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Globalization, student participation in SciFest, 21st-century skill development, and female student interest in science, technology, engineering, and mathematics courses in secondary schools in I...

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Content Running head: GLOBALIZATION AND SCIFEST IN IRELAND 1
GLOBALIZATION, STUDENT PARTICIPATION IN SCIFEST, 21ST-CENTURY SKILL
DEVELOPMENT, AND FEMALE STUDENT INTEREST IN SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS COURSES IN SECONDARY SCHOOLS IN
IRELAND, SUCH AS ST. JOSEPHINE’S SECONDARY SCHOOL
by
Christopher Edward Hollister
____________________________________________________________________
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 Christopher Edward Hollister
GLOBALIZATION AND SCIFEST IN IRELAND 2
Dedication
This dissertation is dedicated to my children, Dakota and Devin, who inspire me every
day and who have taught me more than I could ever hope to teach them. They have been
constant blessings in my life and my ultimate sources of pride; being their dad remains my
greatest accomplishment. May this personal achievement serve as a reminder to them that it is
never too late to strive to make your dreams a reality.
GLOBALIZATION AND SCIFEST IN IRELAND 3
Acknowledgments
Completing this study and earning a doctoral degree has been the culmination of a
lifelong dream for me. Until recently, I believed that asking for help was a sign of weakness.
Fortunately, I now understand that our main purpose in life is to help others, and by doing so, we
also allow ourselves to accept help humbly. I have been blessed with many people who helped,
supported, and inspired me to earn this degree and I certainly would not have succeeded in this
endeavor without them. I owe a great debt of gratitude to many people.
I would not have had the opportunity even to begin this process without the support of the
Superintendent and the Board of Trustees of the Chaffey Joint Union High School District. Dr.
Mathew Holton has been an inspiration to me as a friend, colleague, and mentor, and the Board’s
confidence in me has been humbling.
I am indebted to my assistant, Elizabeth Magallanes, who worked so effectively and
quietly in the background to take care of many things so that I could focus on my work and my
studies. She was a constant source of care and support and remains the better half of our team.
I am thankful to my colleagues who have become part of my family and who have
graciously covered for me and provided much-appreciated encouragement, including Dr.
Virginia Kelsen, Nicholas Trudgeon, Susan Petrocelli, Jim Cronin, Dr. Jessica Kachaenchai, Dr.
Kern Oduro, Rick Wiersma, and Dr. Phil Schuler.
I thank my dissertation chair, Dr. Michael Escalante, for including me in his USC
Executive Cohort and for his leadership, insight, and advice throughout this process.
I have truly enjoyed and benefited from the friendship and camaraderie with my
classmates that emerged as one of the bright spots throughout these studies. Fight on, Cheryl,
Chris, Diana, Elizabeth, Jason, Jennifer, Jonathan, Josh, Marc, Raquel, Robert, Roger, Veronica,
GLOBALIZATION AND SCIFEST IN IRELAND 4
Vivian, and Wayne! I learned from all of them and am excited to see how their wisdom will
benefit students.
Finally, the love, patience, and support that I received from my family kept me going
when I was overwhelmed. The sincere sense of pride and the constant encouragement that was
showered on me by my parents, Yolanda Duarte and Thomas and Bertha Hollister, as well as my
brother Ted and my sisters, Cassy and Lea, meant more to me than they will ever know. Sarah’s
love and care and her ability to help me to stay focused ensured that I was able to finish the race.
Discussing my studies with my son, Devin, sharing study dates with my daughter, Dakota, and
hearing them say that they were proud of me were experiences that I would not trade for
anything. I feel extremely fortunate and blessed to have these people in my life and to contribute
to my learning process.
GLOBALIZATION AND SCIFEST IN IRELAND 5
Table of Contents
Dedication 2
Acknowledgments 3
List of Tables 7
Abstract 10
Chapter 1: Introduction 12
Statement of the Problem 13
Purpose of the Study 13
Research Questions 13
Significance of the Study 14
Delimitations of the Study 14
Limitations of the Study 15
Definition of Terms 15
Organization of the Dissertation 17
Chapter 2: Literature Review 19
Globalization 20
The Flattening Phenomenon 21
Impact of Globalization 23
Intergovernmental Organizations 24
Education Reform 26
21st-Century Learning Skills 26
PBL and STEM Education 28
The History and Political Overview of Ireland 30
Physical Properties of Ireland 31
Ancient History: Monolithic and Bronze Age 31
Celtic Culture 32
The Rise of Christianity 33
Vikings, Normans, and British Rule 34
An Independent and Self-Sufficient Ireland 35
Education in Ireland 37
STEM Education in Ireland 38
Gender Equality in STEM 40
Theoretical Frameworks 41
Chapter Summary 44
Chapter 3: Methodology 46
Purpose of the Study 46
Research Questions 46
Research Design 47
Research Team 49
Sample and Population 50
Instrumentation 51
Data Collection 52
Interviews 52
Observations 53
Surveys 55
Data Analysis 56
Credibility and Trustworthiness 56
Ethics 57
Chapter Summary 57
GLOBALIZATION AND SCIFEST IN IRELAND 6
Chapter 4: Findings 58
Purpose of the Study 58
Research Questions 59
Participants and Featured Schools of the Study 59
Findings: Research Question 1 62
Theme 1 63
Theme 2 66
Theme 3 67
Observations Relating to Research Question 1 69
Summary Discussion for Research Question 1 70
Findings: Research Question 2 71
Theme 1 71
Theme 2 78
Observations Relating to Research Question 2 82
Summary Discussion for Research Question 2 83
Findings: Research Question 3 84
Theme 1 85
Theme 2 93
Observations Relating to Research Question 3 96
Summary Discussion for Research Question 3 97
Findings: Research Question 4 98
Theme 1 99
Theme 2 110
Observations Relating to Research Question 4 118
Summary Discussion for Research Question 4 119
Chapter Summary 120
Chapter 5: Discussion and Conclusion 123
Summary of Findings 127
Research Question 1 127
Research Question 2 130
Research Question 3 132
Research Question 4 135
Implications for Practice 137
Recommendations for Future Research 140
Conclusion 141
References 143
Appendices
Appendix A: Recruitment Letter to Principal 149
Appendix B: Political Leader/Educational Policy Maker Interview Protocol 150
Appendix C: Business and Industry (MNCs) Interview Protocol 152
Appendix D: School Leader Interview Protocol 154
Appendix E: Teacher Interview Protocol 156
Appendix F: Student/Parent Interview Protocol 158
Appendix G: Classroom Observation Protocol 160
Appendix H: SciFest Observation Protocol 163
Appendix I: Survey Protocol for School Administrator or Teacher 166
Appendix J: Survey Protocol for Political Leader, Business Leader, or Policy
Maker 170
Appendix K: Survey Protocol for Parent of Senior Cycle Student 174
GLOBALIZATION AND SCIFEST IN IRELAND 7
Appendix L: Survey Protocol for Student Participant in Science Competition 178
Appendix M: Information Sheet for Exempt Research 182
GLOBALIZATION AND SCIFEST IN IRELAND 8
List of Tables
Table 1: Alignment of Interview Protocols to Research Questions (RQs) and
Theoretical Frameworks 53
Table 2: Alignment of Survey Protocols to Research Questions (RQs) and Theoretical
Frameworks 54
Table 3: Summary of Participants, Their Organization/Position, and Data Type 62
Table 4: The School Leadership at My School Encourages Participation in SciFest
to Support Student Success on the Leaving Certificate Examination: St.
Josephine’s Secondary School (SJSS) Students and All Students 64
Table 5: Teachers Encourage Participation in SciFest activities to Support Student
Success on the Leaving Certificate Examination: St. Josephine’s Secondary
School (SJSS) Students and All Students 64
Table 6: School Leadership Works With Teachers to Align SciFest activities With
the Leaving Certificate Examination: St. Josephine’s Secondary School
(SJSS) Staff and All Staff 66
Table 7: The School Leadership at My School Employs Strategies to Positively
Influence School Participation in SciFest: St. Josephine’s Secondary School
(SJSS) Students and All Students 72
Table 8: The School Leadership Is a Positive Influence on SciFest Competitions at
My School: St. Josephine’s Secondary School (SJSS) Students and All Students 73
Table 9: School Leadership Employs Strategies to Positively Influence School
Participation in SciFest: St. Josephine’s Secondary School (SJSS) Staff
and All Staff 74
Table 10: Strategies That the School Leadership Employed at Your School to Encourage
Participation in SciFest: St. Josephine’s Secondary School (SJSS) Staff and
All Staff 76
Table 11: Teachers at My School Employ Strategies to Positively Influence School
Participation in SciFest: St. Josephine’s Secondary School (SJSS) Students
and All Students 79
Table 12: Strategies That Teachers Employed at Your School to Positively Influence
Participation in SciFest: St. Josephine’s Secondary School (SJSS) Staff and
All Staff 79
Table 13: Teachers at My School Employ Strategies to Positively Influence School
Participation in SciFest: St. Josephine’s Secondary School (SJSS) Staff and
All Staff 81
GLOBALIZATION AND SCIFEST IN IRELAND 9
Table 14: Strategies That Teachers Employed at Your School to Positively Influence
Participation in SciFest: St. Josephine’s Secondary School (SJSS) Staff
and All Staff 81
Table 15: Female Students Who Participate in SciFest Tend to Not Select Maths-Based
or Technology-Based Projects: St. Josephine’s Secondary School (SJSS)
Students and All Students 86
Table 16: Female Students Who Participate in SciFest Tend to Not Select Maths-Based
or Technology-Based Projects: St. Josephine’s Secondary School (SJSS)
Staff and All Staff 86
Table 17: My School Actively Encourages and Recruits Female Students to Participate
in SciFest: St. Josephine’s Secondary School (SJSS) Students and All Students 88
Table 18: I Actively Encourage and Recruit Female Students to Participate in SciFest:
St. Josephine’s Secondary School (SJSS) Staff and All Staff 88
Table 19: My School Actively Employs Strategies to Increase Female Participation in
SciFest: St. Josephine’s Secondary School (SJSS) Students and All Students 90
Table 20: My School Actively Employs Strategies to Increase Female Participation in
SciFest: St. Josephine’s Secondary School (SJSS) Staff and All Staff 90
Table 21: Female Students Have Access to Female Role Models Who Influence Their
Participation in SciFest: St. Josephine’s Secondary School (SJSS) Students
and All Students 92
Table 22: Female Students Have Access to Female Role Models Who Influence Their
Participation in SciFest: St. Josephine’s Secondary School (SJSS) Staff and
All Staff 92
Table 23: SciFest Influences Development of Female Students’ Interest in Enrolling in
Senior-Level STEM Courses: St. Josephine’s Secondary School (SJSS)
Students and All Students 93
Table 24: SciFest Influences Development of Female Students’ Interest in Enrolling in
Senior-Level STEM Courses: St. Josephine’s Secondary School (SJSS) Staff
and All Staff 93
Table 25: Students Benefit From Participation in SciFest: St. Josephine’s Secondary
School (SJSS) Students and All Students 100
Table 26: Students Benefit From Participation in SciFest: St. Josephine’s Secondary
School (SJSS) Staff and All Staff 101
Table 27: Students Benefit From Participation in SciFest: St. Josephine’s Secondary
School (SJSS) Parents and All Parents and Community Leaders 102
GLOBALIZATION AND SCIFEST IN IRELAND 10
Table 28: SciFest Participation Enhances Educational Development in Science,
Technology, Mathematics, and Engineering (STEM) in Students: St. Josephine’s
Secondary School (SJSS) Students and All Students 105
Table 29: SciFest Participation Enhances Educational Development in Science,
Technology, Education, and Mathematics (STEM) in Students: St. Josephine’s
Secondary School (SJSS) Staff and All Staff 105
Table 30: SciFest Participation Enhances Educational Development in Science,
Technology, Education, and Mathematics (STEM) in Students: St. Josephine’s
Secondary School (SJSS) Parents and All Parents and Community Leaders 106
Table 31: Participants in SciFest Demonstrate the Skills Needed to Obtain Careers in
Science, Technology, Engineering, and Mathematics (STEM) Fields: St.
Josephine’s Secondary School (SJSS) Students and All Students 108
Table 32: Participants in SciFest Demonstrate the Skills Needed to Obtain Careers in
Science, Technology, Engineering, and Mathematics (STEM) Fields: St.
Josephine’s Secondary School (SJSS) Staff and All Staff 108
Table 33: Participants in SciFest Demonstrate the Skills Needed to Obtain Careers
in Science, Technology, Engineering, and Mathematics (STEM) Fields: St.
Josephine’s Secondary School (SJSS) Parents and Community Leaders and
All Parents and Community Leaders 109
Table 34: SciFest Provides Opportunities for Students to Develop 21st-Century Skills:
St. Josephine’s Secondary School (SJSS) Students and All Students 111
Table 35: SciFest Provides Opportunities for Students to Develop 21st-Century Skills:
St. Josephine’s Secondary School (SJSS) Staff and All Staff 111
Table 36: SciFest Provides Opportunities for Students to Develop 21st-Century Skills:
St. Josephine’s Secondary School (SJSS) Parents and Community Leaders
and All Parents and Community Leaders 112
Table 37: SciFest Provides Opportunities to Develop Skills Needed in a Global Economy:
St. Josephine’s Secondary School (SJSS) Students and All Students 115
Table 38: SciFest Provides Opportunities to Develop Skills Needed in a Global Economy:
St. Josephine’s Secondary School (SJSS) Staff and All Staff 115
Table 39: SciFest Provides Opportunities to Develop Skills Needed in a Global Economy:
St. Josephine’s Secondary School (SJSS) Parents and Community Leaders and
All Parents and Community Leaders 116
GLOBALIZATION AND SCIFEST IN IRELAND 11
Abstract
Not unlike that of many countries, Ireland’s economy has historically relied heavily on
agriculture. Recent worldwide developments regarding globalism, foreign direct investments,
and the infusion of high-technology multinational corporations has created a need for an
educated and highly skilled Irish workforce that can adapt to the demands of the new world
economy. These challenges have created the need to increase opportunities for all Irish students,
including females, to develop 21st-century skills in science, technology, engineering, and
mathematics (STEM) environments.
This case study, although focused on a single all-girls secondary school in Ireland, was
part of a group of 13 case studies conducted by a team of researchers from the University of
Southern California. The research team sought to understand the influence of globalization and
educational policy in Ireland on the development of 21st-century skills through implementation
of STEM education and student participation in SciFest, a series of local, regional, national, and
international science competitions and exhibitions for secondary students in Ireland. The study
examines how Irish secondary schools prepare students simultaneously for participation in
SciFest competitions and for the Irish Leaving Certificate Examination, which determines access
to colleges and universities. It also explores stakeholder perceptions of the value of SciFest, how
leadership practices influence student participation in SciFest, and how interacting factors may
influence female interest in STEM fields.
The findings of this predominantly qualitative study indicated that the clear majority of
stakeholders who participated in SciFest, including students, parents, teachers, and school and
community leaders, perceived that SciFest participation benefited students and helped them to
develop 21st-century skills that would prepare them for high-level mathematics and science
GLOBALIZATION AND SCIFEST IN IRELAND 12
courses, as well as prepare them to compete in the dynamic new world economy. The findings
also indicated that SciFest could build confidence in science in female students and that schools
have developed practices to prepare students to compete in SciFest and to be successful on the
Leaving Certificate Examination.
GLOBALIZATION AND SCIFEST IN IRELAND 13
Chapter 1: Introduction
“I am tomorrow, or some future day, what I establish today. I am today what I
established yesterday, or some previous day” (Joyce, as cited in Goodreads, 2018, para. 25).
James Joyce is one of Ireland’s most celebrated writers. His thoughts about who he was, who he
would become, and how he got there can easily be applied to Ireland itself. The evolution of the
island nation is rooted in its rich history and its future will undoubtedly be shaped by the effects
of its current state of affairs. This study will attempt to show how the historical development of
Ireland and the spirit of the Irish people have contributed to the current state of education in
Ireland. Specifically, it will explore how globalization and student participation in SciFest
influences students’ 21st-century skill development and female students’ interest in science,
technology, engineering, and mathematics (STEM) courses in secondary schools in Ireland.
Maintaining confidentiality and anonymity of the subjects of research is central to “ethical
research practice in social research” (Crow & Wiles, 2008, p. 2). The co-investigators involved
in this study agreed to take precautions, such as the use of pseudonyms for participants and
locations of the research (Crow & Wiles, 2008) to protect the confidentiality and anonymity of
the participants, including the schools featured in the study and the students and staff at those
schools. For that purpose, the school featured in this specific case study was assigned the
pseudonym St. Josephine’s Secondary School (SJSS).
The first chapter of this dissertation is comprised of seven sections to provide an
overview of the study, a statement of the problem, the purpose of the study, a listing of the
research questions, the significance of the study, definitions of key terms, and a description of
the organization of the dissertation.
GLOBALIZATION AND SCIFEST IN IRELAND 14
Statement of the Problem
Not unlike many countries, Ireland has historically relied heavily in its economy on
agriculture; however, recent worldwide developments regarding globalism, foreign direct
investment (FDI), and bustling multinational corporations (MNC) have changed the world
economy, the manner in which goods are manufactured, and how services are provided
(Friedman, 2007). Ireland has been affected by these world shifts and has undergone significant
changes. The prosperous Celtic Tiger era of the 1990s saw an infusion of FDI into Ireland. High-
technology MNCs have created a new job market in Ireland that requires an educated and highly
skilled workforce that can adapt to the new demands of the new world economy (Wagner, 2008).
The challenges created by the evolving Irish high-technology economy, in turn, have created the
need to increase opportunities for all students, including females, to develop 21st-century skills
in STEM environments.
Purpose of the Study
The purpose 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
and inquiry-based instructional practices, such as project-based learning (PBL), and student
participation in science competitions. The study examines how participation in SciFest prepares
students for the Leaving Certificate Examination and influences school leadership practices,
female interest in STEM courses, and stakeholder perceptions of the value of SciFest.
Research Questions
Four research questions guided the study:
1. How do schools engage in SciFest while preparing students for the Leaving Certificate
Examination?
GLOBALIZATION AND SCIFEST IN IRELAND 15
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/
university professors, and MNCs have regarding the value of student participation in SciFest?
Significance of the Study
The advancement of globalism has significantly influenced the world economy and has
changed the way in which the international market for goods and services operates. The
“flattening” of the international marketplace and the evolution of the knowledge-based economy
has created a need to prepare students of today for the skill-based jobs of tomorrow (Wagner,
2008). The world’s educational systems will face the challenge to prepare the future workforce
by ensuring that all students develop 21st-century skills that can be leveraged in high-technology
industries. Although female involvement in certain scientific fields, specifically biology and
chemistry, is on the rise, females continue to be underrepresented in other STEM fields, such as
engineering and physics (Smith, 2011). Getting more females involved in STEM, especially in
fields in which they are underrepresented, is key to eliminating poverty, creating jobs, and
increasing productivity (Henriksen, Dillon, & Ryder, 2015). This study explored the rise of
globalism and how science fairs, such as SciFest, contribute to the preparation of all students,
including females, to be successful in STEM environments.
Ireland is a prominent player in the new global economy because of the island nation’s
ability to attract foreign investment by high-technology MNCs. Now rebounding from the
recession following the booming Celtic Tiger era, the future success of Ireland depends largely
on the country’s educational system and its ability to develop a workforce that can adapt and
GLOBALIZATION AND SCIFEST IN IRELAND 16
contribute in the accelerating global economy (Fischer, 2009). This study focused on how
secondary schools in Ireland prepare students for this global challenge while simultaneously
preparing them to be successful on the Leaving Certificate Examination, a hurdle that students
must clear in order to be admitted to the nation’s third-level schooling system of colleges,
universities, and institutes of technology.
Limitations of the Study
This study was designed to understand how globalism and the influence of MNCs and
FDI have influenced science education in Ireland, with a focus on gender inequities and the
implementation of STEM inquiry-based instruction and student participation in science fairs.
Limitations to research studies are aspects that hinder a study or its findings and that are beyond
the control of the researcher (Merriam & Tisdell, 2016). Admittedly, this study does include the
following limitations. The research team traveled to Ireland for a relatively short duration of
time, 10 days, to collect data to address the research questions. The short time period of the visit
abroad made it impossible to revisit classrooms or to reinterview or readminister surveys to
participants. The quality of the visits and the depth of the data collected were contingent upon
willingness to participate and the level of access that the researchers had to various participants
(e.g., such as Irish policy makers, teachers, parents, school and community leaders), and the
research team relied on Irish contacts and liaisons to arrange many of these details regarding the
specific visit itinerary. The generalizability of the findings is limited to participants from the
schools visited and those in attendance at the SciFest regional competition.
Delimitations of the Study
Researchers set limits and make specific decisions or choices that result in delimitations
of particular research studies (Merriam & Tisdell, 2016). The criterion utilized to select schools
GLOBALIZATION AND SCIFEST IN IRELAND 17
and participants in this study was limited to secondary schools that participate in SciFest with no
consideration for demographics such as socioeconomic status, race, gender, or geographic
location. The study was also limited to students who had previously competed or were currently
competing in SciFest and the teachers and school leaders who had influenced those students. The
study was further limited to political leaders, policy makers, business and industry leaders of
MNCs, and SciFest organizers who were familiar with SciFest and who might exert influence on
educational policy formulation.
Assumptions of the Study
The following assumptions were made in this study:
● That globalization, MNCs, and FDI have impacted the Irish educational system.
● That 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.
● That students engaged in SciFest were learning 21st-century skills through and inquiry-
based learning process.
● That school leadership exerted influence on student participation in SciFest.
● That participation in SciFest has influenced students’ interest in STEM courses and
careers.
● That a mixed-methods, predominantly qualitative approach was appropriate for this study
utilizing interviews, observations, and surveys to yield valid data.
● That all participants would provide accurate and true information.
Definition of Terms
The following terms are defined for application in this study:
GLOBALIZATION AND SCIFEST IN IRELAND 18
21st-century skills: Skills that students need to compete in a global workforce and
economy, including critical thinking, collaboration, communication, and creativity (Partnership
for 21st Century Learning Skills, 2015).
Foreign direct investment (FDI): Establishment of a business operation in another
country to form a joint venture in the host economy (Moran, 2012).
Globalization: The movement toward a new world culture in which independent national
cultures continually interact and affect one another, eventually merging to form a single global
culture (Spring, 2008).
Project-based learning (PBL)/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 (Buck Institute for
Education, 2018).
Science fair: A project-based learning experience of authentic learning in the realm of
science in which the student applies the scientific method (Atkin & Black, 2003).
SciFest: A series of local, regional, national, and international science competitions and
exhibitions for secondary students in Ireland (SciFest, 2018).
STEM education: Interdisciplinary and applied educational approach in which lecture-
based teaching strategies are replaced with approaches that are project-based and inquiry-driven
(Rotherham & Willingham, 2010), particularly in STEM fields.
Organization of the Dissertation
This case study explored ways in which secondary schools in Ireland that participate in
SciFest are influenced by the spread of globalization, the activities of MNCs, and the influence
of FDI. The study is divided into five chapters. Chapter 1 is comprised of seven sections to
GLOBALIZATION AND SCIFEST IN IRELAND 19
provide an overview of the study, a statement of the problem, the purpose of the study, the
research questions, the significance of the study, definitions of key terms, and a description of
the organization of the dissertation. Chapter 2 is a review of pertinent literature related to four
specific areas: (a) globalization, (b) education in the 21st century, (c) the history and political
overview of Ireland, and (d) connections within and among the first three sections regarding how
globalization, the influence of 21st-century learning skills, and the evolution of Ireland’s role on
the world economic stage intersect to create the current state of education in the Emerald Isle.
Chapter 3 provides a description of the methodology used to conduct this case study. The chapter
identifies the sample, setting, and participants. The data collection process is explained, and a
description of the instruments and protocols used to collect data is provided. Limitations and
delimitations of the study are stated, and issues relating to credibility, trustworthiness, and ethics
are discussed. Chapter 4 describes the data collection and analysis and serves to present the
findings, identifying themes uncovered through analysis of collected data. Chapter 5 presents a
summary of the findings, identifies implications for practice, and presents recommendations for
further research.
GLOBALIZATION AND SCIFEST IN IRELAND 20
Chapter 2: Literature Review
This literature review focuses on how globalization, MNCs, and FDI influence the
educational system, instructional practices, and learning activities in Ireland. The review
specifically focuses on how globalization and the support and influence of MNCs and FDIs
affect the educational experiences of students in Ireland with the explicit goal of helping them to
become contributors in a STEM-based international workforce. This review also addresses how
participation in science fairs, particularly SciFest, the largest organized series of science fairs in
Ireland, plays a role in educating and preparing students in Ireland to develop the skills that will
enable them to prosper in the 21st-century global environment.
This literature review is organized into four sections. The first three sections address
globalization, education in the 21st century, and the history and political overview of Ireland.
The fourth section illustrates the connections within and among the first three sections and shows
how globalization, the influence of 21st-century learning skills, and the evolution of Ireland’s
role on the world economic stage intersect to create the current state of education in the Emerald
Isle. The first section offers multiple definitions of globalization and deals specifically with how
Friedman’s flattening theory of globalization has changed the world. The section ends with a
detailed analysis of how globalization has specifically influenced education on a worldwide
basis. The second section focuses on the evolution of educational reform and the rise and
development of what have been termed 21st-century learning skills, along with a description of
PBL with emphasis on STEM, which figures prominently in modern educational reform. The
third section presents a brief historical and political overview of Ireland, based on the
presumption that one must understand the historical context of the island nation in order to
understand its current state and the direction of its growth. The section touches not only on the
GLOBALIZATION AND SCIFEST IN IRELAND 21
historical and economic aspects of Ireland but also on the Irish educational system, including
significant challenges created by the traditional system, specifically gender inequities in which
females are underrepresented in specific STEM fields. The fourth section ties together the
previous three sections and shows how globalization influences the recent changes in the Irish
educational system and the role of SciFest in the Irish educational system. The section describes
how MNCs and their FDI have contributed to these changes. Ireland is experiencing a national
embracing of STEM education and this section explores how government authorities have
