagreed or strongly disagreed that
teachers encourage students to participate in SciFest to assist them with performing at higher
levels on the LCE; 60% of respondents from this stakeholder group were neutral, disagreed, or
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 136
strongly disagreed that school leaders encourage students to participate in SciFest (see Table 7).
The viewpoints expressed in the interview responses obtained from all stakeholder groups were
consistent with their respective survey results. The findings suggested that students, educators,
and parents support the notion that teachers and school leaders are implementing strategies to
motivate students to participate in the SciFest competition. Yet it was apparent from the data that
the MNC representatives, political leaders, and educational policy makers did not share the same
sentiments as the other stakeholder groups in this regard. It would behoove schools to enhance
their efforts at making MNCs, political leaders, and educational policy makers aware of their
commitment to student participation in SciFest in order to secure the resources and financial
support that these external benefactors can offer to support continued implementation of the
competition (Capraro et al., 2013).
Research Question 2
Research Question 2 asked, “How does school leadership influence participation in
SciFest?” The aim of this question was to examine the relationship between the strategies that
school leaders implement to promote the SciFest competition and the impact of these actions on
students’ willingness to participate. The findings for Research Question 2 generated two themes.
The first theme was that school leadership develops a shared vision for implementing
SciFest. There was consensus among most respondents as 68% of SCC students, 51% of
students from other Irish schools, 63% of all educators, and 60% of parents who were surveyed
agreed or strongly agreed that leaders are instrumental in cultivating a culture that supports the
implementation of SciFest (see Tables 8 and 9). However, only 33% of MNC representatives,
political leaders, and educational policy makers agreed with this belief and 50% expressed
neutrality (see Table 9). All of the stakeholders’ interview responses correlated with the data
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 137
obtained from their respective surveys. The findings supported the notion that school leaders
were effectively utilizing an array of symbolic strategies to foster purpose, meaning, and commit-
ment for STEM–PBL educational programs such as SciFest (Bolman & Deal, 2013). Contrarily,
the findings also indicated that the MNC representatives, political leaders, and educational policy
makers were not aware of the measures that school leaders have implemented to promote a
supportive culture that embraces the SciFest initiative.
The second theme was that school leadership allocates adequate resources to teachers,
including time, materials, and training, to support student participation in SciFest. A resounding
68% of SCC students, 50% of students from other schools, 59% of educators, and 76% of parents
surveyed agreed or strongly agreed that school leaders in Ireland have levied resources to support
student participation in SciFest. However, a mere 40% of the MNC representatives, political
leaders, and educational policy makers who participated in the study held the same viewpoint
(see Table 11). Interview responses were congruent with the survey data collected from these
stakeholders. The findings supported the idea that school leaders can leverage the humanistic
and political frames of leadership to advance initiatives such as SciFest to foster 21st-century
skill development and to stimulate student interest in STEM majors and careers (Bolman & Deal,
2013). However, the findings also demonstrated that MNC representatives, political leaders, and
educational policy makers were not aware of the support and resources with which teachers are
provided. School leaders may consider expanding their efforts to involve MNC representatives,
political leaders, and educational policy makers in the SciFest competitions and other STEM-
based programs as a means to supplement their existing resources.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 138
Research Question 3
Research Question 3 asked, “How does participation in SciFest influence female students'
interest in enrolling into senior-level and third-level STEM courses?” The intent of this question
was to measure the correlation between female students’ participation in SciFest and how that
experience impacted their desire or interest to take STEM courses in secondary school and
college. The findings for Research Question 3 yielded two themes.