encouraged STEM growth through policy and creation of STEM pathways. The literature review
ends with an analysis of how science fairs, specifically SciFest, the largest and most
comprehensive of the Irish science fairs, have contributed to this national phenomenon.
Combined, these four sections comprise the framework for this study in addressing the four
research questions.
1. How do schools engage in SciFest while preparing students for the Leaving Certificate
Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders,
college/university professors, and MNCs have regarding the value of student participation in
SciFest?
Globalization
To understand the way in which globalization has affected political and economic
change, especially in Ireland and other developing countries, it is helpful to define globalization
GLOBALIZATION AND SCIFEST IN IRELAND 22
and illustrate how it has impacted society. Multiple definitions of globalization exist, although
commonalities among the various definitions include the belief that globalization refers to the
movement toward a new world culture in which independent national cultures continually
interact and affect one another, eventually merging to form a single global culture (Spring,
2008). This global culture, marked by technologies and marketplaces that transcend international
borders and facilitate international connectedness among individuals and nations, has radically
changed both how industries conduct business and how nations govern and interact with other
countries. Although globalization is beset by complexity, the educational process plays a
significant role in determining whether a nation will be successful in the new global economy
(Darling-Hammond, 2010). The importance of education to globalization is that the educational
system can facilitate or prevent students from acquiring the knowledge and skills necessary to
allow them to compete in the global economy.
The Flattening Phenomenon
Chanda (2007) theorized that people possess a natural tendency to want to connect with
others and that the term globalization came into use as a means to describe how this tendency to
connect was quickly emerging on an international basis. Friedman (2007) described globalization
as the age in which the average worker needs a postsecondary education in order to develop the
skills to compete for jobs on a global basis. The expansion of the Internet and social media
technologies has allowed even small and average-size businesses to access knowledge and
information in ways that were unimaginable even a short time ago. With the advent of ubiquitous
technology, information is readily accessible and students’ ability to apply what they have
learned in a practical way has become the valuable skill that is coveted by modern employers.
GLOBALIZATION AND SCIFEST IN IRELAND 23
Friedman (2007) described globalization as an idea that has shrunk the world, leveling
economic playing fields in a way that he described as a flattening phenomenon. He theorized that
globalization has existed for hundreds of years. His book, The World is Flat: A Brief History of
the Twenty-First Century, begins by pointing out the similarities between his recent travels to
India and the historic travels of 15-century explorer Christopher Columbus. Columbus sailed
across the Atlantic Ocean and reached North America from Spain, famously concluding that the
world was round. According to Friedman, this foray touched off what he described as three
waves of globalization since 1492. This first era, lasting roughly 300 years, set the stage for
globalization by making it possible for nations to exploit global opportunities for their own
profit. Spain and England led the way as developing national powers, competing to secure
international trade and creating profits that would undergird their worldwide standing.
The second era of globalization, termed Globalization 2.0 by Friedman, lasted two
centuries, from approximately 1800 to 2000. This era was marked by inventions and innovations
that changed the way in which countries conducted business and interacted. Notable innovations
that facilitated international trade in this era included the mechanical cotton gin, created by
American inventor Eli Whitney. This innovation quickly separated cotton seeds from fibers and
greatly accelerated the production of textiles on a worldwide basis, which was a key factor in the
rise of the Industrial Revolution. Other innovations that revolutionized and shrunk the world in
the areas of communication included the telegraph and the telephone, which made it possible to
communicate instantly with others across the country or the world. Innovations in the areas of
travel included evolution of the means by which goods were shipped quickly and efficiently
across countries and international borders. Steamships and railroads led the way in the 19th
GLOBALIZATION AND SCIFEST IN IRELAND 24
century and ocean liners and airplanes dominated industrial expansion in the second century of
this era.
The current and most dynamic era, termed Globalization 3.0 by Friedman, began in
approximately 2000 with the advent of a telecommunication revolution that empowered
individuals, not just nations, to compete for their place in the new world economy. The
popularization of personal computing, coupled with ubiquitous fiber-optic cabling, enabled
people to collaborate and communicate to an international extent that was previously unheard of,
leading to the leveling of the international playing field or what Friedman (2007) referred to as a
flat-world platform. Friedman (2007) noted that, while the first two eras of globalization were
dominated by Europeans and Americans, the current era of flattening has included non-Western
and non-White populations that will be empowered and ready to collaborate and compete on the
world’s economic stage.
Impact of Globalization
The current state of globalization, coupled with rapid growth in the use of
telecommunications and social media, has created a world that is strikingly different from the
one that existed only a decade ago (Brustein, 2007). Spring (2008) asserted that there are four
perspectives regarding globalization: the perspective of world culture scholars, who note that we
are slowly melting into a unique global culture, and three sometimes overlapping perspectives
that he referred to as world systems, postcolonial, and culturalist. The world systems approach
places the United States, Europe, and Japan in the dominant seats of power in an unequal global
economy. The postcolonial analysis views globalization as a means for wealthy nations to exploit
the world’s poor. The culturalist approach focuses on borrowing and lending ideas within a
global economy (Spring, 2008).
GLOBALIZATION AND SCIFEST IN IRELAND 25
The world culture perspective is consistent with Chanda’s (2007) observation that people
have a natural tendency to connect and make sense of their world by finding commonalities. The
world culture perspective also aligns with Friedman’s (2007) flattening theory, which
emphasizes that globalization brings people together through collaboration and communication
for common causes. This optimistic perspective portrays people as wanting to connect,
collaborate, and improve their situations. The world systems perspective is tied most to the
traditional or the status quo as it seems to imply that the countries that currently hold economic
power, and have done so for an extended period of time, will continue to do so. It ignores the
apparent rise of developing countries such as India and China, which are projected to continue to
grow in economic might. The postcolonial perspective is a pessimistic view as it asserts that the
wealthy nations will exploit the developing countries for their own good. This can take place by
exploiting their natural and physical resources, such as gold, silver, and oil or by taking their
mental resources—by luring the best and brightest minds to leave their home countries in a
phenomenon that has been termed brain drain, in which highly educated workers leave
developing countries to go to more established marketplaces. This action serves to widen the gap
between developing and emerging nations (Spring, 2008).
Intergovernmental Organizations
Industries are not the only entities affected by the sweeping effects of globalization.
Scholars have described how the phenomenon significantly affects the social, political, and
cultural realms, as well (Goldthorpe, 2002). Governments are affected as they can no longer
afford to operate independently or in a vacuum. Instead, they are forced to make agreements,
form alliances, and move forward in ways that benefit them not only individually but as a
collective world society. Intergovernmental organizations such as the World Trade Organization,
GLOBALIZATION AND SCIFEST IN IRELAND 26
which regulates international trade, and the World Bank, which provides international loans to
countries to reduce poverty, are examples of international organizations that help countries to
interact in a fair and consistent manner. The best example of such international organizations is
the United Nations.
The United Nations was formed in 1945 after the second World War as 51 of the most
powerful nations in the world were striving to find peace. Today, 193 Member States are
members of the United Nations General Assembly, the main purpose of which is to maintain
international peace and security, protect human rights, deliver humanitarian aid, promote
sustainable development, and uphold international law (United Nations, 2017). One of the more
significant endeavors of the United Nations is the creation of a comprehensive document titled
“Transforming Our World: The 2030 Agenda for Sustainable Development,” endorsed by all
member of the United Nations in 2015 (United Nations, 2017). The document outlines a vision
for the future of humanity and describes the collaborative efforts needed to achieve 17
Sustainable Development Goals, often referred to as SDGs and 169 accompanying Targets
aligned to the goals (Osborn, Cutter, & Ullah, 2015).
The 17 goals in the document are far reaching, universal, and profound. While there is
overlap among the goals and complexities involved in making generalizations, goals to benefit
individuals include ending worldwide poverty and hunger, ensuring health and well-being, and
providing clean drinking water and affordable energy for all. Goals that promote protection of
natural resources and society include actions to combat climate change, preventing pollution and
other causes of damage to the environment, and ensuring that civilizations are safe and peaceful.
It can be reasonably argued that ongoing and progressive education is the key to achieving all 17
of the SDGs; five SDGs deal explicitly with topics that contribute explicitly to this study:
GLOBALIZATION AND SCIFEST IN IRELAND 27
ensuring inclusive and equitable education for all, promoting gender equality, sustaining
economic growth through productive employment, building resilient infrastructure by fostering
innovation, and reducing inequality within and among countries (Osborn et al., 2015).
Education Reform
Education is one of the most significant keys to economic empowerment. It is projected
that many of the top jobs of the future do not yet exist. One of the priorities for schools is to
prepare students to be successful in those jobs or careers (Darling-Hammond, 2010). Because of
the importance of technological advancements related to the recent acceleration of globalization,
many school reform endeavors are moving toward adopting STEM-focused PBL to prepare
students for those careers. School reform and development of human capital embodied by
lifelong learning skills are necessary to empower people to become marketable in a global
society. Such reform is the key ingredient that will determine whether nations will remain
economically competitive on the international stage (Spring, 2008). This section defines 21st-
century learning skills, STEM education, and PBL, addressing their relevance to preparing
students to be contributors in the current and future global economy.
21st-Century Learning Skills
Debate continues about the skills that students need in order to be prepared for the jobs of
the future. The U.S. Department of Labor estimated that today’s workers may work in 10 or
more jobs before they reach the age of 40 and that many of those jobs have not been created yet
(Darling-Hammond, 2010). The rapid flattening of the world and the development of the global
economy and workplace put great pressure on schools to identify these skills and to prepare
students. The Partnership for 21st Century Learning (P21), a coalition that seeks to bring
together leaders from education, business, and the community in order to prepare students to be
GLOBALIZATION AND SCIFEST IN IRELAND 28
successful, has developed a framework of skills that today’s students need to acquire and
develop. The framework was developed with input from educators and business leaders who
maintain that the required skills are interconnected (P21, 2015). These 21st-century learning
skills, referred to by Wagner (2015) as the four C’s, are critical thinking, communication,
collaboration, and creativity; they are the keys to success in today’s innovation era (Wagner,
2015). Wagner (2015) argued that, without these skills, workers will not be able compete for jobs
in a fast-changing world. These skills are dynamic and, according to Wagner (2015), necessary
not only for students to be successful as workers in the global economy but as citizens of the
world, as well.
Wagner (2015) argued that the flawed traditional education system produces inadequate
results, especially when students are merely expected to memorize and regurgitate facts that are
now available to them, literally at their fingertips. He asserted that repetitive memorization and
regurgitation do not produce long-term learning in even the best scenarios. He documented cases
from elite American high schools in which students could not recall in September the core
information that they had seemingly mastered in the previous June.
Instead of tweaking the educational system, Wagner (2015) advocated a revolutionary
overhaul, starting from defining the purpose of educating youth in the first place. He asserted
that the purpose for educating youth must be aligned with the changing realities of society and
the individual interests of students. “The purpose of education is to engage students with their
passions and growing sense of purpose, teach them critical skills needed for career and
citizenship, and inspire them to do their very best to make their world better” (Wagner, 2015,
p. 44).
GLOBALIZATION AND SCIFEST IN IRELAND 29
This purpose, coupled with a focus on the four C’s, is consistent with the skills described
and deemed necessary by multiple scholars (Darling-Hammond, 2010; Friedman, 2007; Spring
2009). According to Wagner (2008), the global achievement gap is the gap between what even
the best schools are teaching and testing and the skills that all students will actually need in order
to succeed in college and careers, and as citizens in the 21st century (Wagner, 2008).
PBL and STEM Education
Education is constantly evolving. A pair of much-debated topics relating to recent
changes in education involve the link between PBL and students’ acquisition of 21st-century
learning skills, especially the effectiveness of how those skills are incorporated in a STEM
environment. There is a great deal of literature on these topics that implies that PBL might be
ideally suited to a STEM educational environment and development of skills that students need
to be successful in today’s changing workplace (Wallace & Webb, 2016). The Buck Institute for
Education (2018), a long-time proponent of PBL, defined PBL as “a teaching method in which
students gain knowledge and skills by working for an extended period of time to investigate and
respond to a complex question, problem, or challenge” (para. 1). Many educational experts have
asserted that PBL is an effective strategy by which students can develop newly emphasized
workplace skills, often referred to as 21st-century skills or the Four C’s (Rotherham &
Willingham, 2010). Acquisition of these skills enables students to work together to innovate and
solve problems and will certainly help them to be successful in almost any career path. The
innovations in technology that seem to be accelerating the rise of globalism and the need for
these 21st-century learning skills appear to be especially relevant in the STEM fields.
In a world that’s becoming increasingly complex, where success is driven not only
by what you know, but by what you can do with what you know, it’s more important than
GLOBALIZATION AND SCIFEST IN IRELAND 30
ever for our youth to be equipped with the knowledge and skills to solve tough problems,
gather and evaluate evidence, and make sense of information. These are the types of
skills that students learn by studying science, technology, engineering, and math—
subjects collectively known as STEM. (U.S. Department of Education, 2018, para. 2)
PBL typically involves students working 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 deep understanding of real-world problems and discover or
develop possible solutions as they learn through engaging in interdisciplinary projects and
presenting their findings to peers, teachers, and community leaders.
While incorporating PBL in a STEM environment seems like the perfect pairing, some
literature has identified problems associated with this coupling. The complexities involved with
teaming PBL and STEM demonstrate multiple necessities, including the need to develop
interdisciplinary projects that will engage unmotivated students, balance district vision with
school realities, provide relevant materials and technology, and craft timely professional
development and time for collaboration by both students and teachers (Slavit, Nelson, & Lesseig,
2016).
This study sought to identify factors that contribute to the successful implementation of
PBL in STEM environments, as measured by the school’s ability to help students to develop
21st-century skills. This study synthesized literature highlighting not only successful models
associated with PBL learning and STEM environments and acknowledge failed attempts and
barriers encountered by educators and students who sought to develop best practices.
A review of the literature related to STEM and PBL confirms that students in STEM PBL
classrooms acquire 21st-century skills and have increased engagement and student learning
GLOBALIZATION AND SCIFEST IN IRELAND 31
(Doppelt, 2003). Students who participate in STEM PBL have higher motivation as they
participate in effective learning and, as a result, achieve at levels comparable to those of high
achievers (Asghar, Ellington, Rice, Johnson & Prime, 2012). While the literature validates the
use of STEM PBL as a strategy to engage students and increase achievement, there is a lack of
successful implementation of STEM PBL in many American schools.
Although there is an abundance of research regarding the benefits of STEM PBL, few
studies have focused on the factors that contribute to successful implementation and result in
development of 21st-century learning skills. Teachers may find it challenging to implement
STEM PBL with all of its essential elements, according to the gold standard proposed by the
Buck Institute for Education (2018).
The History and Political Overview of Ireland
Ireland’s story may be that of an island, but not an island that stands alone or that behaves
differently to the rest of humanity. Everything that has happened there has also happened
somewhere else. Ireland, like any other place, is at once unique and stereotypical.
(Killeen, 2012, p. xi)
True, Ireland is unique and stereotypical and, while this study is set in this island nation,
the purpose of this section is to demonstrate what makes the national fibers of the Emerald Isle
unique and how it became so, as well as to show the characteristics of Ireland in common with
those of other nations, both near and far. An understanding of the history of a nation is essential
to understanding both the current and future state of that land. In this light, in order to understand
the current and future state of Ireland, one must first grasp the foundational struggles and
evolution of the island nation’s interesting history. Irish literary statesmen James Joyce once
wrote, “I am tomorrow, or some future day, what I establish today. I am today what I established
GLOBALIZATION AND SCIFEST IN IRELAND 32
yesterday, or some previous day” (Joyce, as cited in Goodreads, 2018, para. 25). In much the
same way, this section provides an overview of the history of Ireland as its past contributes to its
present condition, especially with regard to how it relates to the foci of this research study,
including the topics of globalization, PBL in a STEM environment, and the influence on Irish
education of science fairs, particularly SciFest.
Physical Properties of Ireland
Ireland is an island nation, the third largest island in Europe after Great Britain and
Iceland, and measuring 33,342 square miles or 83,766 square kilometers. Ireland is similar in
size to the U.S. state of Indiana. It is separated from Great Britain from north to south by the
North Channel, the Irish Sea, and St. George’s Channel. Geographically, Northern Ireland
comprises approximately one sixth of the island and is ruled by Great Britain, while the
remainder of the island is a sovereign nation referred to as the Republic of Ireland, or simply
Ireland. The approximate current population of the island is 6.6 million, with 4.8 million in the
Republic of Ireland and 1.8 million in British-ruled Northern Ireland. Ireland is divided into four
provinces and 32 counties.
Ancient History: Monolithic and Bronze Age
The first human inhabitants of Ireland likely came across land bridges from the lands that
are now Scotland and England after the Ice Age, during a time that is often referred to as the
Mesolithic period or the Middle Stone Age, which lasted approximately from 10,000 B.C. to
4,500 B.C. These early settlers are thought to have been hunter and gatherer tribes who lived in
groups of approximately 25, the optimum size to be able to live off the land and procreate. This
size of tribe was large enough to provide a gene pool to ensure survival and stability but not so
large as to exhaust the natural resources of any one particular area (McCaffrey & Eaton, 2002).
GLOBALIZATION AND SCIFEST IN IRELAND 33
Prior to this time, most of Ireland is believed to have been covered in ice and uninhabited. As the
earth warmed and ice glaciers melted, sea levels rose and land masses, such as Ireland, rose,
buoyed by the loss of heavy ice.
The first farmers inhabited Ireland around 4,500 B.C. They navigated the Irish rivers and
bogs in crude boats called coracles, made from light branches lashed together and covered by
animal skins. These coracles are scaled down versions of currachs, which could reach 40 feet in
length and were used to bring the first farmers across the Irish Sea from England. The boats were
also used to ferry seed crops and the first livestock, cattle, and sheep to the island (McCaffrey &
Eaton, 2002).
Over time, many ancient Irish historical accounts have been blended with folklore so that
it becomes difficult to discern fact from legend (McCaffrey & Eaton, 2002). The Bronze Age,
which began in Ireland in approximately 2,400 B.C., has been referred to as Ireland’s first
Industrial Revolution (McCaffrey & Eaton, 2002) because of the significant change that
innovations inspired. As is often the case with historical change in Ireland, historians are not
certain whether innovations were brought to Ireland by immigrants or by native Irish returning
home from travels in Europe. Copper was plentiful in ancient Ireland and the Bronze Age was
relatively peaceful and prosperous on the Emerald Isle.
Celtic Culture
As with many aspects of Irish culture, the lines separating myth and history often become
blurred. It was once widely believed that Ireland was invaded by the Gaels in approximately 500
B.C. The many tribes who spoke an early form of the Gaelic language became known as the
Celtae or the Celtic people. Although they shared a common language, they contributed very
little written documentation of their history; instead, they relied heavily on memorization and the
GLOBALIZATION AND SCIFEST IN IRELAND 34
oral tradition. Largely because of this, early poets held a place of high regard in the social
structure. The account of the Celtic invasion has been discredited and archaeological finds and
recent discoveries regarding the transference of the Celtic language suggest that the Celts settled
in Ireland with their entire families over the course of hundreds of years. The steady migration of
Celtic women and families, in addition to the warriors, ensured that the Celtic language and
culture were well established in Ireland by 100 A.D. During this time, pagan religions were
widely accepted and epic tales detailing the heroic battles among the more than 100 kingdoms
that comprised pre-Christian Ireland further blended history and mythology (Killeen, 2012;
McCaffrey & Eaton, 2002).
The Rise of Christianity
The exact date of the arrival of Christianity in Ireland is unknown. The first Catholic
bishop, Palladius Patricius, is believed to have been sent to Ireland by Pope Celestine in
approximately 431 A.D. Coincidentally, the man who is often credited with introducing
Christianity to Ireland, a man more commonly referred to as St. Patrick, arrived in Ireland shortly
after this time as well, and some legends and historians assert that the bishop and St. Patrick
were one and the same (Killeen, 2012). Most historians recount that, as a 16-year-old boy,
Patrick had been captured in England and sold as a slave in Ireland. As a young slave, he was
forced to tend flocks of sheep for several years until he escaped and returned to England. After
becoming a priest in England, he voluntarily returned to Ireland, the land of his youth, and
spread Christianity throughout the island by blending aspects of the religion with traditional Irish
practices, such as worship of the sun (McCaffrey & Eaton, 2002). His autobiography, titled
Confession, documents his extensive travels throughout Northern Ireland. Although St. Patrick
helped to found multiple churches and did much to spread Christianity in Ireland, his legend is
GLOBALIZATION AND SCIFEST IN IRELAND 35
often exaggerated as he is sometimes given credit for more than he could have humanly
accomplished, such as driving all snakes from Ireland and founding many more churches than he
possibly could have done.
Vikings, Normans, and British Rule
Ireland was beset by hostile invaders multiple times in the next several hundred years.
The Scandinavian Vikings, traveling in swift ships from Norway, invaded Ireland early and
often, beginning in the late 7th century A.D. and continuing until they were driven out by the
Irish people almost 200 years later. In that time, the Vikings helped to develop port cities,
particularly Dublin, that became essential to economic prosperity and burgeoning commerce
(Killeen, 2012).
The Normans, once a Viking tribe that settled in France, invaded England in 1066 and
overwhelmed Ireland a century later, in 1167. The Normans quickly gave way to King Henry II
of England, whose armada of more than 400 ships brought to Ireland an English force whose
presence was felt throughout the entire island for more than 800 years. That force continues to
assert itself in Northern Ireland even today (Killeen, 2012). The British solidified their grasp on
Ireland in 1801 with the passage of the Act of Union, legislation aimed at unifying Ireland and
England under British law and removing discriminatory practices against Catholics. The Act of
Union also provided for combining the two national churches and duty-free trading between the
two countries (Bartlett, 2010).
The potato famine struck hard in Ireland between 1845 and 1851. During this short
period, multiple partial and full failures of the Irish potato crop resulted in decimation of Ireland,
as many working-class and poor Irish were heavily dependent on the potato as a staple of their
diet. Hostilities between the Irish and the English rose as many Irish blamed the British for not
GLOBALIZATION AND SCIFEST IN IRELAND 36
doing enough to help the starving and sick Irish people. In the following decade, the population
of Ireland was reduced by 20%, as 1.2 million people died or emigrated. Lack of opportunity and
hopelessness led to massive waves of continued emigration for many years. By 1911, the
population of Ireland fell to less than 4.4 million, almost half what it had been in 1845. The great
famine had long-lasting repercussions for Ireland and the focus on farming created an agrarian
economy that significantly changed Ireland (Killeen, 2012; McCaffrey & Eaton, 2002).
More than 90% of the Irish population has roots in Catholicism. The Catholic Church and
the Protestant Orange Order battled for control in Ireland in the early 20th. The rise of
nationalism led to outbreaks of violence as groups such as Sinn Fein, the Irish Republican
Brotherhood, and the Irish Republican Army fought to gain independence from England and
form an Irish state. The frequent bloody clashes between Irish nationalists and the English-loyal
unionists, including the well-known Easter Rising of 1916 (in which Irish nationalists forcibly
seized control of the General Post Office in Dublin) and the 1920 Bloody Sunday (in which 11
British agents were executed in their homes), eventually resulted in establishment of two
parliaments. One parliament was established to serve the six northern counties of Ulster in what
is now commonly referred to as Northern Ireland, and another parliament was established to
serve the rest of the country. The Irish Free State was established in 1922 (Bartlett, 2010;
Killeen, 2012).
An Independent and Self-Sufficient Ireland
Agrarian industries dominated Ireland in the early years of its independence as the Irish
Free State; agriculture comprised 32% of the gross domestic product and involved more than half
of the workforce (O’Hagan & Newman, 2014). Political unrest, violence between the Catholics
and Protestants, widespread poverty, and large-scale emigration plagued most of 20th-century
GLOBALIZATION AND SCIFEST IN IRELAND 37
Ireland and resulted in instability on many fronts (Cronin, 2001). The establishment of Northern
Ireland and their loyalty to the British crown led to many violent clashes between the Catholic
Provisional Irish Republican Army and the Protestant Ulster Defense Association.
Multiple factors contributed to the period of optimism seen in Ireland during the 1990s.
The British government recognized the right of the Irish to establish rule in Ireland, with the
exception of Northern Ireland. In 1998, a peace agreement that became known as the Good
Friday or the Belfast Agreement, depending on the perspective, was signed (Killen, 2012). The
agreement determined how Northern Ireland would be governed.
The 1990s were also characterized by economic prosperity and a sense of stability and
self-sufficiency. This time of prosperity was termed the Celtic Tiger era, named after the
burgeoning Asian economies that were flourishing in countries such as Korea and Malaysia.
During the Celtic Tiger era, the Irish economy experienced accelerated growth and a
technological boom so robust that Ireland was sometimes referred to as Europe’s Silicon Valley
(McCourt, 2004). Irish unemployment fell to levels that had not been witnessed in approximately
50 years and emigration declined sharply. “From 1991 to 2003, the average annual growth rate
was almost 7 per cent, peaking at a vertiginous 11 per cent in 1999. After a brief hiccup in 2002
and 2003, the boom appeared to return from 2004” (Killeen, 2012, p. 300).
Although the international markets crashed in 2008 and business in Ireland suffered
extensively, the past decade has seen another sharp economic rise in Ireland, largely due to the
nation’s ability to evolve quickly in a fast-paced world economy. In 2013, Forbes ranked Ireland
first in the world on its annual list of “best countries for business” and “Ireland was the only
nation that ranks in the top 15% of countries in every one of the eleven metrics” used to compare
GLOBALIZATION AND SCIFEST IN IRELAND 38
nations (Badenhausen, 2013, para. 3). The United States invests heavily in Ireland and FDI
accounts for 10% of the Irish gross domestic product (IDA Ireland, 2016).
Ireland has attracted high-technology MNCs from the United States, largely because
those companies recognize that Ireland is a lucrative location that provides an available
workforce that is both educated and English speaking. The booming high-technology businesses
in Ireland have had various impacts on the Irish culture and population. The gargantuan MNCs,
while generating large profits and employing significant numbers of Irish workers, threaten the
livelihood of traditional Irish companies and lead to increased immigration, resulting in marked
diversification of the population. It is estimated that the percentage of foreign-born people living
in Ireland could be as much as 10% (Fischer, 2009).
Education in Ireland
Education in Ireland has evolved due to the rise of globalism. Changes in education
reflect the nation’s need to train a workforce that will be prepared to pursue STEM-related
careers to attract FDI and MNCs. The educational system in Ireland is comprised of three levels,
most commonly referred to as First Level, Second Level, and Third Level. Children in Ireland
are required to attend school from ages 6 through 16 or until they have completed their 3rd year
of Second Level schooling (STEM Education Review Group, 2016).
First-level schools in Ireland typically enroll students from the ages of 4 to 12; preschool
is not mandatory for children ages 4 or 5. First-level schools in Ireland are funded almost entirely
by the Department of Education and Skills, although there are some local costs and the large
majority of first-level schools are operated by the Catholic Church. Traditionally, most first-level
schools in Ireland have been single-sex programs, but this is changing as all new schools are
mandated to enroll both boys and girls (Murray, Smith, & Birthistle, 2003).
GLOBALIZATION AND SCIFEST IN IRELAND 39
Second-level schools in Ireland serve students who are approximately 12 to 18 years old.
Irish students pursue a 3-year program called the Junior Cycle, leading to the Junior Certificate at
age 15. After earning the Junior Certificate, students enroll in Senior Cycle, a 2- or 3- year
program to prepare for the Leaving Certificate Examination. Many schools that offer a 3-year
Senior Cycle provide during the first year a 1-year interdisciplinary course of study that includes
noncredit work experience (Murray et al., 2003).
Colleges, universities, and institutes of technology comprise the third level for Irish
youth. Entrance into third-level schools is gained through a points system based on examination
results. While colleges and universities grant bachelor, master, and doctoral degrees, the
institutes of technology offer vocational training to provide students with entry-level skills
(Murray et al., 2003).
STEM Education in Ireland
Two significant initiatives of the Irish educational system are Innovation 2020 and efforts
to promote gender equality in STEM education and careers. These two initiatives are not only
closely but also are topics of great interest outside of Ireland as nations across the globe compete
to attract or develop skilled workforces that will help them to be viable in a developing global
knowledge economy (Spring, 2009).
Innovation 20/20 is an Irish initiative, described as a strategy designed to propel Ireland
to become a world leader in technology and innovation. The strategy was spearheaded in 2015
by the Irish Minister for Research and Innovation, Sean Sherlock, who led the STEM Education
Review Group, a committee of educators and leaders who evaluated the state of STEM education
in Ireland and made recommendations to help Ireland to become a worldwide STEM leader by
2020 (STEM Education Review Group, 2016). Those recommendations included changes in
GLOBALIZATION AND SCIFEST IN IRELAND 40
teacher preparation and professional development, research-based instructional practices,
improved use of technology by teachers and students, and the promotion of STEM careers.
Equity is the cornerstone of Innovation 2020. Unprecedented student access to STEM
education and specialized and highly trained teacher-experts were the means of guaranteeing this
level of equity. The strategy was designed to help Ireland to rise to prominence in the fields of
creativity and innovation by providing Irish students with high-level opportunities in STEM
education. This increased access was thought to be helpful in achieving long-term growth and
economic viability; in the short term, it was also intended to ensure equity to students by
providing to students, who otherwise might not have had STEM opportunities, unprecedented
access and help to achieve careers in the STEM fields.
Stone (2002) asserted that society is often divided between those who receive
opportunities and services and those who do not. Innovation 2020 seeks to level the playing field
and to provide all students with these opportunities by ensuring what Stone referred to as
horizontal and vertical equity to provide all students with opportunities and to help those who
are traditionally underrepresented to seize these opportunities. Irish leaders have maintained that
this program has the potential to benefit hundreds of thousands of current Irish students and
millions more in the near future, which in turn will significantly benefit the nation.
Social justice programs that seek to provide equity, such as Innovation 2020, often do so
at a cost. Disrupting the status quo is not a smooth process and the pursuit of equity often leads
to increased costs and/or declines in efficiency. It takes additional and deliberate efforts to
change the current situation. To do so often requires new expenditures and redistribution of
resources, as well as additional personnel efforts (Stone, 2002). Most educational expenses are
directed toward payment and professional development for faculty and staff. In this particular
GLOBALIZATION AND SCIFEST IN IRELAND 41
example, many of the additional anticipated costs are related to teacher training and
development. Propelling Ireland to become a leader in innovation and creativity requires helping
students to develop new skills. To do so requires a substantial investment in teacher training.
Developing a new set of skills for incoming teachers and providing effective and ongoing
professional development and retraining for current teachers will come at significant costs.
Although Innovation 2020 appears to be poised to change the trajectory of Ireland by providing
previously unmatched levels of equity and access, doing so will not come at a low price.
Gender Equality in STEM
Innovation 2020 seeks to provide unprecedented access and equity to Irish students who
may not have been exposed to STEM education or opportunities for STEM careers. Ireland is not
very diverse ethnically; many of the equity issues in education, especially as they relate to
student participation in STEM, manifest as gender inequalities (Van Langen, Bosker, & Dekkers,
2006). One of the explicit and urgent goals of Innovation 2020 is to develop a comprehensive
action plan to address gender inequalities in STEM education and careers, as approximately only
25% of people who work in STEM-related fields in Ireland are female (STEM Education Review
Group, 2016).
Once again, equity appears to be the driving force behind Ireland’s push to achieve an
improved gender balance in STEM education and careers. Efforts are necessary to narrow the
significant gap in participation rates by gender. Providing equal opportunity for males and
females may not be enough; equitable distribution of opportunity may require unequal access in
order to eliminate the inequalities (Stone, 2002). It may take stronger efforts, greater advocacy,
and effective outreach to achieve equal status for women in STEM environments (Ireland
Department of Business, Enterprise, and Innovation, 2017).
GLOBALIZATION AND SCIFEST IN IRELAND 42
Increased female participation in STEM environments in Ireland will not only increase
gender diversity in the academic and career fields; it will also increase diversity of ideas. Recent
studies have indicated that increased diversity of ideas is essential for Ireland’s efforts to create
jobs, increase productivity, and reduce poverty (Henriksen et al., 2015). In this sense, equity does
not have to come at the expense of efficiency, as it is believed that increased participation in
STEM by females will increase productivity and creativity. Equity will be good for females and
make good business sense. Smith (2011) took this argument even further as he asserted that,
even though women in Ireland are admitted to universities at a higher rate than men, their low
rate of participation in academically prestigious STEM fields, such as physics and engineering,
can have serious negative repercussions and can damage and even threaten Ireland’s capability
of becoming globally competitive.
All in all, Innovation 2020 and Ireland’s efforts to close the gender participation gap in
STEM education and careers have had and continue to have strong effects on the nation’s future
economic capability. At the core of these closely linked initiatives are sometimes competing
issues relating to equity and efficiency.
Theoretical Frameworks
Six foundational sources served as the theoretical frameworks for this study. The first of
the six works that comprised the theoretical framework was Friedman’s work, originally
published in 2007 and entitled The World Is Flat: A Brief History of the Twenty-First Century,
which describes the flattening phenomenon and how recent developments in the expansion of the
Internet and social media instantly connect people across the globe. It is important to understand
that Friedman’s view of globalization deals with three distinct eras and the unique forces of
change within each era that distinguishes it from the other eras. His first proclaimed era of
GLOBALIZATION AND SCIFEST IN IRELAND 43
globalization, beginning with the travels of Christopher Columbus and lasting until
approximately 1800, represented a shrinking of the vast world marked by intercontinental travel
and the exploitation of developing countries by richer and more powerful nations. The second
era of globalization, lasting for approximately 200 years, was characterized by innovations that
changed the way in which countries interacted and conducted business. The industrial revolution,
as it coincided with improvements in travel made possible by railroads and steamships,
capitalized on newfound abilities to mass produce and ship goods and products to vast markets.
The current era of globalization, coined Globalization 3.0 by Friedman, is characterized by the
growth of the Internet and social media that give individuals and large organizations the ability
to instantly connect, share ideas, and conduct business on a worldwide basis.
Spring’s theories of how globalization impacts education were extremely relevant to this
study. His book, titled Globalization of Education and originally published in 2009, presents
theories pertaining to how globalization and educational policies and issues have been
intertwined in a thriving knowledge economy. Most important were his ideas relating to the
importance of education to a nation’s economic viability as investments in education are more
likely to help that country to compete in the evolving and extremely competitive global
economy. Education then becomes an investment in human capital leading to economic growth.
His ideas about global migration, sometimes referred to as brain circulation or brain drain,
explain how countries become economically richer or poorer depending on their ability to attract
or lose educated, creative, or highly skilled workers. This view of migrating ideas lends itself to
the embracing of global citizenship as opposed to a worker being limited to the opportunities that
exist in their native land.
GLOBALIZATION AND SCIFEST IN IRELAND 44
Wagner’s 2008 study, The Global Achievement Gap, described the gap between what
skills are needed in order to work and contribute in today’s global economy and what is actually
taught and tested in the schools. His description of the 21st-century skills–termed the four C’s
(critical thinking, communication, collaboration, and creativity), which would enable a person to
contribute in the rapidly evolving workforce and global economy, played a significant role in this
study. His perspective about the shortcomings of the educational system in prioritizing the
development of these 21st-century skills was key to understanding the significance of the study.
Bolman and Deal’s work from 2008, Reframing Organizations: Artistry, Choice, and
Leadership, is an important text exploring how the dynamics of leadership affect the change
process. The discussion of the four frames of leadership (i.e., structural, human resource,
political, and symbolic) is important to understanding how school and community leaders
collaborate to create new and meaningful learning opportunities for students. This theoretical
framework was key to understanding the progression of the Irish educational system as leaders
explored changes in curriculum, including the infusion of STEM-based and inquiry based-
learning activities such as increased student participation in SciFest.
One of the four research questions focused exclusively on gender inequalities in the Irish
educational system, as females are traditionally underrepresented in high-level STEM courses
and careers. Gender equality and the importance of increasing female students’ interest in and
access to STEM fields were buttressed by Acker’s (1987) ideas in Feminist Theory and the Study
of Gender and Education. Her theories outline three perspectives of feminism and their
application to education. Concepts relating to liberal feminism pertain to providing equal
educational opportunities for females and a breakdown of the traditional gender roles. Social
feminism focuses on the traditional role of the educational system that works to perpetuate
GLOBALIZATION AND SCIFEST IN IRELAND 45
gender gaps and channel females into lower-paying career sectors. The third framework, relating
to radical feminism, focuses on the pervasive oppression of females and the conscious denial of
knowledge and power for women. Her framework was important to understanding the
signficance of ensuring that female students are represented in high-level STEM courses and
careers.
Finally, Slough and Milam’s (2013) Theoretical Framework for the Design of STEM
Project-Based Learning was the last of the six works that comprised the theoretical frameworks
for this study. The authors theorized that the utilization of PBL learning within a STEM
environment could lead to increased student engagement, achievement, and development of 21st-
century skills under the right conditions. The four essential design principles are (a) providing
content that is accessible to students, (b) making thinking visible, (c) allowing for collaborative
learning, and (d) promoting autonomy and lifelong learning. Understanding these four concepts
was key to identifying effective PBL models in Ireland.
Chapter Summary
“In summary, a familiarity with previous research and theory in the area of study is
necessary for situating your study in the knowledge base of the field” (Merriam & Tisdell, 2016,
p. 95). This literature review explored research in the following broad topics: globalization,
education reform, the historical and political overview of Ireland, and education in Ireland. The
research team incorporated the following six conceptual frameworks for this particular study: (a)
Friedman’s (2007) flattening theories related to globalization, (b) Spring’s (2008) construct of
the way that globalization impacts education, (c) Wagner’s (2008) description of 21st-century
learning skills, (d) Bolman and Deal’s (2008) leadership frames, (e) Acker’s (1987) theories
GLOBALIZATION AND SCIFEST IN IRELAND 46
relating to gender and education, and (f) Slough and Milam’s theoretical framework for the
design of inquiry-based instructional strategies in STEM environments.
GLOBALIZATION AND SCIFEST IN IRELAND 47
Chapter 3: Methodology
Chapter 2 reported the gradual economic evolution that occurred in Ireland over the past
couple of centuries. leading to the stark changes brought about by the advancement of globalism,
FDI, and the bustling MNCs following the Celtic Tiger era (McCourt, 2004). This dissertation
explores how globalism is manifested in Ireland and how student participation in SciFest, student
acquisition of 21st-century learning skills, and the use of PBL in a STEM environment
contribute to female student interest in STEM and to the changing education system in Ireland.
The purpose of this chapter is to describe the research methodology used for this case study. The
chapter identifies the sample studied, including the setting and participants. The data collection
process is explained, and a description of the instruments and protocols used to collect data is
provided. Consideration of the limitations and delimitations of the study, as well as issues
relating to credibility, trustworthiness, and ethics conclude the chapter.
Purpose of the Study
The purpose of this study was to understand the influence of globalization and
educational policy on the development of 21st-century skills through implementation of STEM
education and inquiry-based instructional practices, such as PBL, and student participation in
science competitions. The study examined how participation in SciFest prepares students for the
Leaving Certificate Examination and influences school leadership practices, female interest in
STEM courses, and stakeholder perceptions of the value of SciFest.
Research Questions
The inquiry process is guided by research questions in order to focus on what is desired
to be learned (Maxwell, 2013). This inquiry was guided by the research questions to use a
GLOBALIZATION AND SCIFEST IN IRELAND 48
qualitative approach to collect feedback and data from secondary students, parents, educators,
and business and policy leaders in Ireland. According to Maxwell (2013),
The research questions are not the starting point or controlling piece of the design, to
which all other components must conform. Instead, they are at the center of the design;
they are the heart, or hub, of the model, the component that connects most directly to all
of the other components. They not only have the most direct influence on the other
components, but are also the component most directly affected by the others; they should
inform, and be sensitive, to all of the other components. (p. 4)
The following four research questions guided the study:
1. How do schools engage in SciFest while preparing students for the Leaving Certificate
Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/
university professors, and MNCs have regarding the value of student participation in SciFest?
Research Design
The qualitative style of research employs methods “in which designs are flexible rather
than fixed, and inductive rather than following a strict sequence or derived from an initial
decision” (Maxwell, 2013, p. 2). With the researcher as the primary instrument to collect and
analyze data, this study is designed to be an inductive investigation undertaken to collect a rich
description of the events and subjects involved in the setting of the study (Merriam, 2009). The
inductive design of a qualitative study involves authentic observations conducted in natural
GLOBALIZATION AND SCIFEST IN IRELAND 49
settings, as well as interviews with participants who can provide narrative description of their
experiences, personal observations, and thoughts (Merriam, 2009). The qualitative research study
is meant to be a process in which the researcher and the participants interact to discover data that
leads to a deeper understanding of what is to be learned from the study.
Data that emerge during a qualitative study are varied and plentiful. According to Barney
Glaser,
All is data . . . what is going on in the research scene is the data, whatever the source,
whether interview, observation, documents, in whatever combination. It is not only what
is being told, how it is being told and the conditions of its being told, but also the data
surrounding what is being told. (as cited in Maxwell, 2013, p. 87)
This study utilizes classic qualitative data collection tools, such as observations and
interviews, with secondary students, parents, educators, and business and political leaders; some
limited quantitative measures were also employed. “Quantitative research uses statistical
methods to show relationships between variables, whereas qualitative research relies on
observation and written description” (McEwan & McEwan, 2003, p. 20). The two methodologies
do not have to be contradictory, and they can actually be complementary. This study, although
largely qualitative, employed surveys to gather limited quantitative data. Data collection using
surveys allows the researcher to collect more data than could be easily observed. Survey data
were used in conjunction with the qualitative data to provide a wider perspective in addressing
the four research questions.
The case study approach is a
design of inquiry found in many fields, especially in evaluation, in which the researcher
develops an in-depth analysis of a case, often a program, event, activity, process, or one
GLOBALIZATION AND SCIFEST IN IRELAND 50
or more individuals. Cases are bounded by time and activity, and researchers collect
detailed information using a variety of data collection procedures over a sustained period
of time. (Creswell, 2014, p. 14)
The case study approach was used in this study to learn about how the Irish economy and
education systems have been transformed over time. The descriptive aspects of the qualitative
case study will allow the researcher to understand how the Irish economic and educational
systems evolved over time.
A conceptual framework can be defined as a body of “interlinked concepts that together
provide a comprehensive understanding of a phenomenon or phenomena. The concepts that
constitute a conceptual framework support one another, articulate their respective phenomena,
and establish a framework-specific philosophy” (Jabareen, 2013, p. 51). Using a conceptual
framework helps a researcher to connect data and findings of the study to established beliefs and
theories. The research team incorporated the following six conceptual frameworks for this study:
(a) Friedman’s (2007) flattening theory related to globalization, (b) Spring’s (2008) construct of
how globalization influences education, (c) Wagner’s (2008) description of 21st-century learning
skills, (d) Bolman and Deal’s (2008) leadership frames, (e) Acker’s (1987) theories relating to
gender and education, and (f) Slough and Milam’s (2013) framework for the design of inquiry-
based instructional strategies in STEM environments.
Research Team
The research team for this study is comprised of 13 doctoral students from the Rossier
School of Education at the University of Southern California (USC), with Dr. Michael Escalante,
a USC professor, serving as the lead researcher and supervisor. All 13 doctoral students,
professional education leaders in various California school districts, collaborated in a thematic
GLOBALIZATION AND SCIFEST IN IRELAND 51
dissertation cohort to develop common research questions, problem statements, conceptual
frameworks, and data collection instruments. While each cohort member conducted a unique
case study for a specific secondary school in Ireland, all members visited schools involved in the
study in groups of two and three to provide mutual support. In order to collect a wider variety of
data and to obtain a broader perspective of how science fairs, student acquisition of 21st-century
learning skills, and the Irish education system are affected by globalization, FDIs, and MNCs,
the research team pooled collected data. The collaborative nature of the study entails that some
information and ideas presented in this dissertation are similar to those reported by other
members of the research team.
Sample and Population
This study is set in various locations in Ireland, including 13 secondary schools in or near
the cities of Dublin and Cork. Other natural settings in which this study will occur are various
MNC headquarters in Ireland and a SciFest competition at the Cork Institute of Technology.
Purposeful and convenient sampling methods are best utilized to solicit data from persons
who are in the best position to provide data that will “best help the researcher understand the
problem and the research questions” (Creswell, 2014, p. 189). For this study, the research team
worked with Sheila Porter, the Chief Executive Officer (CEO) of SciFest, to select schools,
educators, and political and industry leaders who participate in or are affiliated with SciFest.
Participating schools were initially contacted by SciFest leadership, Sheila Porter and George
Porter, and each doctoral student followed up by sending a recruitment letter to the principal of
his or her assigned school (see Appendix A). It is important to secure all other necessary
permissions prior to beginning the study (Creswell, 2014).
GLOBALIZATION AND SCIFEST IN IRELAND 52
The research team of doctoral students, led by Dr. Escalante, traveled to Ireland in April
2018 to conduct observations and interviews, administer surveys, and review authentic
documents and audio-visual materials that are relevant to the study. The research team visited
secondary schools and political and business leaders in order to understand how students and
educators prepare for SciFest and how they perceive the value of this preparation and experience.
The research team also visited a SciFest competition at the Cork Institute of Technology in order
to observe that event and to interview and survey participants and others in attendance.
Instrumentation
The researcher of a qualitative study is a key instrument in the study and “is typically
involved in a sustained and intensive experience with participants” (Creswell, 2014, p. 187).
Under the guidance of their dissertation chair, the 13 doctoral students who formed the research
team for this study meticulously planned, prepared, and reviewed the design of their studies in
order to improve consistency and reduce errors involved in data collection. This collaborative
process ensured that the data collected by each researcher would be consistent with the data
collected by the other researchers and, combined, would lead to emergence of thick and rich data
to assist in understanding how globalism and science fair competitions interact to influence Irish
education practices. Interviews, observations, and surveys were the main types of data collected
and the research team collaboratively prepared distinct instrument protocols for each actor
involved in the study. The instrumentation employed by the research team was comprised of five
interview protocols, two observation protocols, and four survey protocols. All of the protocols
utilized by the research team were approved by the USC Institutional Review Board (IRB) in
March 2018 (Study ID# UP-18-00119).
GLOBALIZATION AND SCIFEST IN IRELAND 53
Data Collection
The protocols for the interviews, surveys, and observations were carefully aligned to the
research questions (Tables 1 and 2). Specifically, the instruments allowed the research team to
understand how schools in Ireland prepare secondary students for SciFest and for the Leaving
Certificate Examination, the influence of school leadership, how participation in SciFest
influences female student interest in STEM courses, and the perceived value of student
participation in SciFest. The research team collaboratively designed the protocols for the
interviews, surveys, and observations and aligned them to the study’s research questions and
conceptual frameworks before they were reviewed by SciFest CEO Sheila Porter and SciFest
Chief Financial Officer (CFO) George Porter.
As is commonly done in qualitative research, the research team used multiple methods to
collect data. Triangulation involves collecting data using various methods to determine whether
the various types of data support or verify one another (Maxwell, 2013). The research team
employed this strategy to increase the internal validity of the study.
Interviews
Interviews focus on “a process in which a researcher and participant engage in a
conversation focused on questions related to a research study” (Merriam & Tisdell, 2016,
p. 108). Interviews help a researcher to learn things—thoughts, feelings, and beliefs of the
participants—that cannot be easily observed (Patton, 1987). Interviews were a vital part of this
study to help the research team learn more about the topics addressed in the research questions.
The interview protocols were developed collaboratively by the research team and
semistructured to allow for a certain measure of consistency among answers but also to provide
leeway for interviewees to expand on their answers and provide rich descriptions. Because the
GLOBALIZATION AND SCIFEST IN IRELAND 54
Table 1