The first theme was that there was significant variance between students and other stake-
holder groups regarding the belief that participation in SciFest influences the development of
female students’ interest in enrolling into senior-level STEM courses. While 60% of educators,
52% of parents, and 80% of MNC representatives, political leaders, and educational policy
makers agreed or strongly agreed that SciFest is a major component in the decision-making
process for female students (see Table 13), only 48% of SCC students and 45% of students from
other schools felt that SciFest influenced female students’ enrollment into STEM courses (see
Table 12). Responses from all stakeholders’ interviews were in general alignment with the
survey results, with the exception of a few of the educators. However, the discrepancy between
the students’ beliefs and those of the adults is worthy of further examination, because involve-
ment in STEM activities such as SciFest can stimulate female students’ interest in senior-level
STEM courses (Griffith, 2010). School leaders and teachers should identify the systematic
factors that have contributed to the disconnect between female students’ participation in SciFest
and lack of motivation to pursue STEM courses in order to address the gender gap that currently
exists (Ackers, 1987).
The second theme was that there was significant variance between students and other
stakeholder groups regarding the belief that participation in SciFest influences the development
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 139
of female students’ interest in enrolling into third-level STEM courses. Although 61% of
teachers and administrators, 52% of parents, and 60% of MNC representatives, political leaders,
and educational policy makers agreed or strongly agreed that there is a relationship between
female students’ participation in SciFest and enrollment into third-level STEM courses (see
Table 15), only 43% of SCC students and 43% of their peers from other schools agreed or
strongly agreed with this assertion (see Table 14). When interviewed, all stakeholder groups’
responses were consistent with the results obtained from their corresponding surveys, with the
exception of a few students. The differing viewpoints between the student and adult stakeholder
groups is concerning because female students are enrolling into STEM majors in third-level
institutions at significantly lower rates than their male counterparts, although the female students
are being accepting into the institutions at higher rates (Ireland DES, 2016). Educational leaders
should continue to invest in STEM-based programs as a means to stimulate female students’
interest in third-level STEM majors and to address the gender imbalance that currently exists
(Griffith, 2010).
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 par-
ticipation in SciFest?” The purpose of this question was to obtain an understanding of view-
points held by students, educators, and other stakeholders outside of education as they related to
the efficacy of SciFest to students’ educational and professional lives. The findings for Research
Question 4 produced two themes.
Theme 1 was that SciFest provides opportunities for students to develop the skills needed
in a global economy. All stakeholder groups expressed extremely high levels of support for this
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 140
theme, as 66% of SciFest students; 92% of educators, 72% of parents; and 80% of MNC repre-
sentatives, political leaders, and educational policy makers agreed or strongly agreed that SciFest
positively impacts the development of skills needed for students to succeed in today’s economy
(see Tables 16 and 17). Moreover, all survey data were in alignment with the stakeholder groups’
interview responses. The data supported the belief that participation in STEM-based activities
and competitions such as SciFest will equip them with the skills needed to enter the modern labor
force while making them viable and adaptable in a complex economic environment (Wagner,
2008). Furthermore, the data supported the credence that through the implementation of STEM-
related programs such as SciFest, the Irish educational system is positioning itself for Ireland to
be competitive in the new global economy (Capraro et al., 2013; Ireland DES, 2016).
Theme 2 was that students who participate in SciFest demonstrate the skills needed to
obtain careers in STEM fields. Survey data collected revealed that 76% of SCC students; 54% of
students from other Irish schools; 96% of educators; 76% of parents; and 100% of MNC repre-
sentatives, political leaders, and educational policy makers supported the belief that SciFest
positively influences the development of skills needed for students to obtain careers in STEM
fields (see Tables 18 and 19). Student and adult interview responses mirrored what they con-
veyed when surveyed. The findings reinforced the contention that, through the implementation
of STEM-based programs such as SciFest, the Irish educational system is beginning to shift to
designing and implementing instructional programs that equip students with the skills needed to
for the new KBE (Wagner & Compton, 2012). What is more, the data supported the claim that
STEM-related educational programs such as SciFest both spark interest in STEM careers and
provide many of the same foundational skills needed to gain employment within STEM fields
(Sahin, 2013; Spring, 2015).
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 141
Limitations
The purpose of this study was to develop a better understanding of how STEM education,
inquiry-based instructional practices, PBL, and SciFest promote the development of 21st-century
skills to compete in the new KBE. The study examined how participation in SciFest prepares
students for the LCE and stimulates female students’ interest in STEM courses. The influence of
leadership on student participation in SciFest was also explored as part of the study.
While the goals of the study were extensive, the scope was limited owing to the fact that
the researcher only spent 1 day at SCC to interview students and educators. As a result, the
researcher was unable to reinterview or resurvey participants. Only two classroom observations
were conducted that yielded very little data related to SciFest because the students were engaged
in activities to prepare for the LCE. Perhaps if the visitation had been conducted during a dif-
ferent time of the year, the researcher may have been able to visit classrooms when STEM and
inquiry-based instructional practices were being implemented.
The purposeful sampling was limited to secondary schools selected by the liaisons, with
no consideration for demographics such as socioeconomic status, race, gender, or geographic
location. As a result, the generalizability of the findings is limited to participants from the
schools visited and those in attendance at the SciFest event. and the findings are not representa-
tive of the Irish educational system as a whole. Similarly, the study was limited to MNC repre-
sentatives, political leaders, educational policy makers, and SciFest organizers who possessed
first-hand knowledge of the competition and may influenced educational policy formulation.
Finally, all data were analyzed by an American research team with extensive experience
in operating within the American educational system but little to no background knowledge of
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 142
the Irish educational system. This inherent bias could have negatively impacted the reliability of
the findings.
Implications for Practice
The Irish educational system is undergoing unprecedented reform brought on by the
increasing demands of the new globalized economy (Ireland DES, 2016). Evidence from the
literature suggests that the development of 21st-century skills and STEM education is necessary
in order for Ireland to develop a knowledge-ready workforce to remain competitive in the global-
ized market (O’Hagan & Newman, 2014). In order to attract and retain MNCs and FDI, the Irish
educational system must continue to expand opportunities for students to develop 21st-century
skills in STEM through inquiry-based instructional strategies, PBL, and science competitions
such as SciFest (Capraro et al., 2013). Current pressures to remain competitive in the new KBE
have led to four implications related to the practice of education in Ireland.
The first implication for practice is for educators, policy makers, and political leaders to
find a balance between infusing STEM education and 21st-century skill development into the
curriculum while preparing students for the LCE. Science competitions such as SciFest provide
opportunities for students to develop 21st-century skills in STEM through PBL. However,
teacher interviews revealed a high level of frustration concerning the amount of class time
devoted to preparing students for the LCE versus supporting their involvement in STEM-based
activities such as SciFest. It would behoove Irish educational policy makers to explore options
for teachers to provide adequate time for LCE preparation and participation in STEM educational
activities, as both are instrumental in students’ successful matriculation into third-level institu-
tions.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 143
A second implication for practice relates to the critical role that school leaders play in
advancing STEM education and inquiry-based instructional programs, such as SciFest, as a
means to provide students with opportunities to develop 21st-century skills. The findings from
this study indicated that through the use of symbolic, political, and human resource approaches to
leadership, school leadership has developed a supportive culture that encourages participation in
SciFest (Bolman & Deal, 2013). Educational policy makers should consider expanding the level
of training for principals to develop as STEM–PBL instructional leaders. By doing so, school
leaders will acquire the specialized leadership skills necessary to adopt and implement STEM–
PBL programs and instructional practices at their schools to foster interest in STEM college
majors and careers.
A third implication for practice relates to the underrepresentation of females in STEM
college majors and career fields. A troubling finding in this research study was that the adult
stakeholders viewed participation in SciFest as a positive influence on female students’ decisions
to enroll into senior-level and third-level STEM courses, but female students did not share that
same belief. Educators should examine the systems within their schools that perpetuate the cycle
of male dominance and patriarchal structures within STEM course selection (Acker, 1987). If
these causative factors are not identified and addressed, the opportunity gap will widen for
women pursuing careers in STEM fields.