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

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

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

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

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

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

research team’s visit to Ireland was of a short duration, it was important to the team to ensure
that interviewees would have ample opportunity to elaborate on their answers. Interview
protocols were aligned to the conceptual frameworks and to the research questions. Similar but
subtly distinct, interview protocols were developed for each of the following groups: political
leader/educational policy maker (Appendix B), business and industry leader (Appendix C),
school leader (Appendix D), teacher (Appendix E), and student and parent (Appendix F).
Observations
Observations by researchers are an effective method for collecting data about the
behavior and activities of the actors in a qualitative study (Creswell, 2014). The research team
GLOBALIZATION AND SCIFEST IN IRELAND 55
Table 2
Alignment of Survey Protocols to Research Questions (RQs) and Theoretical Frameworks

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

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

sought additional types of data to triangulate to recognize themes and patterns as they emerged
during the course of the study. Observations allow a researcher to obtain a first-hand account of
what is happening in the natural setting of the study (Merriam & Tisdell, 2016). The research
team collaboratively designed a classroom observation protocol (Appendix G) and a SciFest
observation protocol (Appendix H) that, like the interview protocol, were structured to provide
consistency but open enough to allow the researcher to add narrative or description of what was
being observed.
GLOBALIZATION AND SCIFEST IN IRELAND 56
Surveys
Surveys, if used effectively, can provide reliable and useful data in a qualitative study
(Creswell, 2014). Self-administered questionnaires were utilized by the research team as an
effective way to obtain data from a larger sample of participants during the short window of the
visit to Ireland. The data obtained from the surveys, in conjunction with the data gathered during
the interviews and observations, was essential to help the research team to triangulate data to
obtain a clear set of findings in order to address the research questions.
Similar to what was created for the interviews, surveys were collaboratively created by
the research team for each of the groups of participants as follows: school administrators and
teachers (Appendix I); political leaders, business leaders, and policy makers (Appendix J);
parents (Appendix K); and students (Appendix L). Electronic surveys were sent via email to the
education and business leaders in advance of the visit and disseminated prior to the arrival of the
research team; in addition, research team members worked collaboratively with school and
community leaders to administer the surveys, electronically and by paper and pencil, during the
research visit.
When the research team arrived in Ireland, the purpose and methods of the study were
disclosed to potential participants in order for them to have the necessary information to be able
to decide if they wanted to consent to participate. Adults, primarily educators, business and
political leaders were given an Information/Fact Sheet for Exempt Nonmedical Research
(Appendix M) that disclosed the purpose of the study, the extent of the involvement of
participants, potential risks and discomforts, alternatives to participation, potential benefits to
participants and/or society, payment/compensation for participation, investigator contact
information, and IRB contact information. Similarly, parents and students received a consent and
GLOBALIZATION AND SCIFEST IN IRELAND 57
assent form, respectively, containing similar relevant information (see Appendices N and O).
The authorized agents who operate the sites visited where data were collected were also asked to
complete a Research Site Permission Letter (Appendix P), which was necessary to grant
permission for the research team to collect data.
Data Analysis
The 13 doctoral students who comprise the research team for this study pooled data in
order to obtain a broad perspective as guided by the research questions. Even so, each researcher
was independently responsible for acting as the lead researcher at one specific school and as the
support researcher at another school. Similarly, the research team members shared the load in
observing, interviewing, and surveying off campus. This group and individual accountability
made it imperative for the researchers to be consistent not only in how they collected data but in
how they analyzed and coded data after they returned from Ireland.
One of the key aspects to successful data analysis is to begin an ongoing process of
categorizing and analyzing data while collecting the data, allowing themes to emerge (Merriam
& Tisdell, 2016). Inductively and as informed by the literature, the research team established a
priori codes to categorize expected data into thematic units.
Credibility and Trustworthiness
Creswell (2014) noted that the standard for determining credibility and trustworthiness
for qualitative research is much discussed and recommended strategies to help a researcher to
ensure validity. The designated strategies that were utilized in this study included triangulation,
member checking, and using a rich, thick description. Triangulation—the use of multiple sources
of data to compare or cross-check data—was definitely the most widely used measure to ensure
internal validity (Merriam & Tisdell, 2016). Use of interviews, observations, and surveys
GLOBALIZATION AND SCIFEST IN IRELAND 58
assisted in incorporating this strategy. Member checking—the process of having participants
determine the accuracy of findings—was also beneficial in the final stages of the study
(Creswell, 2014). Reviewing the major findings with the SciFest founders, for example, was a
productive measure to improve trustworthiness. Finally, the use of detailed narrative to develop a
rich, thick description strengthened the credibility of the study.
Ethics
Credibility and trustworthiness are tied to ethical considerations to the extent that,
“ultimately, for better or worse, the trustworthiness of the data is tied directly to the
trustworthiness of those who collect and analyze the data—and their demonstrated competence”
(Patton, 2015, p. 706). To assist the research team in developing credibility and understanding
the various ethical considerations involved with undertaking a study of significant magnitude,
each member of the research team individually completed the required online modules of the
university’s Collaborative IRB Training Initiative. Each member also participated in the
university’s IRB process and received approval from that body prior to contacting schools in
Ireland. In compliance with the IRB mandates, the research team met all requirements and
timelines in establishing protocols that ensured that data collection instruments would not only
cause no harm but would protect participant’s privacy and confidentiality.
Chapter Summary
This chapter described the methods used for this case study, including a description of the
study design. The sample to be studied and the data collection process were described.
Instruments and protocols to be used to collect data were reviewed, as well as issues relating to
credibility, trustworthiness, and ethics.
GLOBALIZATION AND SCIFEST IN IRELAND 59
Chapter 4: Findings
This chapter presents the results of the data analysis and the findings of the study. The
data were collected and subsequently analyzed as they related to the study’s four research
questions posited in Chapter 1. This chapter is divided into seven sections: (a) restatement of the
purpose of the study, (b) restatement of the study’s research questions, (c) review of the
theoretical frameworks, (d) review of the characteristics of the feature school of the study and the
other schools in the study, (e) description of the study’s participants, (f) report of the findings,
and (g) summary of the chapter.
Purpose of the Study
For the great majority of Ireland’s history, the country’s economic prosperity was closely
tied to the success of the agricultural industry. The devastation that accompanied the potato
famine (1845–1851), marked by the loss of approximately 20% of the population due to death or
emigration, demonstrated the dangers of a country being reliant on any one industry. The
subsequent resurgence of the island nation during the prosperous times of the Celtic Tiger era of
the 1990s set the stage for the current state of Ireland as MNCs invested heavily in high-
technology industries in Ireland. FDI in Ireland appears to have had a significant impact on the
economic state of the nation. In turn, the national workplace and the educational system have
been challenged to keep pace with these changes as Ireland has moved to become less reliant on
agriculture and has embraced science and technological industries (Fischer, 2009).
The purpose of this study was to understand the influence of globalization and
educational policy on development of 21st-century skills through implementation of STEM
education and inquiry-based instructional practices, such as PBL, and student participation in
science competitions. The study examined how participation in SciFest prepares students for the
GLOBALIZATION AND SCIFEST IN IRELAND 60
Leaving Certificate Examination and influences school leadership practices, female interest in
STEM courses, and stakeholders’ perceptions of the value of SciFest as students prepare to
compete in the 21st-century workforce. The six theoretical frameworks that guided this study
were (a) Friedman’s (2007) framework of globalization, (b) Spring’s (2009) global educational
culture, (c) Wagner’s (2008) 21st-century learner outcomes, (d) Bolman and Deal’s (2008) four
frames of leadership, (e) Acker’s (1987) Western feminist theoretical frameworks, and (f) Slough
and Milam’s (2013) design principles for STEM and PBL. Each of these six frameworks helped
to clarify how all of the factors in the study interacted and, coupled with participation in SciFest,
resulted in the findings presented in this chapter.
Research Questions
Four research questions were used to guide this study:
1. How do schools engage in SciFest while preparing students for the Leaving Certificate
Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/
university professors, and MNCs have regarding the value of student participation in SciFest?
Participants and Featured Schools of the Study
This study was a research collaboration by 13 doctoral students from the Rossier School
of Education at the University of Southern California. All 13 doctoral researchers were public
school district administrators who worked in or near the central Los Angeles area. The group of
doctoral students worked under the leadership of Michael Escalante, EdD, professor at the
GLOBALIZATION AND SCIFEST IN IRELAND 61
University of Southern California and retired public school teacher, principal, and
superintendent. Over a 2-year period, the group met an average of twice monthly to collaborate,
receive instruction and guidance, and select and discuss the six theoretical frameworks that
would be instrumental to the undertaking of the study. The co-investigators and the dissertation
chairperson communicated frequently with the SciFest of Ireland CEO Sheila Porter and CFO
George Porter by email, telephone, telecommunications software, and an in-person conference
when the SciFest leadership visited Los Angeles for an international science fair. These
interactions proved invaluable as the SciFest leaders not only provided the co-investigators a
conceptual understanding of the state of education in Ireland but also facilitated the visits to the
secondary schools in Ireland by the group of doctoral students.
With the help of the SciFest leadership, each of the 13 doctoral students served as the
lead researcher to focus on collecting data to conduct a case study at one specific secondary
school in Ireland. Each doctoral student also collaborated closely with a partner doctoral student
in collecting data at the partner’s chosen secondary school in Ireland. All 13 co-investigators
used the same four research questions to ground their case study and utilized the same protocols
to govern their surveys, interviews, and observations. This ensured that the collected data would
be consistent and that each researcher could compare his or her specific case study, represented
by the school featured in that study, to the data collected at the other 12 secondary schools. This
type of convergent parallel study led to similarities among the dissertations of the co-
investigators; however, each researcher reported results that were specific to the assigned and
featured secondary school.
Maintaining confidentiality and anonymity of research participants is central to “ethical
research practice in social research” (Crow & Wiles, 2008, p. 2). The co-investigators agreed to
GLOBALIZATION AND SCIFEST IN IRELAND 62
take precautions, such as the use of pseudonyms for participants and locations of the research
(Crow & Wiles, 2008) to protect the confidentiality and anonymity of the participants, including
the schools featured in the study and the students and staff at those schools. For this purpose, the
school featured in this case study was assigned the pseudonym St. Josephine’s Secondary School
(SJSS).
SJSS is an all-girls Catholic school located in an affluent suburb in County Dublin. The
school was founded more than 50 years ago as one in a worldwide network of schools founded
by a Catholic missionary on the principles that academic excellence should be combined with a
strong sense of moral and social responsibility. To that extent, education in the school is steeped
in Gospel values. The staff of SJSS prepares approximately 350 girls, ages 12 to 19, for the
Junior Certificate and the Leaving Certificate, with a 6-year curriculum. Girls spend the first 3
years preparing for the Junior Certificate Programme. The fourth year is a Transition Year
Programme in which the girls participate in work experience or community care. The final 2
years are spent in preparation for the Leaving Certificate Programme. The other 12 secondary
schools in the study were diverse, located in a range of diverse affluent, middle-class, and high-
poverty neighborhoods in County Dublin and County Cork. In all, two schools served boys only,
five schools served girls only, and six schools were coeducational, serving boys and girls.
This study utilized three types of data collection: surveys, interviews, and observations.
The specific research study analyzed data collected from students, staff, and parents at the
featured school, SJSS, and compared the data collected from the featured school to the data
collected by the co-investigators at the 12 schools featured in their research studies. In addition,
all 13 co-investigators interviewed and surveyed students, staff, and leaders of MNCs and shared
those data. Table 3 summarizes the participants of the study.

GLOBALIZATION AND SCIFEST IN IRELAND 63
Table 3

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

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

Students
35 students SJSS Interviews
97 students SJSS Surveys
1,295 students All schools in the study Surveys, Interviews

Parents
3 parents SJSS Interviews
33 parents SJSS Surveys
76 parents All schools in the study Surveys, Interviews

Teachers/administrators
5 teachers/administrators SJSS Interviews
11 teachers/administrators SJSS Surveys
92 teachers/Administrators All schools in the study Surveys, Interviews

Business leaders: 19 leaders Various organizations Surveys, Interviews

Political leaders, educational
policy makers: 12 Various organizations Surveys, Interviews

Note. SJSS = St. Josephine’s Secondary School, pseudonym for researcher’s assigned school.

Findings: Research Question 1
Research Question 1 asked, How do schools engage in SciFest while preparing students
for the Leaving Certificate Examination? The intent of this question was to determine how
secondary schools in Ireland simultaneously prepare students to compete in SciFest and also for
the Leaving Certificate Examination. Secondarily, the research question and discussion about it
delved into whether participation in SciFest had a positive effect, negative effect, or no effect on
student preparation for the Leaving Certificate Examination. A review of the data supported
three findings related to this research question.
GLOBALIZATION AND SCIFEST IN IRELAND 64
● Theme 1: At SJSS, students agreed that teachers, school leaders, and parents encourage
participation in SciFest in preparation for the Leaving Certificate Examination. This
finding for SJSS was similar to the findings for all schools in the study.
● Theme 2: The students and staff at SJSS agreed that having students participate in SciFest
during their first year causes no conflict between SciFest and test preparation.
● Theme 3: The students and staff at SJSS agreed that participation in SciFest prepares
students for the Leaving Certificate Examination, as well as for other courses of study.
Theme 1
Theme 1 was that students at SJSS agreed that teachers, school leaders, and parents
encourage participation in SciFest in preparation for the Leaving Certificate Examination. A
review of the data indicated that students at SJSS agreed that the adults whom they encounter at
school and at home encourage them to participate in SciFest and to prepare for the Leaving
Certificate Examination. This finding for SJSS was consistent with the findings from the other
schools in the study. Student survey data shown in Table 4 shows that students at SJSS strongly
agreed that they are encouraged by school staff and by their parents to participate in SciFest to
prepare them to do well on the Leaving Certificate Examination.
Data in Table 4 indicate that 57% of students surveyed at SJSS strongly agreed that
participation in SciFest helps to support their success on the Leaving Certificate Examination,
compared to only 15% of the SJSS, who strongly disagreed with this statement. These numbers
were consistent across all schools in the study, with 63% strongly agreeing and only 12%
strongly disagreeing with the premise.
Data in Table 5 indicate that 62% of students surveyed at SJSS agreed that teachers at their
school encourage participation in SciFest in order to support their success on the Leaving
GLOBALIZATION AND SCIFEST IN IRELAND 65
Table 4

The School Leadership at My School Encourages Participation in SciFest to Support Student
Success on the Leaving Certificate Examination: St. Josephine’s Secondary School (SJSS)
Students and All Students

Response categories SJSS students (n = 81) All students (n = 1,182)

Strongly Agree/Agree 57% 56%
Neutral 22% 23%
Disagree/Strongly Disagree 16% 13%
Don’t Know 5% 8%

Table 5

Teachers Encourage Participation in SciFest activities to Support Student Success on the
Leaving Certificate Examination: St. Josephine’s Secondary School (SJSS) Students and All
Students

Response categories SJSS students (n = 81) All students (n = 1,187)

Strongly Agree/Agree 62% 63%
Neutral 22% 23%
Disagree/Strongly Disagree 15% 12%
Don’t Know 1% 5%

Certificate Exam and that 63% of students surveyed at all of the schools agreed with the same
statement. Only 15% of the SJSS students surveyed disagreed, along with only 12% disagreeing
from all the schools included in the study.
GLOBALIZATION AND SCIFEST IN IRELAND 66
Interviews with the students also supported this finding, as students were eager to talk
about how the learning experience of participating in SciFest simultaneously aided them in their
preparation for the Leaving Certificate Examination. One strategy to facilitate this dual
preparation is for the student to select a specific SciFest project that incorporates the curriculum
that will be found on the Leaving Certificate Examination. During an interview, a fifth-year
student commented on this strategy by saying that students can prepare for both by “each picking
a topic that’s on the curriculum and making a project based around that” (interview, April 16,
2018). Another student commented that this strategy will help to blend preparation for SciFest
and the Leaving Certificate Examination.
Data shown in Table 6 indicate that, although staff at the 13 schools featured in this study
agreed that school leaders work with teachers to align SciFest activities with the Leaving
Certificate, this belief was not as strong at all of the schools. For example, 89% of the staff
surveyed at SJSS strongly agreed with this statement, while 11% were neutral. None of the staff
surveyed at SJSS disagreed in any way. Opinions across all 13 schools featured in this study
were positive, but not as resounding as 43% who strongly agreed, compared to the 16% who
strongly disagreed. Although the 43% who strongly agreed were in the majority, a larger number
of staff were undecided, as 30% answered Neutral and 11% answered Don’t Know.
SJSS teachers’ statements during interviews supported this finding, as one teacher
remarked that a good strategy “would be to tailor their projects to something that would be
relevant to their exams” (interview, April 16, 2018). Another teacher at the school stated that the
SciFest experience adds depth and breadth to a student’s learning. “It helps them to go a little bit
beyond the curriculum as well because they’re gonna be doing much more research than what is
going to be in the book itself or even what’s on the state exams” (interview, April 16, 2018).
GLOBALIZATION AND SCIFEST IN IRELAND 67
Table 6