The final implication for practice is to develop stronger relationships between MNCs and
Irish schools. Although existing research shows that partnerships between MNCs and schools
help prepare students for STEM-related careers, respondents in this study indicated that there is
currently minimal involvement between the two entities. Educators and MNC representatives
have a common interest in bolstering their relationship, because MNCs can provide valuable
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 144
insight into the skills that students need to be successful in the modern labor market. To this end,
educational policy makers should consider incorporating MNCs into the curriculum and assess-
ment design process. Reciprocally, MNCs can offer additional opportunities for students that
may include internships, sponsorship of SciFest competitions, summer programs, field trips, and
scholarships for students interested in applying their studies to STEM disciplines.
Recommendations for Future Research
Although the findings of the study indicated that all stakeholders believed that participa-
tion in SciFest promotes the development of skills required for success in the new KBE and for
STEM career fields, there were conflicting data related to how schools participate in SciFest
while preparing students for the LCE. The more applicable question that the research team
should have asked is, “Does participation in SciFest during Senior Cycle increase students’
achievement on the LCE?” This would be an important question for another research team to
explore as many Senior Cycle students do not participate in SciFest owing to the severe time
constraints that they encounter when attempting to keep pace with their coursework while
preparing for the LCE. If there were reliable data available that demonstrated that participation in
SciFest positively influenced scores on the LCE, then more students would be motivated to take
on the additional challenge. To determine the efficacy of SciFest as a means to improve success
on the LCE, a more comprehensive study is recommended that is longitudinal in nature and
includes a multitude of schools around Ireland representing different socioeconomic, racial,
ethnic, and gender backgrounds.
Another recommendation for future research would be to continue the examination of the
gender gap that persists with regard to the number of female students who enroll into senior-level
and third-level STEM majors and pursue STEM-related careers. While the fact that female
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 145
students’ participation in SciFest has increased dramatically over the last 10 years is worth
noting, the increase has not resulted in an increase in interest in STEM among female students. It
is possible that systemic barriers or societal issues may still exist that prevent female students
from reaching their full potential in traditionally male-dominated subject areas and occupations.
Additional research should be conducted in this area, as it is of paramount importance for female
students to secure equality of educational opportunity that will translate into equality of economic
opportunity.
Conclusion
In response to globalization, Ireland has made a concerted effort to attract and retain
MNCs and FDI in order to remain competitive in the new global economy (O’Hagan &
Newman, 2014). By extension, the Irish educational system has implemented a series of reforms
to support STEM education as a means to develop a highly skilled workforce that can secure
employment within the new KBE (Ireland DES, 2016).
Research findings indicated that there is support for the continued implementation of
science competitions, such as Scifest, to provide students with the opportunity to develop 21st-
century skills and to stimulate interest in STEM education and careers. The findings also indi-
cated that there are divergent viewpoints regarding the assertion that SciFest is instrumental in
preparing students for success on the LCE and motivating female students to pursue STEM
majors and careers.
What is certain, however, is that the creation of a skilled workforce is vital for the Irish
economy as MNCs create new economic models through technological advances (Ireland DES,
2016). If Ireland desires to remain a leader in the world economy, it must not only maintain
partnerships with MNCs but also enact educational policies and implement instructional
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 146
programs and practices that equip students with the skills they need to meet the demands of the
ever-changing economic market.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 147
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Journal of Technology and Design Education, 23(1), 87–102.
Turner, M. (2002). After the famine: Irish agriculture 1805–1914. New York, NY: Cambridge
University Press.
Van Langen, A. , Bosker, R., & Dekkers, H. (2007). Exploring crossnational differences in
gender gaps in education. Educational Research and Evaluation, 12(2), 155–177. https://
doi.org/10.1080/13803610600587016
Wagner, T. (2008). The global achievement gap: Why even our best schools don’t teach the new
survival skills our children need—and what we can do about it. New York, NY: Basic
Books.
Wagner, T., & Compton, R. A. (2012). Creating innovators: The making of young people who
will change the word. New York, NY: Scribner.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 157
Wallace, M. F. G., & Webb, A. W. (2016). In the midst of a shift: Undergraduate STEM educa-
tion and PBL enactment. Journal of College Science Teaching, 46(2), 47–55.
Younger, M., Warrington, M., & Williams, J. (1999). The gender gap and classroom interactions:
Reality and rhetoric? British Journal of Sociology and Education, 20, 325–341.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 158
Appendix A: Recruitment Letter to Principal
Dear [CONTACT NAME],
My name is [USC STUDENT’S NAME] and I am currently [USC STUDENT’S TITLE/POSITION],
located in the United States. I am also a doctoral student at the University of Southern California (USC)
and in April, 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 state examinations?
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 participa-
tion in SciFest?
Please know that participation during our visit will be entirely voluntary, confidential, and nonevaluative.
If you would like, at the completion of the overall study, I would be more than happy to provide a copy of
the final dissertation results and conclusions report.
Thank you for considering my request and taking your valuable time to read this correspondence; without
your help, this experience would not be possible. May I request that you reply at your convenience via
email to [USC STUDENT’S EMAIL] to provide a contact number and preferred time for me to call you
to discuss details about my visit to [NAME OF SCHOOL/INSTITUTION].
Sincerely,
[USC STUDENT’S NAME]
Doctoral Candidate
Rossier School of Education
University of Southern California
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 159
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 state examinations. 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 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 state examinations
1. What is the ideal way to prepare students for the state examinations while participating in
SciFest at the same time?
2. What strategies should schools employ to prepare students for SciFest while preparing
students for the state examinations?
3. How does participation in SciFest influence preparation for the state examinations?
4. Some principals say that SciFest takes away from the core instruction and preparation for
the state examinations. How would you respond to that?
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 160
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 influ-
enced 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. 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 any?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 161
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 state examinations. 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 state examinations
1. What is your opinion of the ideal way to prepare students for the state examinations while
participating in SciFest at the same time?
2. What strategies should schools employ to prepare students for SciFest while preparing
students for the state examinations?
3. How does participation in SciFest influence preparation for the state examinations?
4. Some principals say that SciFest takes away from the core instruction and preparation for the
state examinations. How would you respond to that?
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 162
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 that 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 any?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 163
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 state examinations. 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 state examinations
1. What is the ideal way to prepare students for the state examinations 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 state examinations?
3. How does participation in SciFest influence preparation for the state examinations?
4. Some principals say that SciFest takes away from the core instruction and preparation for
the state examinations. How would you respond to that?
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 164
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 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 any?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 165
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 state examinations. 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. School’s engagement in SciFest while preparing students for the state examinations
1. What is the ideal way to prepare students for the state examinations 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 state examinations?
3. Are you finding that participation in SciFest influences preparation for the state examina-
tions? Please describe this influence.
4. Some teachers might say that SciFest takes away from the core instruction and preparation
for the state examinations. How would you respond to that?
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 166
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 par-
ticipate in SciFest?
3. What challenges do 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 that 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 any?
3. If I were a student at this school and I were trying to decide on a college major (third-level
course of study), how would SciFest influence my decision?
4. What is your opinion of SciFest’s contribution to Ireland’s economic prosperity?
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 167
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 state examinations. 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. School’s engagement in SciFest while preparing students for the state examinations
1. What is the ideal way to prepare students for the state examinations 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 state examinations?
3. How does participation in SciFest influence students’ preparation for the state examinations,
if at all?
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 168
4. Some say that SciFest takes away from the core instruction and preparation for the state
examinations. 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 any?
3. How does SciFest influence students’ college and career choices?
4. Why do you (does your child) participate in SciFest?
5. (Parent Only) How does SciFest contribute to Ireland’s economic prosperity, if at all?