School Leadership Works With Teachers to Align SciFest activities With the Leaving Certificate
Examination: St. Josephine’s Secondary School (SJSS) Staff and All Staff

Response categories SJSS staff (n = 9) All staff (n = 80)

Strongly Agree/Agree 89% 43%
Neutral 11% 30%
Disagree/Strongly Disagree 0% 16%
Don’t Know 0% 11%

Theme 2
Theme 2 was that the timing for participation in SciFest can be strategically placed in
order to minimize conflicts with student preparation for the Leaving Certificate Examination.
Another strategy that secondary schools in Ireland use to simultaneously facilitate participation
in SciFest and preparation for the Leaving Certificate Examination is to strategically place the
students’ SciFest experience during times when preparation for the Leaving Certificate
Examination is not as intense. A review of the data revealed the second finding, that the students
and staff at SJSS agreed that having students participate in SciFest during their first year causes
no conflict between SciFest and test preparation. A fifth-year student remarked,
The first year, we were doing our [SciFest] projects and we didn’t really have the big
exams to prepare for. . . . I think they do [SciFest] the first year so we can concentrate on
it and so it’s not like during the third year when we are doing our state exams. (interview,
April 16, 2018)
GLOBALIZATION AND SCIFEST IN IRELAND 68
Teachers and the leadership at SJSS agreed that students are best served by participating
in SciFest during the less critical examination preparation times. The Deputy Principal of SJSS
stated,
The way we run SciFest at this school, we run it at the end of their first year. So that’s the
first year of their secondary education, so they would be typically age 13-14. So they
would be two years away from the formal state exam that would take place at the end of
their third year. At that age, you really wouldn’t be talking specifically to the girls so
much about the state exams. (interview, April 16, 2018)
Many Irish secondary schools, such as SJSS, offer students what is referred to as a
Transition Year Programme during the fourth year. This sometimes serves as a chance for
students to refocus, get work experience, or complete other enriching activities immediately after
completing the Junior Certificate Programme and prior to beginning the 2 years of intense
preparation for the Leaving Certificate Examination. Other Irish secondary schools involved in
this study use this transition year as a time for students to participate in SciFest without
compromising their preparation for the state examinations. “Our students can choose to do a
number of things during their Transition Year, such as SciFest, interning, or volunteering in the
community. It is a time for them to have choices and chances to grow” (interview, April 17,
2018).
Theme 3
Theme 3 was that student participation in SciFest helps to prepare students for other
courses. Not only do students and staff agree that participation in SciFest helps students to
prepare for the Leaving Certificate Examination; the third finding related to this research
question is that the students and staff at SJSS agreed that participation in SciFest prepares
GLOBALIZATION AND SCIFEST IN IRELAND 69
students for other courses of study as well. One SJSS teacher commented that the SciFest model
is a newer form of learning that is more relevant to students than what they experience on the
Junior Certificate Programme. She commented, “I think now with the new [focus], the Junior
Certificate has changed. We are using an aging curriculum. So the topics themselves are less
relevant. So SciFest is probably actually more critical” (interview, April 16, 2018). The same
teacher talked about how SciFest provides learning experiences that will help students in other
coursework and prepare them for what they need to do in the future.
I think SciFest will certainly be a better way of doing. I think it will help in their
coursework, certainly. They’ll do SciFest their first year and they’ll do their CBA
[Classroom-Based Assessment] their second year and when they do their CBA, they will
already have that preparation from the first, so I think it can’t do anything but help them
with their future. (interview, April 16, 2018)
Another SJSS teacher added that the skills that students learn in SciFest are valuable to
their development as thinkers and problem solvers.
Things like communication, community, literacy, which obviously will be important, and
the research. They are better to do research. All of those things are assessed indirectly
and they are gone now so, all of those things come to play in SciFest. (interview,
April 16, 2018)
The same teacher elaborated about the importance of students learning how to conduct research
and how individual research is a key component of SciFest. When asked whether any of the
learning activities involved in SciFest help students to prepare for other coursework, she replied,
The research. The first thing they are told when they choose their topic, they make their
hypothesis and then they start their research. Then they plan and carry out their
GLOBALIZATION AND SCIFEST IN IRELAND 70
experiments. Then they analyze their data and draw their conclusions. So from that point
of view, they’re learning the scientific method. They’re learning ways of doing things.
They’re learning all about variables, controls, and ways of presenting information
graphically. . . . It’s all inquiry-based. (interview, April 16, 2018)
Observations Relating to Research Question 1
The findings for this study were based largely on analysis of data that were collected via
surveys, interviews, and observations. Although observation data were used to triangulate,
verify, and support the data collected via surveys and interviews, the observation data were the
most inconsistent of the three types of data, as some observations supported the findings for this
study while others were inconclusive. Four classroom observations were conducted in STEM
classrooms at SJSS during the spring 2018 visit. During one such visit to a biology class, the
second-year students were engaged in an activity that would support both preparation for SciFest
and the Leaving Certificate Examination as they worked collaboratively in groups of three and
four to complete a laboratory activity in which they were investigating how yeast grows on leave
samples in order to understand how plants reproduce. This learning activity will help to prepare
students for the Leaving Certificate Examination, as understanding plant reproduction will assist
them to understand other important foundational biological concepts. The learning activity will
also help to prepare students for SciFest participation as the lesson mimics the SciFest cycle and
incorporates all four of the 21st-century skills. Students work collaboratively to complete the
laboratory activity and to compose the lab report. The next steps include them continuing to
work in small teams to create and present their findings to classmates.
Another classroom observation in a chemistry class was not as fruitful and did not
support to the findings of this study. During this observation, third-year students sat in traditional
GLOBALIZATION AND SCIFEST IN IRELAND 71
rows of desks and took notes for the entire class period while the teacher lectured about the
atomic structure of various elements. While the information presented was important for the
students to learn in order to progress in chemistry and the higher-level science courses, the
teaching methods utilized by the instructor were traditional and not aligned with the position that
STEM education can prepare students to compete in a dynamic global workplace. It should also
be noted that SJSS is termed an iPad school, where every student is issued an iPad to assist in
learning and to advance technological expertise but no student was observed to use the iPad
during any instructional time during the observations for the purposes of this study.
Summary Discussion for Research Question 1
Secondary students in Ireland must score well on the Leaving Certificate Examination in
order to gain admission to third-level school system comprised of colleges, universities, or
institutes of technology. It is therefore incumbent that secondary schools in Ireland prepare
students to be successful on this high-stakes examination. In addition to preparation for the
Leaving Certificate Examination, it is evident that the teachers and administration at the 13
schools featured in this research study agreed that student participation in SciFest is beneficial
for students. Three themes were identified in the discussion of the data for the first research
question: The Irish secondary schools in this study, including SJSS, incorporate multiple
strategies to ensure that students are able to participate in SciFest and prepare for the Leaving
Certificate Examination simultaneously.
Data collected via surveys, interviews, and observations were triangulated to reach
conclusions related to the first research question of this study. Survey results showed strong
evidence that teachers, school leaders, and parents at the secondary schools featured in the study
use multiple strategies to encourage students to participate in SciFest because they believe that it
GLOBALIZATION AND SCIFEST IN IRELAND 72
will contribute to their success on the Leaving Certificate Examination and other courses of
study. Interviews and observation data provided evidence of an emergent theme that the SciFest
experience helps to prepare students for other courses.
Findings: Research Question 2
Research Question 2 asked, How does school leadership influence participation in
SciFest? The intent of the research question was to determine whether or not school leaders
influenced participation in SciFest and to identify the strategies that they utilized to do so. School
leadership, for the purposes of this question, is defined as any school employees, such as site
administrators, counselors, and/or teachers, who could exert influence to affect student
participation in SciFest. Data collected via surveys, interviews, and observations were used to
address this research question. Survey data were particularly rich for this research question as
staff, students, and parents cited multiple examples of strategies that school leaders utilized to
influence participation in SciFest. A review of the data supported two findings related to this
research question.
● Theme 1: Students and staff at SJSS perceive that school leadership influences student
participation in SciFest.
● Theme 2: Students at SJSS perceive that teachers’ actions heavily influence student
participation in SciFest.
Theme 1
Theme 1 was that school leadership strongly encourages and student participation in
SciFest. An analysis of the triangulated data from surveys, interviews, and observations revealed
that students and staff at SJSS agreed that the school leaders strongly encourage student
participation in SciFest and that utilize many strategies to encourage student participation.
GLOBALIZATION AND SCIFEST IN IRELAND 73
Data shown in Table 7 indicated that 72% of the students surveyed at SJSS agreed that
school leaders employ strategies to encourage student participation in SciFest. This is a strong
indication that students perceive that school leaders at SJSS strongly support SciFest. Although
this perception was also evident at the other schools in this study, as indicated by 60% of all
students surveyed showing strong agreement, the students at SJSS strongly agreed by 12%
higher than the average of the remaining schools. Further evidence supporting this belief is that
12% of the SJSS students and only 9% of all students surveyed disagreed with this statement,
with 16% of SJSS students surveyed being neutral. In contrast, of all students surveyed, 23%
were neutral and 8% answered Don’t Know. Data from this survey question indicated that
students from all schools in this study agreed that school leaders encourage student participation
in SciFest; this belief was exceptionally strong at SJSS.

Table 7

The School Leadership at My School Employs Strategies to Positively Influence School
Participation in SciFest: St. Josephine’s Secondary School (SJSS) Students and All Students

Response categories SJSS students (n = 81) All students (n = 1,181)

Strongly Agree/Agree 72% 60%
Neutral 16% 23%
Disagree/Strongly Disagree 12% 9%
Don’t Know 0% 8%

Data shown in Table 8 indicate that the majority of students, both at SJSS and at the other
schools in the study, agreed that school leadership has a positive influence on SciFest
GLOBALIZATION AND SCIFEST IN IRELAND 74
competitions at their schools. The data indicated that 68% of the students surveyed at SJSS
agreed, as well as 66% of all students surveyed. A relatively small percentage (14% at SJSS and
7% of all students) disagreed in any way.

Table 8

The School Leadership Is a Positive Influence on SciFest Competitions at My School: St.
Josephine’s Secondary School (SJSS) Students and All Students

Response categories SJSS students (n = 73) All students (n = 1,123)

Strongly Agree/Agree 68% 66%
Neutral 15% 17%
Disagree/Strongly Disagree 14% 7%
Don’t Know 3% 10%

These findings were supported by comments from students who were interviewed at
SJSS and at other schools in the study as they agreed that the school administration strongly
encourages students to participate in SciFest. One SJSS student remarked, “Definitely the
principal would always encourage you to participate in SciFest. She would wish everyone good
luck to do well, and that would, I think, influence people to do it” (interview, April 16, 2018). A
student from another school in the study agreed: “I think the principal put a lot of work into it.
He would always encourage us to get involved and he often visited our classes when we were
working on our projects” (interview, April 18, 2018).
Even more so than the students, the staff at SJSS and the others schools included in the
study agreed that school leadership at their schools positively influences school participation in
GLOBALIZATION AND SCIFEST IN IRELAND 75
SciFest. Data shown in Table 9 indicate that all staff surveyed at SJSS agreed with this
statement, as did 79% of staff at the other schools in the study. Only 6% of the staff surveyed at
the other schools disagreed that the school leadership positively influenced school participation
in SciFest, while 14% were neutral.

Table 9

School Leadership Employs Strategies to Positively Influence School Participation in SciFest: St.
Josephine’s Secondary School (SJSS) Staff and All Staff

Response categories SJSS staff (n = 9) All staff (n = 80)

Strongly Agree/Agree 100% 79%
Neutral 0% 14%
Disagree/Strongly Disagree 0% 6%
Don’t Know 0% 1%

Students and staff at SJSS and the other schools in the study identified via surveys many
strategies that school leadership employs to positively influence student participation in SciFest.
Students and staff identified three common strategies that school leadership employed to
encourage participation in SciFest: providing instructional materials, emphasis on real-world
applications, and use of technology to promote science learning.
Students and staff agreed that a successful strategy utilized by school leadership to
encourage participation in SciFest was providing instructional materials; 73% of students and
100% of staff surveyed at SJSS, as well as 78% of students and 74% of staff surveyed at all of
the schools in the study, identified the use of this successful strategy. A second strategy that
GLOBALIZATION AND SCIFEST IN IRELAND 76
positively influenced student participation in SciFest as identified by students and staff was the
use of technology to promote the learning of science; 77% of the SJSS students and 73% of the
students surveyed at all schools responded that this was an effective strategy. Staff responses
affirmed this position, as 100% of the SJSS staff surveyed and 94% of staff at all schools
surveyed agreed. Another strategy identified by students and staff was demonstration of real-
world applications for science projects; 48% of the students at SJSS and 48% of the students at
all schools in the study agreed that school leadership used this to encourage students to
participate in SciFest. While 48% of students may not be a strong affirmation, only 22% of SJSS
students and 20% of all students in the study responded that school leadership did not utilize this
practice, while 31% replied Don’t Know/Not Sure.
Students at all of the schools indicated that the leadership in their schools used at least
two other strategies to encourage participation in SciFest; 57% of the students surveyed at SJSS
and 62% of the students surveyed at all schools identified use of student incentives as a strategy
to encourage participation in SciFest. Students also identified recognition and praise as strategies
used by school leadership to encourage participation in SciFest, as demonstrated by the 52% of
SJSS students who were surveyed and 61% of the students surveyed at all of the schools in the
study. One secondary student said, “They give prizes for first place. It really influences you to
try” (interview, April 17, 2018). Another secondary student commented, “If they didn’t give
prizes, most people would be like, ‘What’s the point? If I win then, I’m just winning, but I’m not
winning anything.” Then if you get a prize, they’re like, ‘Oh yeah, let’s actually try now!’”
(interview, April 17, 2018)
GLOBALIZATION AND SCIFEST IN IRELAND 77
Staff at all of the schools in the study identified even more strategies that school leaders
employed to encourage participation in SciFest. Some of these strategies were focused on
improving how teachers work together to increase participation in SciFest. Table 10 shows the
percentages of staff surveyed who identified additional specific strategies that the leaders of their
schools utilized to encourage participation in SciFest.

Table 10

Strategies That the School Leadership Employed at Your School to Encourage Participation in
SciFest: St. Josephine’s Secondary School (SJSS) Staff and All Staff

Response categories SJSS staff (n = 9) All staff (n = 80)

Common planning times 100% 78%
Department meetings 100% 91%
Professional development 100% 91%
Informational meetings 67% 64%
Promotes SciFest on social media 78% 85%
Alignment of curriculum to examinations 89% 79%

It should be noted that the staff who were surveyed for this study, both at SJSS and at all
the other schools in the study, identified many more strategies that were used to encourage
student participation in SciFest. The data seemed to indicate that the staff were very aware of the
efforts that school leaders are making to ensure that the SciFest experience is a successful
endeavor on campus. In addition, staff responses affirmed these efforts at a higher rate than did
the responses by students and staff at SJSS in nearly every survey item.
GLOBALIZATION AND SCIFEST IN IRELAND 78
Staff remarks about their school leadership’s efforts to increase participation in SciFest
supported this finding. An SJSS member remarked that the current Deputy Principal at the
school had “a science background so he’s very much into it. And he enjoys it and he loves
coming down and judging the projects and seeing what the kids are doing, so we’ve never had
any problems. They’ve only ever been encouraging” (interview, April 16, 2018). Another SJSS
teacher commented that STEM projects, such as SciFest, are heavily encouraged at the school
and strategically planned by school leaders, especially during the time when students are in their
transition year after they complete the Junior Certificate Programme and before starting the
formal preparation for the Leaving Certificate Programme.
During the transition year, the science project is timetabled to provide a class time period
in which the girls can carry a project, basically. But I think a big thing is that STEM is
trendy and a lot of the skills that they need are present in STEM so anything you are
doing in relation to STEM is promoted on the after-school, on Facebook, and all those
things. (interview, April 16, 2018)
School leadership also removes barriers for students and teachers so that participation in
SciFest can flourish. At SJSS, teachers were impressed that school leadership financially helped
students who demonstrated an interest in science but who were financially challenged. “They
actually pay the Young Scientist entry fees for them and they also help to pay for materials the
girls need to compete in the Young Scientist program or SciFest” (interview, April 16, 2018).
School leadership empowers teachers by funding and providing professional development
opportunities for teachers, as well. “The successful principals empower teachers by working with
them and accommodating their needs. To get them involved, they provide funds to release them
from their classes so they can do this” (interview, April 16, 2018).
GLOBALIZATION AND SCIFEST IN IRELAND 79
Theme 2
Theme 2 addressed teachers’ actions and students’ participation in SciFest. An analysis
of the data collected via surveys, interviews, and observations indicated that students at SJSS
perceived that teachers’ actions heavily influence student participation in SciFest.
Data shown in Table 11 indicate that 70% of the students surveyed at SJSS and 71% of
all students surveyed agreed that teachers make coordinated efforts to positively influence
student participation in SciFest. Only 13% of students surveyed at SJSS and 6% of all students
surveyed disagreed. These data show a strong indication that students judge that their teachers’
actions make a considerable difference. In addition, students identified specific strategies (Table
12) that the teachers in their schools employed to encourage student participation in SciFest.
Interviews with students confirmed the data collected in surveys that students perceived
that teachers deliberately and strategically make efforts to positively influence student
participation in SciFest. At SJSS students are required to participate in SciFest during their first
year; nevertheless, students agreed that teachers were very encouraging. One SJSS student
remarked, “There’s a lot of teachers who really encourage you to take part in it and to do your
best effort” (interview, April 16, 2018). Another SJSS student commented, “I think even if you
didn’t have to do it, people would do it just because they are so encouraging by it” (interview,
April 16, 2018). Another SJSS student remarked that her teacher’s use of real-world applications
helped to keep her interested in her work.
I think that the teachers advertise the way SciFest is bridging what we learn in class and
relating it back to real life . . . which makes it more feasible to do the project; otherwise,
you’d just feel like you were writing a textbook. (interview, April 16, 2018)
GLOBALIZATION AND SCIFEST IN IRELAND 80
Table 11

Teachers at My School Employ Strategies to Positively Influence School Participation in
SciFest: St. Josephine’s Secondary School (SJSS) Students and All Students

Response categories SJSS students (n = 80) All students (n = 997)

Strongly Agree/Agree 70% 71%
Neutral 15% 15%
Disagree/Strongly Disagree 13% 7%
Don’t Know 3% 6%

Table 12

Strategies That Teachers Employed at Your School to Positively Influence Participation in
SciFest: St. Josephine’s Secondary School (SJSS) Staff and All Staff

Response categories SJSS staff (n = 78) All staff (n = 1,137)

Inquiry-based learning 86% 83%
Independent study 88% 85%
Science competitions 76% 84%
Real-world applications 62% 63%
Use of technology to promote science learning 78% 81%

Students at other schools in the study answered in a similar fashion and gave credence to
the belief that the role of the teacher was very important in positively influencing participation in
SciFest. One successful strategy that was implemented by teachers involved modeling previous
exemplar projects and having students choose topics that were interesting to them. One student
GLOBALIZATION AND SCIFEST IN IRELAND 81
said, “They showed us previous SciFest projects, and then they gave us a few examples and told
us to do a something that you like yourself, because you’re gonna learn more if you do
something you’re interested in” (interview, April 19, 2018). Another student talked about how
science teachers shared their expertise and helped each others’ students to complete projects
successfully.
We had access to other science classes, so all of the teachers were very helpful to let us
come in and let us do our experiments, have a few minutes of class time and stuff. I think
the biggest factor of me doing it was that it was something that we were doing during
science. You know, everyone was doing it, and all the teachers were helping us, so that
made it easy. (interview, April 19, 2018)
Data collected from school staff via surveys, interviews, and observations confirmed the
students’ perceptions related to the effects of the teachers.
Data shown in Table 13 indicate strong agreement by the staff surveyed at SJSS and at all
the other schools that teachers employ strategies to positively influence school participation in
SciFest, with 90% at SJSS and 94% of all staff concurring. Staff perceptions of their helpfulness
were stronger than those expressed by students. Data shown in Table 14 indicate that school
staff identified more strategies that teachers used to positively influence participation in SciFest.
School staff identified more strategies that teachers utilized to positively influence
participation in SciFest. As they did for the effect of school leadership, the data indicated that
school staff agreed more strongly than did the students about the impact of teachers’ actions on
SciFest participation.
GLOBALIZATION AND SCIFEST IN IRELAND 82
Table 13

Teachers at My School Employ Strategies to Positively Influence School Participation in
SciFest: St. Josephine’s Secondary School (SJSS) Staff and All Staff

Response categories SJSS staff (n = 10) All staff (n = 71)

Strongly Agree/Agree 90% 94%
Neutral 0% 3%
Disagree/Strongly Disagree 0% 1%
Don’t Know 10% 1%

Table 14
Strategies That Teachers Employed at Your School to Positively Influence Participation in
SciFest: St. Josephine’s Secondary School (SJSS) Staff and All Staff

Response categories SJSS staff (n = 9) All staff (n = 77)

Inquiry-based learning 100% 99%
Independent study 100% 96%
Science competitions 100% 96%
Real-world applications 89% 82%
Use of technology to promote science learning 100% 95%
Interdisciplinary teaching 78% 63%
Alignment of the curriculum to leaving exam 89% 43%
Shared vision 88% 49%