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 169
Appendix G: Classroom Observation Protocol
Date: Location of Observation:
Teacher Observed: Time of Observation:
Class Size (total students): Males Females
Class Title and Grade Level:
DESCRIPTION/DIAGRAM OF
CLASSROOM
! Position of student desks
! Position of teacher’s desk
! Whiteboard
! Grouping of students
! Technology
! Tables, computers, shelves
! Wall displays, decorations
* Reflection on how physical
space promotes 21st-century
skills
FRONT OF CLASSROOM
Overview of Lesson (Learning Objective for the Day):
Instructional Materials Used:
Additional Classroom Information:
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 170
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 Adapt-
ability
Helping Students
Learn From Oth-
ers
Initiative and Entre-
preneurialism
Promoting Au-
tonomy and Life-
long Learning
Effective Oral and
Written Communica-
tion
Accessing and Ana-
lyzing Information
Curiosity and Imagi-
nation
Other Observations
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 171
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 state examinations?
4. RQ1: How does the teacher integrate elements of SciFest during the lesson?
5. RQ3: How are female students engaged in STEM activities in the classroom?
6. RQ1: What is the nature of student interactions in class?
7. RQ1: How is the teacher engaging students in STEM education?
8. Are there additional questions for the teacher?
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 172
Appendix H: SciFest Observation Protocol
Date: Location of Fair: Cork Institute of Technology
Time of Observation:
Number of Students Participating: Males Females
Grade Level of Students Participating:
DESCRIPTION/DIAGRAM OF
FAIR
! Position of student projects
! Grouping of students/themes
! Technology
! Tables, computers
! Wall displays, decorations
* Reflection on how physical
space promotes 21st-century
skills
FRONT OF FAIR
Overview of Events/Themes:
Additional SciFest Information:
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 173
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 Adapt-
ability
Helping Students
Learn From Oth-
ers
Initiative and Entre-
preneurialism
Promoting Au-
tonomy and Life-
long Learning
Effective Oral and
Written Communica-
tion
Accessing and Ana-
lyzing Information
Curiosity and Imagi-
nation
Other Observations
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 174
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 state examinations?
4. RQ1: How does the teacher integrate elements of SciFest during the lesson?
5. RQ3: How are female students engaged in STEM activities in the classroom?
6. RQ1: What is the nature of student interactions in class?
7. RQ1: How is the teacher engaging students in STEM education?
8. Are there additional questions for the teacher?
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 175
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 coun-
tries 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 state examinations. SA A N D SD DK
2. School leadership encourages participation in SciFest to
support student success on the state examinations. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to
support student success on the state examinations. SA A N D SD DK
4. School leadership employs strategies to positively influence
school participation in SciFest. SA A N D SD DK
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 176
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
Hold 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/spouses
School-wide student recognitions
School-wide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:
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
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 177
Real-world applications
Use of technology to promote science learning
Other:
6. School leadership works with teachers to align SciFest activities
with the state examinations. 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 competitions at
the school. SA A N D SD DK
9. School leadership is a positive influence on SciFest competi-
tions 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
11. School leadership provides support, including time, materi-
als, 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. 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
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 178
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 develop-
ment in students. SA A N D SD DK
24. SciFest provides opportunities to develop skills needed in a
global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in SciFest. SA A N D SD DK
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 179
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 coun-
tries 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
state examinations. SA A N D SD DK
2. School leadership encourages participation in SciFest to
support student success on the state examinations. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to
support student success on the state examinations. SA A N D SD DK
4. School leadership employs strategies to positively influence
school participation in SciFest. SA A N D SD DK
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 180
4a. Check all strategies that school leadership employs: Yes No
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/spouses
School-wide student recognitions
School-wide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:
5. Teachers in schools 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
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 181
Other:
6. School leadership works with teachers to align SciFest activities
with the state examinations. 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 competitions at the
school. SA A N D SD DK
9. School leadership is a positive influence on SciFest competi-
tions in schools. 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
11. School leadership provides support, including time, materi-
als, 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
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 182
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 SciFest. SA A N D SD DK
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 183
Appendix K: Survey Protocol for Parent of Second-Level 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 coun-
tries 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 state examinations. SA A N D SD DK
2. The school leadership at my child’s school encourages partici-
pation in SciFest to support student success on the state
examinations. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to
support student success on the state examinations. SA A N D SD DK
4. School leadership at my child’s school employs strategies to
positively influence school participation in SciFest. SA A N D SD DK
4a. Check all strategies that school leadership employs at your child’s school: Yes No
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 184
Hold 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/spouses
School-wide student recognitions
School-wide 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
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 state examinations. 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
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 185
8. School leadership effectively communicates a shared vision
to all stakeholders for implementing SciFest competitions at
the school. SA A N D SD DK
9. School leadership is a positive influence on SciFest competi-
tions at my child’s school. SA A N D SD DK
10. School leadership allocates adequate financial resources to
effectively implement SciFest at my child’s school. SA A N D SD DK
11. School leadership provides support, including time, materi-
als, 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 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 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
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 develop-
ment in students. SA A N D SD DK
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 186
24. SciFest provides opportunities to develop the skills needed in
a global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in promoting SciFest. SA A N D SD DK
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 187
Appendix L: Survey Protocol for Student Participant in SciFest
Date: School:
Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 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 coun-
tries and their influence on education and policy in Ireland (e.g., Intel).
Background Information
Have you taken part in a SciFest@School science fair: Yes No
Have you taken part in a @College science fair: 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 state examinations. SA A N D SD DK
2. The school leadership at my school encourages participation
in SciFest to support student success on the state examinations. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to
support student success on the state examinations. SA A N D SD DK
4. School leadership at my school employs strategies to positively
influence school participation in SciFest. SA A N D SD DK
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 188
4a. Check all strategies that school leadership employs at your school: Yes No
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Hold informational meetings
Promotes SciFest on social media
Family Science Nights
Alignment of curriculum to exit exam
Recruitment of partners/spouses
School-wide student recognitions
School-wide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:
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:
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 189
6. School leadership works with teachers to align SciFest activities
with the state examinations. SA A N D SD DK
7. School leadership develops a shared vision for implement-
ing SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates a shared
vision to all stakeholders (students, parents, teachers,
etc.) for implementing 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
11. School leadership provides support, including time, materi-
als, 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
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 190
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 devel-
opment in students. SA A N D SD DK
24. SciFest provides opportunities to develop the skills needed
in a global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in promoting SciFest. SA A N D SD DK
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 191
Appendix M: Information/Fact 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; the data collected will be used to produce
individual doctoral dissertations for the co-investigators listed below at the University of South-
ern 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 female students’ 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 and 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 answer-
ing 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 or not you participate 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
21st-century skills necessary for all citizens.
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 192
PAYMENT/COMPENSATION FOR PARTICIPATION
There is no payment for your involvement in the study. However, the co-investigator at your site
might provide tchotchkes (swag) from the University of Southern California or create a lottery
for your participation in the study.
CONFIDENTIALITY
Survey and observation data will be anonymous for all groups. Interview protocols for teachers,
principals, and students collect identifiers; however, any identifiable information obtained in
connection with this study will remain confidential. Responses will be coded with a false name
(pseudonym) and maintained separately. The audiotapes of interviews will be destroyed once
they have been transcribed.
Interview protocols for business leaders, government officials, and educational policy makers
collect identifiers (participant names/job titles/time in position and contact information). Only
names and titles will be identifiable in the study. The audiotapes of interviews will be destroyed
once they have been transcribed.
The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research
studies to protect the rights and welfare of research subjects.