GLOBALIZATION AND SCIFEST IN IRELAND 83
Observations Relating to Research Question 2
Observations conducted at SJSS confirmed the findings for the second research question,
as school leadership and teachers seemed to act deliberately to influence student participation in
SciFest. Fliers and posters promoting participation in SciFest that were prominently posted in
classrooms and in hallways appeared to be an effective way to promote and encourage
participation in SciFest. An intercom announcement from the Deputy Principal was broadcast to
the entire campus to congratulate students who had recently participated in a SciFest
competition; this was an effective strategy to generate student interest in participating in SciFest,
as students seemed very excited to hear this announcement.
The most effective strategy observed at SJSS was the teachers’ ability to weave
information about SciFest into their lessons. Although this strategy was not observed with all
teachers, it was observed to be incorporated very effectively by two teachers. For example, a
teacher who was instructing in a third-year physics class explained to students how the model
that they were constructing to demonstrate the concept of diffraction could be utilized in a
SciFest project that would extend student learning and understanding. A teacher in a second-year
biology class was similarly effective in helping students to see the parallels between the
laboratory activity in class and the SciFest process as she explained how both experiences
required students to collaborate to create and present their findings.
An illuminating part of this study included the opportunity to observe a regional SciFest
competition at the Cork Institute of Technology. Although none of the 13 participating in this
study participated in this specific SciFest competition, the opportunity to witness a regional
SciFest competition in Cork allowed the research team to see the culminating event that was
similar to what students in the schools in the study had experienced. Teachers demonstrably
GLOBALIZATION AND SCIFEST IN IRELAND 84
played a significant role in assisting and encouraging student participation in SciFest as they
were very involved with students and their projects. The teachers demonstrated enthusiasm,
which seemed to be very positively received by students as they were encouraged to present their
projects with confidence.
Summary Discussion for Research Question 2
The second research question explored how school leadership and the strategies
employed by school leaders and staff influenced student participation in SciFest. One of the
assumptions of this study was that the actions of school leaders and staff could positively
influence student participation in SciFest as school personnel strategically acted within the four
frames of leadership established by Bolman and Deal (2008).
Data collected via surveys, interviews, and observations confirmed that school leaders
acted within all four frames of leadership described by Bolman and Deal (2008). One
particularly strong finding related to this research question was that teachers in SJSS and the
other schools in this study often assumed leadership positions and their actions were significant
and influential, maybe even more so on a daily basis than that of the positional leaders of the
school. Even so, when implementing change, including a new program or initiative, it is vital to
have multiple people who can contribute acts of leadership, as most people are more effective at
working within some of the four frames and not as effective as others (Bolman & Deal, 2008).
Ideally, collaborating leaders will complement one another as each brings individual strengths to
the project to result in a more successful result.
This was evident as school leaders worked with teachers to establish the structural
components that influenced student participation in SciFest. These structural components
included alignment of the curriculum to the Leaving Certificate Examination and the frequent
GLOBALIZATION AND SCIFEST IN IRELAND 85
decisions to allow students to focus on SciFest involvement during years that were not as
intensely focused on test preparation. For example, students at SJSS and some of the other
schools included in the study were introduced to SciFest during the first year of secondary school
and before fully preparing for the Junior Certificate Programme, while other schools included in
the study focused on SciFest participation during the more flexible transition year between the
Junior Certificate Programme and the Leaving Certificate Programme preparation.
School leaders at SJSS and at the other schools included in the study exhibited actions
consistent with the other frames of leadership advanced by Bolman and Deal as they maximized
political relationships to build on SciFest success and as they built on symbolic rituals, such as
in-class science project competitions, to create excitement and motivation for students. But SJSS
and the other schools in this study made their most significant advancements in their use of the
human resources frame. School leadership and teachers made a significant positive difference in
influencing SciFest participation, as documented by many examples of data captured in surveys,
interviews, and observations.
Findings: Research Question 3
Research Question 3 asked, How does participation in SciFest influence female students’
interest in enrolling in senior-level and third-level STEM courses? Multiple research studies
have shown that females are underrepresented in STEM fields, especially in the areas of
engineering, technology, and manufacturing (Van Langen, Bosker, & Dekkers, 2006). The intent
of this research question was to determine whether female student participation in SciFest had
any influence on whether or not female students subsequently enrolled in high-level science
courses. It should be noted that gender-based perceptions could vary within the schools included
in this study as influenced by the gender composition of the school. Thirteen secondary schools
GLOBALIZATION AND SCIFEST IN IRELAND 86
in Ireland were included in this study, of which five served girls only, two served boys only, and
six were coed. Analysis of the data collected via surveys, interviews, and observations revealed
two findings related to this research question.
● Theme 1: The students and staff at SJSS agreed that SciFest influences female students to
enroll in senior-level and third-level STEM courses.
● Theme 2: The students and staff at SJSS agreed that participation in SciFest builds female
student confidence in science.
Theme 1
Theme 1 was that SciFest influences females to enroll in high-level STEM courses.
Globally, females have been underrepresented in STEM fields, particularly in engineering and
technology, and this has been demonstrated in Ireland as well. Historically, Irish female students
have been guided into liberal arts educational fields, soft science areas such as life science, or
fields that have been traditionally held by women. Intentional measures, as well as more subtle
cultural norms, have dissuaded female students from pursuing high-level maths, engineering, and
technology courses of study (O’Brien, 2003). An analysis of the data collected via surveys,
interviews, and observations indicated that the students and staff at SJSS agreed that
participation in SciFest influences development of female students enrolling in senior-level and
third-level STEM courses.
Tables 15 and 16 demonstrate that students and staff who were surveyed agreed, to
differing degrees, that females who participate in SciFest do not avoid selecting maths-based or
technology-based projects for their competitions. The tables show that 57% of students and 50%
of staff surveyed at SJSS disagreed that female students who participate in SciFest tend not to
select maths-based or technology-based projects, while only 15% of the students and 25% of the
GLOBALIZATION AND SCIFEST IN IRELAND 87
Table 15

Female Students Who Participate in SciFest Tend to Not Select Maths-Based or Technology-
Based Projects: St. Josephine’s Secondary School (SJSS) Students and All Students

Response categories SJSS students (n = 72) All students (n = 1,099)

Strongly Agree/Agree 15% 18%
Neutral 14% 17%
Disagree/Strongly Disagree 57% 39%
Don’t Know 14% 26%

Table 16

Female Students Who Participate in SciFest Tend to Not Select Maths-Based or Technology-
Based Projects: St. Josephine’s Secondary School (SJSS) Staff and All Staff

Response categories SJSS staff (n = 8) All staff (n = 74)

Strongly Agree/Agree 25% 19%
Neutral 0% 28%
Disagree/Strongly Disagree 50% 23%
Don’t Know 25% 30%

staff surveyed agreed. More students (14%) and staff (14%) responded ambivalently to this
survey question than other questions on the survey as 14% of the students surveyed at SJSS
responded that they were neutral and 14% responded Don’t Know. This trend was also apparent
with the SJSS staff, as 25% of those surveyed responded Don’t Know.
GLOBALIZATION AND SCIFEST IN IRELAND 88
Students and staff surveyed at other schools included in the study did not respond as
strongly as their counterparts at SJSS, although it should be noted that perceptions regarding
gender could fluctuate depending on the population, served as 2 of the 13 schools included in the
study served only boys and five of the schools served only girls. Even so, data from Tables 15
and 16 indicate that students and staff surveyed at all of the schools in the study perceived that
female students who participate in SciFest do not avoid working on projects that are heavily
based in mathematics and technology.
Interviews with students and staff at SJSS and at the other schools in the study confirmed
that female students who participated in SciFest were willing to do maths-based and technology-
based projects. When asked a follow-up question about why she SciFest participation
encouraged her and her female classmates to pursue mathematics- and technology-based
projects, one SJSS student commented that SciFest “increases their curiosity. We think that
males and females are both interested at the same level, but it does increase female students’
curiosity” (interview, April 16, 2018). A student at one of the other schools in the study
remarked,
I think SciFest would have made more of the female students more interested and excited
about science because they get to look at a whole range of different projects and it might
intrigue them and make them want to learn more about science. (interview, April 18,
2018)
The ways in which schools organize their courses of study accentuate gender differences,
as well as performance and engagement in school (Brozo et al., 2014). With this in mind, this
study was designed to investigate whether and how schools in Ireland encourage female students
to participate in SciFest. Tables 17 and 18 display the perceptions reported by students and staff
GLOBALIZATION AND SCIFEST IN IRELAND 89
Table 17

My School Actively Encourages and Recruits Female Students to Participate in SciFest: St.
Josephine’s Secondary School (SJSS) Students and All Students

Response categories SJSS students (n = 71) All students (n = 1,098)

Strongly Agree/Agree 86% 63%
Neutral 6% 14%
Disagree/Strongly Disagree 6% 7%
Don’t Know 3% 16%

Table 18

I Actively Encourage and Recruit Female Students to Participate in SciFest: St. Josephine’s
Secondary School (SJSS) Staff and All Staff

Response categories SJSS staff (n = 8) All staff (n = 74)

Strongly Agree/Agree 75% 46%
Neutral 0% 32%
Disagree/Strongly Disagree 13% 9%
Don’t Know 13% 12%

regarding the extent to which their schools actively encourage and recruit female students to
participate in SciFest.
Data in Table 17 clearly indicate that students perceived that their schools encourage
their female students to participate in SciFest, as 86% of the students surveyed at SJSS agreed
that this is the case. Only 6% of students surveyed at SJSS disagreed with this notion, although it
GLOBALIZATION AND SCIFEST IN IRELAND 90
should be noted that SJSS is an all-female school. Students surveyed at all of the other schools in
this study agreed, but to a lesser extent, as 63% agreed that their schools encourage female
participation in SciFest. Although the percentage of all students who disagreed (7%) is similar to
the 6% reported at SJSS, students at the other schools in the study were less confident in their
responses, as 14% were neutral and 16% responded Don’t Know. Data in Table 18 indicate that
staff responses mirrored students’ responses.
Staff responses mirrored the student responses, as 75% of staff members surveyed at
SJSS agreed that they personally encouraged female students to participate in SciFest, while 13%
disagreed and 13% responded Don’t Know. Staff at the other schools in the study confirmed
these responses, as 46% of those surveyed agreed that they encouraged female students to
participate in SciFest, while 9% disagreed. A larger percentage of staff surveyed at other schools
in the study (32%) was neutral and 12% responded Don’t Know.
Data shown in Table 19 clearly indicate that students and staff surveyed at all the schools
in the study agreed that their schools actively employ strategies to increase female participation
in SciFest, with 63% of the students surveyed from SJSS stated agreeing and only 13%
disagreeing. The perceptions of the students from all schools in the study agreed with this
statement, although to a lesser degree (42%). Although only 13% of the students surveyed at all
schools in the study disagreed with this statement, 45% were neutral or responded Don’t Know.
Even though student responses to this item were strong, consistent with similar survey
items, the staff at SJSS and at the other schools displayed stronger agreement that their schools
employed strategies to increase female participation in SciFest, as shown in Table 20.
Data from interviews corroborated the survey data and provided additional evidence that
students and staff agreed that their schools employ strategies to increase female participation in
GLOBALIZATION AND SCIFEST IN IRELAND 91
Table 19

My School Actively Employs Strategies to Increase Female Participation in SciFest: St.
Josephine’s Secondary School (SJSS) Students and All Students

Response categories SJSS students (n = 71) All students (n = 1,094)

Strongly Agree/Agree 63% 42%
Neutral 7% 21%
Disagree/Strongly Disagree 13% 13%
Don’t Know 17% 24%

Table 20

My School Actively Employs Strategies to Increase Female Participation in SciFest: St.
Josephine’s Secondary School (SJSS) Staff and All Staff

Response categories SJSS staff (n = 8) All staff (n = 74)

Strongly Agree/Agree 100% 49%
Neutral 0% 38%
Disagree/Strongly Disagree 0% 1%
Don’t Know 0% 12%

SciFest. A female SJSS student commented about the encouragement she had received from her
principal and multiple teachers:
The principal and my teachers were very encouraging of me to participate in SciFest. One
of my teachers took time to put together a presentation that focused on the contributions
that women have made in science fields. She also told us about previous successful
GLOBALIZATION AND SCIFEST IN IRELAND 92

SciFest projects that were done by female students from our school. (interview, April 16,
2018)
A secondary school teacher explained why she chose to work in an all-girls school
instead of a coed school and explained how she personally encourages females to participate in
SciFest:
When I was in school, very few people encouraged me to pursue science and maths. But I
did have one teacher who told me that I could do anything that the boys were doing. That
gave me the motivation I needed and I try to be that person for the girls in my classes.
(interview, April 16, 2018)
Actions like these by female role models in STEM fields have been shown to encourage
female students to pursue STEM studies and STEM-related professions (Chance & Bowe, 2014).
This study questioned whether the schools in the study provided female role models to encourage
their female students to pursue STEM projects and high-level coursework in STEM fields. Data
indicated that students and staff surveyed at SJSS and at the other schools in the study agreed
that female students enrolled at their schools have access to female role models who positively
influence their participation in SciFest. As shown in Table 21, 57% of the students surveyed at
SJSS and 46% of the students surveyed at all of the schools in the study agreed that they have
female role models who positively influence their participation in SciFest, while only 15% of
SJSS students and 12% of the students at all schools disagreed.
Staff responses were more affirming, as 100% of the SJSS staff and 62% of the staff from
all schools in the study who were surveyed agreed that female students have female role models
who positively influence their participation in SciFest (Table 22). While no staff at SJSS
disagreed with this premise, 3% at all schools in the study disagreed.
GLOBALIZATION AND SCIFEST IN IRELAND 93
Table 21

Female Students Have Access to Female Role Models Who Influence Their Participation in
SciFest: St. Josephine’s Secondary School (SJSS) Students and All Students

Response categories SJSS students (n = 72) All students (n = 1,099)

Strongly Agree/Agree 57% 46%
Neutral 14% 17%
Disagree/Strongly Disagree 15% 12%
Don’t Know 14% 25%

Table 22

Female Students Have Access to Female Role Models Who Influence Their Participation in
SciFest: St. Josephine’s Secondary School (SJSS) Staff and All Staff

Response categories SJSS staff (n = 8) All staff (n =73)

Strongly Agree/Agree 100% 62%
Neutral 0% 21%
Disagree/Strongly Disagree 0% 3%
Don’t Know 0% 15%

Data indicate that students and staff largely agreed that SciFest influences the
development of female students’ interest in enrolling in senior-level STEM courses, as 58% of
the SJSS students who were surveyed agreed with this statement while only 13% disagreed and
45% of the students surveyed from all schools in the study agreed and only 8% disagreed (Table
23). Staff gave stronger responses about the correlation between SciFest and female student
enrollment in senior-level STEM courses, as 63% of the SJSS staff who were surveyed agreed
GLOBALIZATION AND SCIFEST IN IRELAND 94
Table 23

SciFest Influences Development of Female Students’ Interest in Enrolling in Senior-Level STEM
Courses: St. Josephine’s Secondary School (SJSS) Students and All Students

Response categories SJSS students (n = 72) All students (n = 1,094)

Strongly Agree/Agree 58% 45%
Neutral 13% 18%
Disagree/Strongly Disagree 13% 8%
Don’t Know 17% 29%

and none disagreed and 61% of the staff surveyed from all schools in the study agreed, with only
1% disagreeing (Table 24).

Table 24

SciFest Influences Development of Female Students’ Interest in Enrolling in Senior-Level STEM
Courses: St. Josephine’s Secondary School (SJSS) Staff and All Staff

Response categories SJSS staff (n = 8) All staff (n = 74)

Strongly Agree/Agree 63% 61%
Neutral 25% 20%
Disagree/Strongly Disagree 0% 1%
Don’t Know 13% 18%

Theme 2
Theme 2 was that SciFest builds female student confidence in science. Although data
collected via surveys supported this emergent theme, the theme was most evident during the
GLOBALIZATION AND SCIFEST IN IRELAND 95
course of interviews and through observations. SJSS is an all-girls Catholic school located in an
affluent area of County Dublin. Students in Ireland approximately ages 12 to 19 attend secondary
school for 6 years, and these years are very important to their adolescent development; the
acquisition of confidence during this cannot be overstated.
During interviews, female students at SJSS were confident and articulate when describing
their SciFest projects and what they had learned during the process. Said one fifth-year student,
“SciFest helped me to learn to digest big chunks of information to get whatever I needed from it.
It helped us to get involved in science and taught me to apply what I learned too” (interview,
April 16, 2018). Another fifth-year student commented about gender roles and how SciFest
experiences give girls the confidence to overcome societal barriers and do things that might only
be expected of boys.
[People] might not think that girls have the same mindset as boys and that can stop them
from pursuing something they are interested in. Because if there are not that many girls
doing it, they might think they’re not able to or it’s wrong for girls to do it or that it’s a
man’s job. SciFest gives girls chances to step up and explore. (interview, April 16, 2018)
This kind of confidence and empowered attitudes were evident in the female students who were
encountered during this study.
Staff at SJSS also saw SciFest as an experience that helped female students to develop
confidence. When asked what advantages female students gain from participating in SciFest, a
female SJSS science teacher responded,
Confidence! A huge boost to their confidence. They learn to present properly. They learn
to speak out, to interact with adults, and to explain themselves. Aside from just the
standard research and finding everything, you know, doing their experiments, planning,
GLOBALIZATION AND SCIFEST IN IRELAND 96
and all that, the key skills are developing the project and their presentation. They
absolutely love it! Students are usually shining by the time they have spoken to other
students about their projects and to the other teachers and judges. They’re all confident
about something with their projects. Even the quietest students will be beaming.
(interview, April 16, 2018)
The enthusiasm from the students and the staff seemed to be infectious as they described
the benefits of SciFest at this all-girls school. The Deputy Principal of SJSS concurred as he
remarked, “Girls seem to really come into their own when they work on their SciFest projects.
The work really helps them to come out of their shells” (interview, April 16, 2018).
Students and staff at other schools included in the study supported the theme that SciFest
builds student confidence in science. When asked about female achievement in science and their
pursuit of careers in STEM fields, a teacher at one of the other schools in the study replied,
I think in the past, there’s always been a stigma that girls aren’t good at science, and girls
were discouraged from pursuing it as a career. But I feel that we’re breaking that down
and more and more girls and young women are going into science as a career now.
(interview, April 18, 2018)
The science teacher who was coordinating the SciFest activities at the same school, when
asked what she was most proud of when working with female students commented,
I would give them the example of my two young ladies. Now I’m only running it three
years and they’re just two girls, one in sixth year and one in fifth year, but I feel they
could have went the other way, become disengaged from school, disengaged from their
peers. And this [SciFest] encouraged them to become engaged in something, for other
GLOBALIZATION AND SCIFEST IN IRELAND 97
people to look at them going, Wow! Look what they did! And for them to feel that they
achieved something.” (interview, April 18, 2018)
A teacher who accompanied her students at the SciFest competition held at the Cork
Institute of Technology bragged about the growth that she had seen in two of her female students
in particular.
My two students, a word I could use is they both felt empowered by being part of it
because they really did a good job. And I don’t know how well they were doing
academically, but they were doing up to that. (interview, April 20, 2018)
These comments were representative of many other positive comments made by staff to support
the theme that SciFest builds confidence in science for female secondary school students.
Observations Relating to Research Question 3
Data from the observations at SJSS and at the regional SciFest competition at the Cork
Institute of Technology were triangulated with the data collected via surveys and interviews to
support the findings related to the third research question. At SJSS, an all-girls school, efforts
had been made recently to offer an advanced engineering course for students. Engineering is a
field in which females are traditionally underrepresented (O’Brien, 2003), so making an explicit
effort to offer this course at an all-girls school is a deliberate attempt to encourage female
students to take an additional high-level STEM course. At the time of the observation, the course
was in its second year; only 11 sixth-year students were enrolled. The students were involved in
drawing a diagram of a Rube Goldberg machine that they were proposing to construct. Although
they were working independently at the time of the observation, further steps of the project
required them to work collaboratively, in groups of four, to begin to build their contraptions.
Other high-level STEM courses like this one had been instituted recently at some of the other
GLOBALIZATION AND SCIFEST IN IRELAND 98
five all-girls schools in this study, and the six coed schools in the study all reported making
strategic efforts to enroll more female students in high-level STEM courses.
One of the more significant observations was the level of confidence that female students
displayed in their STEM courses and with their SciFest projects. Not only was this strongly
articulated in the interviews, particularly with staff, but it was clearly observed, as well. At SJSS,
an all-girls school, it appeared to be not unusual, and even expected, that female students would
be involved in and excel in STEM subjects. Female students were observed taking initiative in
hands-on activities in their biology and physics classes and they displayed confidence and
creativity when presenting to their peers and teachers.
This sense of confidence was replicated on a larger scale by female students who were
displaying and presenting their projects at the regional SciFest competition at the Cork Institute
of Technology. At the competition 127 project entries had been submitted by 187 female
students and 97 male students. Female students had quite a presence at the competition as the
number of them participating was almost double that of the boys and there appeared to be no
discernible gender difference in the level of confidence. The research team spent more than 2
hours walking through the exhibits and engaging with contestants. A sense of pride and
accomplishment was noted in both girls and the boys, with girls seeming to display a marked
sense of energy and enthusiasm.
Summary Discussion for Research Question 3
Various research studies have reported underrepresentation of females in STEM fields,
especially in the areas of engineering, technology, and manufacturing (Van Langen et al., 2006).
Even so, it has been argued that equitable educational experiences for female students can
contribute to socialization for female students and lead to increased opportunities in fields, such
GLOBALIZATION AND SCIFEST IN IRELAND 99
as engineering, technology, and manufacturing, in which they are traditionally underrepresented
(Acker, 1987). This study was designed to determine whether female student participation in
SciFest influenced their future participation in high-level science courses. The discussion of the
data relating to the third research question in this study revealed significant evidence leading to
the identification of two themes.
Data collected via surveys, interviews, and observations were triangulated to reach these
conclusions related to the third research question. Survey results showed strong evidence that
teachers, school leaders, and parents at SJSS and at the majority of the other secondary schools
featured in the study use multiple deliberate strategies to encourage female students to participate
in SciFest to improve their likelihood of participating in future high-level STEM courses. It
should be noted that 2 of the 13 schools in the study were all-boys schools. Interviews and
observation data provided evidence of an emergent theme that the SciFest experience helps to
build female student confidence in STEM fields.
Findings: 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? Ireland has emerged as a prominent force in the world economy by
attracting multiple high-technology MNCs and FDI opportunities that have helped the island
nation to rebound from the recession following the end of the surging Celtic Tiger era. The
future success of the Irish economy depends largely on the nation’s educational system and its
ability to develop a workforce that can adapt and contribute in the rapidly changing global
economy (Fischer, 2009). The intent of this research question was to determine the perception
that the various stakeholders held regarding the value of student participation in SciFest,
GLOBALIZATION AND SCIFEST IN IRELAND 100
especially as it relates to preparing students in Ireland to develop skills that will enable them to
contribute to the continuing prosperity of Ireland and the world. Analysis of the data collected
via surveys, interviews, and observations revealed two findings related to this research question.
● Theme 1: Students and staff at SJSS, as well as parents, civic leaders, college/university
professors, and representatives of MNCs, perceived that students benefit from
participation in SciFest.
● Theme 2: Students and staff at SJSS, as well as parents, civic leaders, college/university
professors, and representatives of MNCs, perceived that SciFest participation provides
opportunities for students to develop the 21st-century skills needed in a global economy.
Theme 1
Theme 1 was that students benefit from participation in SciFest. Participation in SciFest
represents an investment in time, effort, and resources and one of the assumptions of this study is
that students in Ireland who participate in SciFest benefit from the experience. Data shown the
following tables support this assumption by providing survey evidence from students, staff,
parents, and community leaders. Data shown in Table 25 indicate that 73% of the SJSS students
who were surveyed agreed that they benefit from participation in SciFest, compared to only 14%
who disagreed with this statement and 13% who were neutral or did not know. Students surveyed
at all schools in the study concurred, as 69% agreed that they benefit from participating in
SciFest, with only 6% disagreeing and 25% responding Neutral or Don’t Know.
Data from interviews with students supported the theme that students benefit from
participation in SciFest. One SJSS student commented that participation in SciFest helped her
“sense of achievement . . . because it takes a while to put a project together. It takes a few
weeks to months, depending on how far you go. It’s a lot of work, so when you’re done
GLOBALIZATION AND SCIFEST IN IRELAND 101
Table 25

Students Benefit From Participation in SciFest: St. Josephine’s Secondary School (SJSS)
Students and All Students

Response categories SJSS students (n = 70) All students (n = 1,083)

Strongly Agree/Agree 73% 69%
Neutral 6% 15%
Disagree/Strongly Disagree 14% 6%
Don’t Know 7% 10%

and it’s judged and you get the comments and feedback , it’s very rewarding for someone
our age to get good feedback. (interview, April 16, 2018)
Completing such comprehensive projects over the course of time builds a sense of
accomplishment in students. Another student remarked that student participation in SciFest
allows them to explore all the different fields of science and how they work...It opens and
kinda shows what science actually is because there’s so much you can do with these
projects and I think it would show them the world of science a bit more. (interview,
April 16, 2018)
The student went on to extol the benefits of being able to use SciFest to self-direct her own
learning as she worked on her science project at home.
Because the teachers aren’t that involved (at home) you can figure out things for yourself
and you have to actually think about it. If there’s no teacher that you can go and ask, you
really have to think about it yourself. (interview, April 16, 2018)
GLOBALIZATION AND SCIFEST IN IRELAND 102
Hattie (2009) theorized that student achievement is likely to be higher when students are able to
demonstrate persistence and remain authentically engaged.
Similar to responses to other survey items, staff had a much more optimistic response to
this survey item, as data in Table 26 show that 100% of the staff surveyed, both at SJSS and at
all schools, agreed that students benefit from participation in SciFest. Because of the amount of
time, effort, and resources that school staff invest to facilitate SciFest participation at their
schools, their positive responses to the benefits of SciFest might be anticipated, but the extent of
their enthusiastic support is clear, as this was the only survey item study that received unanimous
agreement from SJSS and all schools in the study.