INVESTIGATOR CONTACT INFORMATION
Principal Investigator:
Dr. Michael Escalante, Clinical Professor, University of Southern California, mescalan@usc.edu
Co-investigators:
Jonathan Blackmore, Director, Covina-Valley Unified School District, jblackmo@c-vusd.org
Roger Brossmer, Assistant Superintendent, Downey Unified School District, brossmer@usc.edu
Elizabeth Eminhizer, Assistant Superintendent, Covina-Valley Unified School District,
eminhize@usc.edu
Raquel Gasporra, Assistant Superintendent, Whittier City School District, gasporra@usc.edu
Jennifer Graziano, Director, Compton Unified School District, jgrazian@usc.edu
Jason Hasty, Director, Los Angeles County Office of Education, jhasty@usc.edu
Chris Hollister, Assistant Superintendent, Chaffey Joint Union High School District, chollist@usc.edu
Veronica Lizardi, Director, Downey Unified School District, vlizardi@usc.edu
Robert McEntire, Assistant Superintendent/CBO, Covina-Valley Unified School District,
rmcentir@usc.edu
Josh Randall, Assistant Superintendent, Sulphur Springs Union School District, jirandal@usc.edu
Wayne Shannon, Assistant Superintendent, Downey Unified School District, twshanno@usc.edu
Marc Trovatore, Director, West Covina Unified School District, trovator@usc.edu
Diana Velasquez, Director, Los Angeles County Office of Education, vela983@usc.edu
INFLUENCE OF GLOBALIZATION AND SCIENCE FAIRS 193
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
In response to the forces of globalization, Ireland has implemented a multitude of measures to gain a competitive advantage within the European Union and on the international stage. These transformational changes have been undertaken in the interest of attracting and retaining foreign direct investment and multinational corporations that, by extension, have brought about a need for the country to enact educational policies to produce a knowledge-based workforce. By providing students with opportunities to develop 21st-century skills through science, technology, engineering, and mathematics (STEM) education and inquiry-based instructional strategies, such as project-based learning (PBL), students will be equipped with the requisite skills needed to meet the demands of the ever-changing economic market. ❧ The intent of this study was to develop a better understanding of how STEM education, inquiry-based instructional practices, PBL, and SciFest promote the development of 21st-century skills so that students can compete in the new knowledge-based economy. The study further examined how participation in SciFest prepares students for the Leaving Certificate Examination (LCE) and stimulates female students’ interest in STEM courses. The influence of school leadership on student participation in SciFest was also explored as part of the study. ❧ The principal findings of this mixed-methods study indicated that there is support for the continued implementation of science competitions, such as Scifest, to provide students with the opportunity to develop 21st-century skills and to stimulate interest in STEM education and careers. The results suggested that school leadership is instrumental in promoting and supporting SciFest implementation. The data revealed that there are divergent viewpoints regarding the assertion that SciFest is instrumental in preparing students for success on the LCE and motivating female students to pursue STEM majors and careers.
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Asset Metadata
Creator
Trovatore, Marc D.
(author)
Core Title
Influence of globalization and educational policy on development of 21st-century skills and education in science, technology, engineering, and mathematics and the science and technology fairs in ...
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
04/26/2019
Defense Date
03/11/2019
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
foreign direct investment,Globalization,human capital,inquiry-based learning,Junior Cycle,knowledge-based economy,Leaving Certificate Examination,multinational corporation,OAI-PMH Harvest,project-based learning,science technology engineering and mathematics (STEM),SciFest, Senior Cycle,third-level schools,twenty-first-century skills
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Advisor
Escalante, Michael (
committee chair
), Castruita, Rudy (
committee member
), Doll, Michelle (
committee member
), Garcia, John (
committee member
), Hinman, Charles (
committee member
)
Creator Email
mtrovatore@yahoo.com,trovator@usc.edu
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Tags
foreign direct investment
human capital
inquiry-based learning
Junior Cycle
knowledge-based economy
Leaving Certificate Examination
multinational corporation
project-based learning
science technology engineering and mathematics (STEM)
SciFest, Senior Cycle
third-level schools
twenty-first-century skills