Table 26

Students Benefit From Participation in SciFest: St. Josephine’s Secondary School (SJSS) Staff
and All Staff

Response categories SJSS staff (n = 8) All staff (n = 74)

Strongly Agree/Agree 100% 100%
Neutral 0% 0%
Disagree/Strongly Disagree 0% 0%
Don’t Know 0% 0%

Data shown in Table 27 indicate that parents and community leaders who were surveyed
clearly agreed that students benefit from participation in SciFest, as 81% of the parents surveyed
from SJSS agreed with this statement, none disagreed, and 19% replied that they did not know
whether students benefited from participation in SciFest. Parents and community leaders
GLOBALIZATION AND SCIFEST IN IRELAND 103
surveyed from all the schools in the study were similarly in agreement, as 87% perceived student
benefits from SciFest, with only 1% in disagreement.

Table 27

Students Benefit From Participation in SciFest: St. Josephine’s Secondary School (SJSS) Parents
and All Parents and Community Leaders

All parent s and
Response categories SJSS parents (n = 16) community leaders (n = 95)

Strongly Agree/Agree 81% 87%
Neutral 0% 3%
Disagree/Strongly Disagree 0% 1%
Don’t Know 19% 8%

Interviews with staff, parents, and community leaders also provided data demonstrating
their perceptions that students benefit from participation in SciFest. When asked whether SciFest
benefitted students, the Deputy Principal of SJSS was adamant in his affirmation.
It undoubtedly does, and as I explained, it would be the first time that they present
something, let’s say, outside of their classroom. Any students might have to give a
particular presentation or dissertation in front of their classmates, but to do it in a more
formal setting and then to present it to somebody who is unknown to them. Take away
even the science element and it’s just fantastic that the girls get that experience to do
that...so it’s not only benefiting from any interest that may be sparking in science, but just
the skill of doing the whole presentation and it will be of value to them. (interview,
April 16, 2018)
GLOBALIZATION AND SCIFEST IN IRELAND 104
A teacher at SJSS concurred that students benefit from participation in SciFest because
the experience fosters
confidence. It’s a real confidence builder and helps to also build independent learning
skills. They [students] develop a lot of skills with SciFest—inquiry and becoming more
inquisitive, understanding, and realizing how to actually analyze the information that
you’re getting. (interview, April 16, 2018)
Several MNCs and governmental agencies in Ireland enter into partnerships with schools
to facilitate SciFest participation. Interviews with these community leaders provided data that
supported the perception that students benefit from participation in SciFest. Science Foundation
Ireland (SFI) is an agency that helps to fund and sponsor SciFest in schools in Ireland. During an
interview, Stephanie O’Neill, SFI Manager of Education and Public Engagement, commented,
I would be very positive about SciFest because it’s teaching them [students] the scientific
skills and the whole inquiry model and it’s about questioning things and finding out
things, and as far as I am concerned, there’s far more learning when things go wrong than
when everything goes right. . . . There’s really a lot more authentic learning and real-
world application with the SciFest kinds of things rather than the rote memorization of
preparing for a Leaving Certificate. (interview, April 18, 2018)
Abbott Laboratories is a medical company that is also a financial sponsor of SciFest.
Interviewed for this study was Ciara Hayes, who works in the Corporate Social Responsibility
division of Abbott Laboratories. Ms. Hayes has a unique perspective of SciFest as she
participated in the competition as secondary school student and now works for a corporate
sponsor who supports SciFest. When asked whether students benefit from participation in
GLOBALIZATION AND SCIFEST IN IRELAND 105
SciFest, Ms. Hayes answered that not only do students benefit from the experience, but that the
companies who sponsor SciFest, such as Abbott Laboratories, benefit as well.
The students’ participation benefits our organization though, as I say, we get to interact
with them. We get to see the amazing and innovative projects that they have. Because we
believe that the students are the innovators of tomorrow for our industry. So it’s really
important to support them and the different ideas that they have, because different ideas
are really what makes medical companies create new products and be more innovative.
Something we really believe in. (interview, April 19, 2018)
Still significant, but to a lesser extent, students, staff, parents, and community leaders
agreed that SciFest participation enhances STEM educational development in students. Data
shown in Table 28 indicate that 60% of students surveyed at SJSS agreed that SciFest
participation positively influences STEM educational development in students, with only 14%
disagreeing, 26% neutral or did not know. Students in all schools in the study concurred, as 55%
agreed and only 6% disagreed. A larger percentage of students from all the schools in the study
were ambivalent, as 38% of them responded Neutral or Don’t Know.
When compared to student responses, staff were more emphatic in their responses to this
item, as data shown in Table 29 indicate that 100% of the staff surveyed at SJSS were in
agreement and 93% of staff surveyed at all the schools in the study agreed that SciFest
participation enhanced STEM educational development in students. Parents and community
leaders were also affirming in their responses to this item, as data shown in Table 30 indicate that
only 1% of the staff surveyed from all the schools in the study disagreed with this statement,
while 80% of the parents surveyed at SJSS and 78% of the parents and community leaders from
all schools in the study agreed. When compared to the responses given to other items in this
GLOBALIZATION AND SCIFEST IN IRELAND 106

Table 28

SciFest Participation Enhances Educational Development in Science, Technology, Mathematics,
and Engineering (STEM) in Students: St. Josephine’s Secondary School (SJSS) Students and All
Students

Response categories SJSS students (n = 70) All students (n = 1,083)

Strongly Agree/Agree 60% 55%
Neutral 19% 20%
Disagree/Strongly Disagree 14% 6%
Don’t Know 7% 18%

Table 29

SciFest Participation Enhances Educational Development in Science, Technology, Education,
and Mathematics (STEM) in Students: St. Josephine’s Secondary School (SJSS) Staff and All
Staff

Response categories SJSS staff (n = 8) All staff (n = 75)

Strongly Agree/Agree 100% 93%
Neutral 0% 3%
Disagree/Strongly Disagree 0% 1%
Don’t Know 0% 3%

GLOBALIZATION AND SCIFEST IN IRELAND 107
Table 30

SciFest Participation Enhances Educational Development in Science, Technology, Education,
and Mathematics (STEM) in Students: St. Josephine’s Secondary School (SJSS) Parents and All
Parents and Community Leaders

All parent s and
Response categories SJSS parents (n = 15) community leaders (n = 94)

Strongly Agree/Agree 80% 78%
Neutral 0% 13%
Disagree/Strongly Disagree 0% 1%
Don’t Know 20% 9%

study, a relatively small percentage of the adults surveyed were noncommittal in their responses,
as none of the SJSS parents responded Neutral and only 13% of the parents and community
leaders from all schools responded Neutral; 20% of the SJSS parents surveyed and 9% of the
parents and community leaders surveyed responded Don’t Know, respectively.
Data obtained via interviews with students, staff, parents, and community leaders
corroborate that SciFest participation enhances STEM educational development in students. A
student from SJSS remarked, “I feel like if you enjoy this science, it could help you decide if you
want to go ahead with science in college or it could give you the idea that science isn’t for me
going forward” (interview, April 16, 2018). When asked the same question, a teacher from SJSS
commented that SciFest allows the school and the students to
get some of the focus on STEM that way and so I think that is a massive advantage or a
skill that a student can have now. . . . So that means that SciFest allows students to then
GLOBALIZATION AND SCIFEST IN IRELAND 108
engage in it [STEM activities] before they do it in their upper-level science courses.
(interview, April 16, 2018)
Dr. Sharon Lawson, the Science for Life Officer from the Cork Institute of Technology,
was interviewed for this study on the day that the university was hosting the regional SciFest
competition. When asked whether participation in SciFest enhanced STEM educational
development in students, Dr. Lawson stated that it did. She commented, “SciFest can continue to
foster a love for science which in turn can lead a student to dive deeper into science learning or
motivate them to take advanced science coursework” (interview, April 20, 2018).
Data collected during this study indicate that SciFest exposes students to opportunities
that help them to develop and hone skills that will be helpful if they choose to pursue careers in
the STEM fields. Survey responses from students, staff, parents, and community leaders, as
indicated in Tables 31 through 33 show that the majority of stakeholders interviewed for this
study agreed that students who participate in SciFest demonstrate the skills needed to obtain
careers in STEM fields. Sixty percent of the students surveyed at SJSS and 100% of the staff
surveyed at SJSS agreed that SciFest enhances skills that are needed in STEM careers. Similarly,
55% of all students and 96% of all staff surveyed agreed with this statement. Parents and
community leaders surveyed for this study concurred, with 81% of those surveyed from SJSS
and 76% of those surveyed from all schools in the study agreeing.
Data from interviews indicated that staff, parents, and community leaders perceived that
SciFest participants demonstrated the skills needed to obtain careers in STEM fields. One
science teacher at SJSS was excited about how SciFest allowed students to make choices
concerning their projects and how these choices allowed them to learn about the parallels in
relevant careers:
GLOBALIZATION AND SCIFEST IN IRELAND 109

Table 31

Participants in SciFest Demonstrate the Skills Needed to Obtain Careers in Science, Technology,
Engineering, and Mathematics (STEM) Fields: St. Josephine’s Secondary School (SJSS)
Students and All Students

Response categories SJSS students (n = 70) All students (n = 1,081)

Strongly Agree/Agree 60% 55%
Neutral 11% 20%
Disagree/Strongly Disagree 13% 7%
Don’t Know 16% 18%

Table 32

Participants in SciFest Demonstrate the Skills Needed to Obtain Careers in Science, Technology,
Engineering, and Mathematics (STEM) Fields: St. Josephine’s Secondary School (SJSS) Staff
and All Staff

Response categories SJSS staff (n = 8) All staff (n = 96)

Strongly Agree/Agree 100% 96%
Neutral 0% 1%
Disagree/Strongly Disagree 0% 1%
Don’t Know 0% 1%

GLOBALIZATION AND SCIFEST IN IRELAND 110
Table 33

Participants in SciFest Demonstrate the Skills Needed to Obtain Careers in Science, Technology,
Engineering, and Mathematics (STEM) Fields: St. Josephine’s Secondary School (SJSS) Parents
and Community Leaders and All Parents and Community Leaders

All parent s and
Response categories SJSS parents (n = 16) community leaders (n = 93)

Strongly Agree/Agree 81% 76%
Neutral 0% 11%
Disagree/Strongly Disagree 0% 1%
Don’t Know 19% 12%

Basically, SciFest allows students to engage in any part of science at all. Anything . . . if
they think they have an interest in chemistry, then they can focus on a chemistry project.
If they have an interest in something, it doesn’t even have to directly correlated with the
curriculum, it could be anything in science. It could be some crazy type of engineering, or
anything like that that doesn’t come directly from the book. They can try it and they can
work with it, and see if any other companies do that type of job, and they can look at how
can I do this, or could I do this after school, or is this just a project? And if it is available
after school, what companies does this job imitate, what type of degree do I need? This is
why I need to focus and this is what I really enjoy doing. (interview, April 16, 2018)
Dr. Brian McCraith, President of Dublin City University, lauded SciFest for helping
students to participate in experiences that will help them to see careers in STEM fields as more
accessible. “So those kids that really get into things like SciFest and enjoy it can see a kind of
GLOBALIZATION AND SCIFEST IN IRELAND 111
scientific degree program and a career in that as something more realistic after the experience
itself” (interview, April 19, 2018).
Theme 2
Theme 2 was that SciFest builds 21st-century skills needed in a global economy.
Discussions about the skills that students need to be prepared for the jobs of the future are
plentiful. Many of these discussions center around what have been referred to as 21st-century
skills: critical thinking, communication, collaboration, and creativity. Wagner (2015) argued that
acquisition of these skills is key to success in today’s era of innovation. One of the findings of
this study is that SciFest helps students to develop and build 21st-century skills, which will help
them to be more valuable and productive in today’s global economy.
Survey responses shown in Tables 34, 35, and 36 show strong evidence that the students,
staff, parents, and community leaders agreed that SciFest provides opportunities for students to
develop 21st-century skills. Sixty-six percent of the students who were surveyed at SJSS and
68% of all students surveyed agreed that SciFest helps students to develop 21st-century skills,
while 13% and 7%, respectively, disagreed. Staff who were surveyed were nearly unanimous in
their agreement, as 100% of the staff surveyed at SJSS and 99% of the staff surveyed at all
schools in the study agreed that SciFest provides opportunities for students to develop 21st-
century skills. In addition, 75% of the parents surveyed at SJSS and 85% of all parents and
community leaders surveyed agreed with this statement.
During interviews, many students offered insights that supported this finding. One sixth-
year student from SJSS, when asked whether SciFest had influenced development of her 21st-
century skills, described how she learned to work collaboratively through involvement in
SciFest:
GLOBALIZATION AND SCIFEST IN IRELAND 112

Table 34

SciFest Provides Opportunities for Students to Develop 21st-Century Skills: St. Josephine’s
Secondary School (SJSS) Students and All Students

Response categories SJSS students (n = 70) All students (n = 1,083)

Strongly Agree/Agree 66% 68%
Neutral 14% 14%
Disagree/Strongly Disagree 13% 7%
Don’t Know 7% 11%

Table 35

SciFest Provides Opportunities for Students to Develop 21st-Century Skills: St. Josephine’s
Secondary School (SJSS) Staff and All Staff

Response categories SJSS staff (n = 8) All staff (n = 75)

Strongly Agree/Agree 100% 99%
Neutral 0% 0%
Disagree/Strongly Disagree 0% 1%
Don’t Know 0% 0%

GLOBALIZATION AND SCIFEST IN IRELAND 113
Table 36

SciFest Provides Opportunities for Students to Develop 21st-Century Skills: St. Josephine’s
Secondary School (SJSS) Parents and Community Leaders and All Parents and Community
Leaders

All parents and
Response categories SJSS parents (n = 16) community leaders (n = 95)

Strongly Agree/Agree 75% 85%
Neutral 0% 3%
Disagree/Strongly Disagree 6% 3%
Don’t Know 19% 8%

Definitely, I would say teamwork. I suppose nowadays we’re going forward in the
workforce towards a more working as a team side of things. So if you go to Google or
Facebook, they really promote creativity and teamwork which is exactly what SciFest is
all about. How we work together as a group and bring our ideas and talents together.
(interview, April 16, 2018)
A male student from a different school in the study talked about how his involvement in
SciFest had helped him to learn to communicate better. He added that he had
learned to communicate not only with us, but like with different types of people. . . . It
was like we all worked together as a team and there was no barrier between even age or
profession or whatever and the fact that we were students and they were teachers.
(interview, April 17, 2018)
GLOBALIZATION AND SCIFEST IN IRELAND 114
Staff from SJSS and the other schools in the study also provided support to this finding
during interviews. The Deputy Principal of SJSS was adamant in his belief that the manner in
which students present their SciFest projects helps them to develop 21st-century skills.
Presenting as part of a group, both oral presentation and a written presentation or . . .
obviously, they have free range to present whatever way they want and as we are an iPad
school, that means the students . . . work on iPads. Some will present their SciFest project
on the iPad with various little displays for their results, or they may have taken a video of
their experiment. (interview, April 16, 2018)
This culminating learning activity can encompass all four of the 21st-century skills:
critical thinking, communication, collaboration, and creativity. A science teacher from one of the
schools in the study was excited about how SciFest had prepared students to work in 21st-
century professional teams. She commented that the one of the most significant skills that
students gain from their SciFest experience is the opportunity to
learn to work in teams. So very often now in business, you would find that you have
project teams, project leaders. You might have to work in smaller groups, work with each
other, or work with people of all sorts of abilities. Do your research, communicate, put up
with people. So things that you need to be able to transfer into the work environment can
be taken from a lot of group work and project work and working as a team together.
(interview, April 17, 2018)
Tánaiste (the second in charge of the Irish government) Simon Coveney talked about the
importance of teaching students how to be better communicators in order to become more
effective and valuable in the global workforce.
GLOBALIZATION AND SCIFEST IN IRELAND 115
There is a perception that actually the young people are better at communicating now
than they were in the past, I’m not sure that’s true. I mean, people spend a lot more time
on screens now than they do in interacting with their peer, in the kind of normal way that
we would expect, in terms of socializing and so on. So I do think there is a need, not just
in science actually, but in other subjects as well to force structured education that pushes
kids towards . . . oral communication and written communication . . . and I think that the
more that they present to their peers and also to the generation ahead of them, the more
they create a competence that allows them to deal with all of the challenges that come
from this rapidly changing environment that they’re growing up in...teaming them up
together, doing it individually, showing that they actually have answers to problems that
maybe their parents haven’t figured out yet, I think that there a lot of good things there.
(interview, April 20, 2018)
Survey data shown in Tables 37, 38, and 39 indicate that a large majority of students,
staff, parents, and community leaders surveyed agreed that SciFest provides opportunities to
develop skills needed in a global economy. Sixty percent of the students surveyed at SJSS and
52% of all students surveyed agreed with this statement, while 13% and 10%, respectively,
disagreed. As was the case with other survey items, staff, parents and community leaders were
more emphatic in their agreement, as 88% of the staff surveyed at SJSS and 92% of all staff
surveyed agreed. In addition, 75% of the parents surveyed at SJSS agreed, along with 72% of the
parents and community leaders surveyed at all schools in the study.
Interview data from the adults who participated in this study confirmed this accordance,
as staff, parents, and community leaders commented frequently about how SciFest helps students
to develop skills needed in a global economy. A science teacher at SJSS talked about how
GLOBALIZATION AND SCIFEST IN IRELAND 116
Table 37

SciFest Provides Opportunities to Develop Skills Needed in a Global Economy: St. Josephine’s
Secondary School (SJSS) Students and All Students

Response categories SJSS students (n = 70) All students (n = 1,079)

Strongly Agree/Agree 60% 52%
Neutral 20% 23%
Disagree/Strongly Disagree 13% 10%
Don’t Know 7% 15%

Table 38

SciFest Provides Opportunities to Develop Skills Needed in a Global Economy: St. Josephine’s
Secondary School (SJSS) Staff and All Staff

Response categories SJSS staff (n = 8) All staff (n = 75)

Strongly Agree/Agree 88% 92%
Neutral 13% 5%
Disagree/Strongly Disagree 0% 1%
Don’t Know 0% 1%

GLOBALIZATION AND SCIFEST IN IRELAND 117
Table 39

SciFest Provides Opportunities to Develop Skills Needed in a Global Economy: St. Josephine’s
Secondary School (SJSS) Parents and Community Leaders and All Parents and Community
Leaders

All parent s and
Response categories SJSS parents (n = 16) community leaders (n = 94)

Strongly Agree/Agree 75% 72%
Neutral 0% 9%
Disagree/Strongly Disagree 6% 3%
Don’t Know 19% 16%

science education and participation in SciFest could help students to prepare to compete for jobs
with the high-technology MNCs in Ireland.
SciFest promotes STEM. STEM is now one of the leading kind of business industries that
have spawned massive amounts of jobs in multinational corporations in technology, [such
as] IBM, Intel, Facebook, all of them. There’s even more. . . . I’ve got friends in
computer science, coding and all of those, and they’ve got job offers from massive
companies. And they’re getting set up and have already set up for years. So SciFest
promotes them; it’s going to allow students to engage and to actually participate in
science in a new way. (interview, April 16, 2018)
The Deputy Principal of SJSS commented that SciFest helps to provide experiences that
will not only benefit students when they compete for jobs in a global economy but will benefit
Ireland as well.
GLOBALIZATION AND SCIFEST IN IRELAND 118
We desperately need, not desperately, yeah, well we do. We need as a country . . . as a
world, we need people to take STEM subjects. We need people in these areas, so any
initiative, like I say, must be positive to make students aware of the possibilities that are
out there...You’d hope that this had maybe given them a broader view of what’s possible,
and exposure to science, maybe just in different way. In a sort of fun way. (interview,
April 20, 2018)
Stephanie O’Neill, from Science Foundation Ireland, commended SciFest for helping
students to develop the skills and confidence that could enable them to contribute in a quickly
changing global economy:
We need students who are coming out, like everybody’s not going to be a scientist, we
know that. But we do need students to come out and who are able to continue to learn and
grow on the job, like we want Ireland to be a knowledge economy and we want all those
different global companies and Irish companies, you know, to have R and D [Research
and Development] departments here in Ireland and to have high-level jobs. . . . But if you
have people come into a system having experience with those 21st-century skills—soft
skills or whatever you want to call them, that will feed into all subjects. (interview,
April 18, 2018)
Simon Coveney, Tánaiste of the Irish government, summed up the importance of SciFest
and its possible impact on the Irish nation:
Irish people are curious; they’re thinkers. They talk too much sometimes, but they do and
there’s a reason why Irish people are good at technology and good at science, and that’s
because they think broadly about the world, and Ireland’s place in it, and their place in it.
. . . So I think this type of broad thinking also is encouraged by projects like this [SciFest]
GLOBALIZATION AND SCIFEST IN IRELAND 119
. . . you’ve seen some of the projects are trying to solve problems in Africa, as well as
trying to solve problems in Cork, and that’s a good thing. (interview, April 20, 2018)
Observations Relating to Research Question 4
Observation data aligned with the data collected via surveys and interviews, followed by
analysis of these triangulated data, led to the findings reported for this study’s final research
question. The data collected via interviews and surveys with faculty, parents, and community
leaders confirmed the perception that the adult participants in this study expressed about the
benefits of SciFest. These strongly held perceptions were displayed in the actions of the adult
participants of the study and observed by the research team. Teachers and school and community
leaders were passionate in their belief that improving STEM education was one of the keys to
preparing Irish students for the global economy and to the continued improvement of the Irish
economy. They expressed the same passion about their perception that the SciFest experience
could help in this endeavor to both improve the lives of the students of Ireland and the nation’s
economic stability.
In this light, teachers and school and community leaders were active and enthusiastic in
their support of STEM education and SciFest participation. They were observed interacting with
students in a positive manner to congratulate and encourage them. They were observed to go to
great lengths to provide the regional SciFest competition as a culminating activity on a grand
scale in order to increase its positive impact on students.
Business leaders teamed with teachers and school leaders to ensure that the regional
competition was well attended by successful and well-known national foundations, universities,
and MNCs, including but not limited to the Science Foundation Ireland, the Department of
Foreign Affairs and Trade, Intel Ireland, Boston Scientific, Abbott Industries, Qualcomm, Dublin
GLOBALIZATION AND SCIFEST IN IRELAND 120
City University, and St. Mary’s College. Many representatives from these organizations were not
only present but participated by visiting student presentations and/or presenting awards and
posing for photographs with winning students. Congratulatory speeches that emphasized the
importance of a strong STEM education to the economic stability of Ireland and lauded the
efforts of SciFest by the Cork Institute of Technology Dean and the Tánaiste of the Irish
government enhanced the importance of the event.
Summary Discussion for Research Question 4
Ireland’s ability to attract many prominent high-technology MNCs and FDI opportunities
has enabled the small island nation to survive the recession that followed the end of the Celtic
Tiger era and emerge as a competitive player in the today’s world economy. The future success
of the Irish economy depends largely on how the country’s educational system will be able to
adapt to develop a workforce that possesses the knowledge and skills needed to contribute in the
rapidly changing global economy (Fischer, 2009).
In an attempt to view the economic forecast of Ireland, this study was designed to
understand the perceptions that teachers, parents, students, civic leaders, college/university
professors, and representatives of MNCs have regarding the value of student participation in
SciFest. Two themes were identified in the discussion of the data for the final research question:
The majority of stakeholders interacting with Irish secondary schools in this study, including
SJSS, agreed that students benefit from participation in SciFest and that their experiences with
SciFest help them to develop the 21st-century skills that they will need in order to contribute to
the global economy.
Data collected via surveys, interviews, and observations were triangulated to reach
conclusions for the final research question. Survey results show strong evidence that all of the
GLOBALIZATION AND SCIFEST IN IRELAND 121
stakeholder groups involved in the study—teachers, parents, students, civic leaders, college/
university professors, and representatives of MNCs—agreed that students benefit greatly from
participating in SciFest. The same data indicate that the majority of participants agreed that
student participation in SciFest helps Irish secondary students to develop the 21st-century
skills—critical thinking, communication, collaboration, and creativity—that will help them to be
successful in today’s era of innovation (Wagner, 2015).
Chapter Summary
This chapter presented the findings for this study and was divided into six sections: (a)
purpose of the study, (b) review of framework, (c) review of research questions, (d) review of
school characteristics and other schools in study, (e) description of participants, and (f) a report
of the findings. The triangulated data obtained via surveys, interviews, and observations
collected in Ireland in April 2018 from selected SciFest participants, parents, and community
leaders were analyzed to address four research questions.
Research Question 1 asked, How do schools engage in SciFest while preparing students
for the Leaving Certificate Examination? Three themes emerged in relation to this question: (a)
Students at SJSS agreed that that teachers, school leaders, and parents encourage participation in
SciFest in preparation for the Leaving Certificate Examination, (b) students and staff at SJSS
agreed that having students participate in SciFest during their first year causes no conflict
between SciFest and test preparation, and (c) students and staff at SJSS agreed that participation
in SciFest prepares students for the Leaving Certificate Examination, as well as other courses of
study. These three themes align with five of the theoretical frameworks presented in this study:
(a) Spring’s globalization and educational framework, (b) Wagner’s 21st-century skills
GLOBALIZATION AND SCIFEST IN IRELAND 122
framework, (c) Bolman and Deal’s four frames of leadership, (d) Acker’s theories relating to
gender and education, and (e) Slough and Milam’s project-based learning design principles.
Research Question 2 asked, How does school leadership influence participation in
SciFest? Two themes emerged in relation to the second research question: (a) Students and staff
at SJSS agreed that school leadership influences student participation in SciFest, and (b) students
at SJSS agreed that teachers’ actions heavily influence student participation in SciFest. These
two themes align with all six of the theoretical frameworks presented in this study: (a)
Friedman’s framework of globalization, (b) Spring’s globalization and educational framework,
(c) Wagner’s 21st-century skills framework, (d) Bolman and Deal’s four frames of leadership,
(e) Acker’s theories of gender and education, and (f) Slough and Milam’s PBL design principles.
Research Question 3 asked, How does participation in SciFest influence female students’
interest in enrolling in senior-level and third-level STEM courses? Two themes emerged in
relation to this question: (a) Students and staff at SJSS agreed that SciFest influences the
development of female students enrolling in senior-level and third-level STEM courses, and (b)
students and staff at SJSS agreed that participation in SciFest builds female students’ confidence
in science. These two themes align with all six of the theoretical frameworks presented in this
study: (a) Friedman’s framework of globalization, (b) Spring’s (2008) globalization and
educational framework, (c) Wagner’s (2008), 21st-century skills framework, (d) Bolman and
Deal’s (2008) four frames of leadership, (e) (1987) Acker’s theories of gender and education,
and (f) Slough and Milam’s (2013) PBL design principles.
Research Question 4 asked, What perceptions do teachers, principals, parents, students,
civic leaders, college/university professors and MNCs have regarding the value of student
participation in SciFest? Two themes emerged in relation to this question: (a) Students and staff
GLOBALIZATION AND SCIFEST IN IRELAND 123
at SJSS, as well as parents, civic leaders, college/university professors, and representatives of
MNCs, agreed that students benefit from participation in SciFest, and (b) students and staff at
SJSS, as well as parents, civic leaders, college/university professors, and representatives of
MNCs, agreed that SciFest participation provides opportunities for students to develop the 21st-
century skills needed in a global economy. These two themes align with five of the six
theoretical frameworks presented in this study: (a) Friedman’s (2007) framework of
globalization, (b) Spring’s (2009) globalization and educational framework, (c) Wagner’s (2008)
21st-century skills framework, (d) Acker’s (1987) theories of gender and education, and (e)
Slough and Milam’s (2013) PBL design principles.
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Chapter 5: Discussion and Conclusion
Ireland has a colorful and storied history. For the majority of that history, the island
nation struggled to attain political and economic independence. The Celtic people withstood
multiple invasions from Vikings and Normans but eventually Ireland fell under the control of the
British. Even though the Irish War of Independence resulted in creation of the Irish Free State in
1922, the Irish and the British continued to battle until the 1998 peace agreement was signed,
cementing the six counties in Northern Ireland under British law and the other 26 counties to
remain what had been constituted as the Republic of Ireland. Because the national economy was
dependent on agriculture, the country’s economic stability was susceptible to fluctuations in the
market. The potato famine, lasting from 1845 to 1851, was the best example of this economic
instability and dependence on agriculture as the nation’s primary crop was lost due to blight. As
a result, the population of Ireland was reduced by almost half due to widespread death and
massive waves of emigration by 1911 (Killeen, 2012; McCaffey & Eaton, 2002).
The 1990s marked a turning point and a new sense of optimism in Ireland as the nation’s
independence from Britain coincided with the prosperity of the Celtic Tiger era, in which the
country experienced a rapid technological and economic boom that has been compared to the
rapid growth seen in Silicon Valley (McCourt, 2004). The nation’s newfound independence and
self-sufficiency became a source of pride for the Irish people. Ireland earned a reputation as one
of the best countries for businesses and attracted many high-technology MNCs and the benefits
of significant FDI. Developing an educated and highly skilled Irish workforce that can adapt to
the demands of the new world economy is essential to Ireland’s livelihood. These challenges
have created a need to increase opportunities for all Irish students, including females, to develop
21st-century skills in STEM environments.
GLOBALIZATION AND SCIFEST IN IRELAND 125
This case study, although focused on a single all-girls secondary school in Ireland, was
part of a group of 13 case studies conducted by a team of researchers from the University of
Southern California. The research team sought to understand the influence of globalization and
educational policy in Ireland on development of 21st-century skills through implementation of
STEM education and student participation in SciFest, a series of local, regional, national, and
international science competitions and exhibitions for secondary students. The study examined
how Irish secondary schools prepare students simultaneously for participation in SciFest
competitions and for the Irish Leaving Certificate Examination, which determines access to
colleges and universities. The study also explored stakeholder perceptions of the value of
SciFest, how leadership practices influence student participation in SciFest, and how interacting
factors may influence female interest in STEM fields.
Data for this study were collected from various stakeholders involved with the Irish
educational process, including students, teachers, parents, and school and community leaders.
Data were collected via surveys, interviews, and observations at 13 Irish secondary schools in the
counties of Dublin and Cork, at a SciFest regional competition held at the Cork Institute of
Technology, and in Irish offices. This widespread collection of data allowed the researcher to
construct meaning based on the perspectives of a wide range of stakeholders who contribute to
the effectiveness of the Irish educational system.
This dissertation is comprised of five chapters, with the first chapter serving as an
introduction and presenting an overview of what the study would encompass. Chapter 1 is
comprised of seven sections to provide an overview of the study, a statement of the problem, the
purpose of the study, the research questions, the significance of the study, definitions of key
terms, and a description of the organization of the dissertation.
GLOBALIZATION AND SCIFEST IN IRELAND 126
Chapter 2 is a review of pertinent literature related to four specific areas: (a)
globalization, (b) education in the 21st century, (c) the history and political overview of Ireland,
and (d) connections within and among the first three sections regarding how globalization, the
influence of 21st-century learning skills, and the evolution of Ireland’s role on the world
economic stage intersect to create the current state of education in the Emerald Isle. The
literature review included a focus on six sources that comprised the theoretical frameworks for
this study. The first of the six works that comprised the theoretical framework was Friedman’s
(2007) work to describe the flattening phenomenon and how recent developments in the
expansion of the Internet and social media instantly connect people across the globe. Spring’s
(2008) theories of how globalization impacts education were relevant to this study. Wagner’s
(2008) description of the 21st-century skills that would enable a person to contribute in the
rapidly evolving workforce and global economy was key to understanding the significance of the
study. Bolman and Deal’s (2008) discussion of the four frames of leadership was important in
understanding how school and community leaders influence student participation in SciFest.
Gender equality and the importance of increasing female student interest and access to STEM
fields was buttressed by Acker’s (1987) arguments simultaneously. Slough and Milam’s (2013)
framework for the design of inquiry-based instructional strategies in STEM environments was
the last of the six works that comprised the theoretical frameworks for the study.
Chapter 3 provided a description of the methodology used to conduct this case study,
including the sample, setting, and participants. The data collection process was explained, and a
description of the instruments and protocols used to collect data was provided. As this study
relied almost exclusively on qualitative data, the researcher was the primary instrument to collect
data, utilizing surveys, interviews, and observations collected from students and adult
GLOBALIZATION AND SCIFEST IN IRELAND 127
participants during an intensive, week-long visit to Counties Dublin, Cork, Roscommon, and
Wicklow in April 2018. Limitations and delimitations of the study were stated, and issues
relating to credibility, trustworthiness, and ethics were discussed.
Chapter 4 described the data collection and analysis and presented the findings of this
study. The chapter was organized according to the four research questions that guided the study
and analysis of the collected data. The findings were presented and supported by data collected
and triangulated through surveys, interviews, and observations. This study yielded nine separate
thematic findings.
Chapter 5 provides a summary of the findings, identifies implications for practice,
presents recommendations for further research, and offers concluding discussion.
The purpose of this study was to understand the influence of globalization and
educational policy on development of 21st-century skills through implementation of STEM
education and inquiry-based instructional practices, such as PBL, and student participation in
science competitions. The study examined how participation in SciFest prepares students for the
Leaving Certificate Examination and influences school leadership practices, female interest in
STEM courses, and stakeholder perceptions of the value of SciFest. Four research questions
were formulated based on six literary works that comprised the theoretical framework and
foundation for the study.
1. How do schools engage in SciFest while preparing students for the Leaving Certificate
Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
GLOBALIZATION AND SCIFEST IN IRELAND 128
4. What perceptions do teachers, principals, parents, students, civic leaders, college/
university professors, and MNCs have regarding the value of student participation in SciFest?
Summary of Findings
The findings from this study were rich, as a thorough analysis of the data collected from
participants in relation to the four research questions produced findings that emerged in nine
themes. This section presents a summary and brief discussion of the study’s findings in relation
to current practice.
Research Question 1
Research Question 1 asked, How do schools engage in SciFest while preparing students
for the Leaving Certificate Examination? The Irish Leaving Certificate Examination is a high-
stakes test for students; scores often determine entry into third-level schools such as colleges,
universities, and institutes of technology (Murray et al., 2003). The intent of this question was to
determine how secondary schools in Ireland, which are under great pressure to prepare students
for the Leaving Certificate Examination, simultaneously prepare students to compete in SciFest.
A review of the data obtained via surveys, interviews, and observations supports three themes
related to this research question.
Theme 1. At SJSS, students agreed that teachers, school leaders, and parents encourage
participation in SciFest in preparation for the Leaving Certificate Examination. This finding for
SJSS was similar to the finding for all schools in the study, as the majority of students surveyed
at SJSS and all schools included in the study indicated that teachers encourage participation in
SciFest activities to support student success on the Leaving Certificate Examination. Teachers
and school staff were in even stronger agreement about this, as a higher percentage of the
teachers and school staff surveyed at SJSS and all the schools included in the survey agreed that
GLOBALIZATION AND SCIFEST IN IRELAND 129
teachers encourage participation in SciFest activities to support student success on the Leaving
Certificate Examination. During interviews, students and teachers added that an effective
strategy that facilitates preparation for both SciFest and the Leaving Certificate Examination is
for students to choose strategically to focus on SciFest projects that will extend their learning on
science or mathematics topics that will be tested on the Leaving Certificate Examination, thereby
blending the two endeavors.
The majority of teachers and school staff surveyed at SJSS and at all the schools in the
study agreed that school leadership works with teachers to align SciFest learning activities with
the Leaving Certificate Examination. This perception was strongly held at SJSS, where 89% of
the school staff surveyed agreed that this practice was in place at SJSS. During interviews, SJSS
teachers commented that SciFest participation could add depth and breadth to student learning
experiences.
Theme 2. The students and staff at SJSS agreed that having students participate in
SciFest during their first year causes no conflict between SciFest and test preparation. The key
strategy employed at SJSS to prepare students simultaneously for SciFest and the Leaving
Certificate Examination was to have all SJSS students participate in SciFest during their first
year in the secondary school. Students and school staff at SJSS agreed that any conflicts between
SciFest participation and Leaving Certificate Examination preparation were minimized during
the first year of secondary school as students and staff were not overly concerned with
preparation for the examination so early in their academic careers. In support of this, school staff
agreed that SciFest participation during their first year helps the students to make a successful
transition to the secondary school by providing an activity-based, hands-on learning activity
prior to feeling the pressure of having to prepare for state examinations. Students and staff
GLOBALIZATION AND SCIFEST IN IRELAND 130
members from other schools included in the study expressed a similar opinion, that having
students participate in SciFest during their Transition Year Programme was beneficial to the
student learning experience without causing conflict between SciFest and state testing
preparation.
Theme 3: The students and staff at SJSS agreed that participation in SciFest prepares
students for the Leaving Certificate Examination, as well as for other courses of study. This
perception was most often expressed in interviews with students and staff at SJSS and the belief
was supported by students and staff at other schools in the study, who voiced similar views. The
most dominant view in support of this theme was that the skills that students learn in SciFest are
valuable to their development as thinkers and problem solvers, which in turn will help them to be
successful on the Leaving Certificate Examination and in other courses. The attainment of 21st-
century skills will help to prepare them for future experiences (Wagner, 2015). These skills,
learned and honed during SciFest participation, such as learning how to conduct research and to
work collaboratively with other students to solve problems and find solutions, are foundational
skills that will be helpful in other courses. The presentation aspects of SciFest, students and staff
asserted, will be helpful for students as they learn to communicate with others in school and later
in professional settings.
Although the survey and interview data for this research question were rather strong and
yielded significant insight, the observation data for this research question were somewhat
inconclusive. Some classroom observations at SJSS yielded opportunities for the researcher to
witness student learning experiences that prepared them for participation in SciFest and for the
Leaving Certificate Examination, while other observations did not substantiate the findings.
GLOBALIZATION AND SCIFEST IN IRELAND 131
Research Question 2
Research Question 2 asked, How does school leadership influence participation in
SciFest? The intent of the research question was to determine whether or not school leaders
influenced participation in SciFest and, if so, what strategies they utilized to do so. Application
of the four frames of leadership as theorized by Bolman and Deal (2008) was important to
understanding the various influences by school leaders, such as administrators, counselors,
and/or teachers, who could exert influence student participation in SciFest. Data collected via
surveys, interviews, and observations were used to address this research question. Survey data
for this research question were plentiful as staff, students, and parents were cited multiple
examples of strategies that school leaders utilize to influence participation in SciFest. A review
of the data supported two findings related to this research question, indicating that school leaders
and teachers positively influence student participation in SciFest.
Theme 1: Students and staff at SJSS agreed that school leadership influences student
participation in SciFest. The data indicated strong agreement by students and staff that the school
leadership at SJSS employs a multitude of strategies to encourage student participation in SciFest
and that they are successful in their efforts. Data also indicated that this perception is evident at
all of the schools in the study, although to varying degrees. While this perception exists at all of
the schools in the study, according to data collected via surveys, the students and staff at SJSS,
for example, agreed to a greater extent than their peers at the other schools that their school
leadership employs strategies to encourage student participation in SciFest. Survey also indicated
that the staff at SJSS agreed with this statement to a greater extent than the students.
Survey data also indicated that students and staff members at SJSS and all of the schools
in the study agreed on three common strategies that school leaders utilize to encourage student
GLOBALIZATION AND SCIFEST IN IRELAND 132
participation in SciFest: providing instructional materials, emphasizing real-world applications,
and using technology to promote science learning. Students noted that school leaders use
incentives, recognition, and praise to encourage student participation in SciFest, and staff
members at SJSS and all schools in the study identified other strategies that are utilized by
school leaders to encourage student participation in SciFest. Additional strategies identified by
staff at all of the schools in the study were providing common planning times for teachers, use of
department meetings, professional development, informational meetings, promotion of SciFest
on social media, and alignment of curriculum to examinations.
Interview and observation data from students and staff supported this theme. During
interviews, SJSS students said that school leaders provided prizes and encouragement that
motivated them to participate and do well with their SciFest projects. Staff at SJSS commented
that their Deputy Principal’s science background was particularly evident and effective in
encouraging student participation in SciFest. SJSS staff commented positively about how school
leaders removed barriers and provided financial support to facilitate student participation in
SciFest. Observation data in support of this theme included numerous posters and fliers on
campus and announcements read by the Deputy Principal to promote SciFest.
Theme 2: Students at SJSS agreed that teachers’ actions heavily influence student
participation in SciFest. While support by school leaders is vital to successful implementation of
SciFest, it was evident that SJSS students saw teacher support and actions as irreplaceable.
Survey data showed that students at SJSS and at all schools in the study agreed that teachers at
their schools employed strategies to encourage participation in SciFest. Strategies included use
of inquiry-based learning, independent study, science competitions, real-world applications, and
GLOBALIZATION AND SCIFEST IN IRELAND 133
use of technology to promote science learning. Staff perceptions at SJSS and at all schools in the
study buttressed the students’ positions.
Although survey results clearly demonstrated student beliefs that teachers’ support and
actions encourage student participation in SciFest, data obtained via interviews and observations
were more significant. SJSS students went to great lengths to articulate the importance of their
teachers’ actions in encouraging participation in SciFest. SJSS students described teachers as
motivating, encouraging, and helping to bring science projects to life. Students from other
schools in the study validated this belief and added that teachers worked collaboratively to allow
students increased access to hands-on science laboratories and to model science projects that
they used as exemplars. Multiple observations of SJSS teachers who were skillfully infusing
SciFest projects into the curriculum validated this theme. Examples included in-class science
competitions that piqued student excitement and pointing out explicit parallels between SciFest
and the science curriculum.
Research Question 3
Female underrepresentation in STEM fields, particularly in the areas of engineering,
technology, and manufacturing, have been widely documented (Van Langen et al., 2006). In
light of this knowledge, Research Question 3 asked, How does participation in SciFest influence
female students’ interest in enrolling in senior-level and third-level STEM courses? The intent of
this research question was to determine whether female students’ participation in SciFest
influenced subsequent enrollment in high-level science courses by female students. Gender-
based perceptions regarding this question varied widely in the schools in this study, influenced
by the gender composition of each school. SJSS is an all-girls school, as were four other schools
in the study. Of the remaining 13 schools, six were coed and two were all-boys. Analysis of the
GLOBALIZATION AND SCIFEST IN IRELAND 134
data collected via surveys, interviews, and observations revealed two themes related to this
research question.
Theme 1. The students and staff at SJSS agreed that SciFest influences female students
to enroll in senior-level and third-level STEM courses. Survey data indicated that students and
staff at SJSS agreed that student participation in SciFest encourages subsequent enrollment in
high-level STEM courses. O’Brien (2003) theorized that female students are largely
underrepresented in STEM careers because they avoid enrolling in and completing high-level
mathematics and science courses in secondary schools; however, the majority of students and
staff surveyed at SJSS agreed that female students who participate in SciFest are positively
influenced to enroll in senior-level STEM courses. Survey data also indicated that students and
staff at SJSS agreed the school actively pursues strategies to increase female student
participation in SciFest, including providing female role models for students in STEM
environments. All staff surveyed at SJSS agreed that the school actively employs strategies to
increase female participation in SciFest.
Interview and observation data supported this finding, as students at SJSS reported that
teachers and school leaders encouraged them to participate in SciFest and that participation in
SciFest helps female students to become interested in science and therefore more likely to pursue
STEM opportunities. Staff at SJSS agreed that female student curiosity in science can be piqued
by participation in SciFest. One teacher spoke eloquently about how she was encouraged at a
young age by a teacher to pursue science and mathematics, which gave her confidence to attempt
to do anything that the boys were doing. She explained that she tries to be that kind of an
advocate for her female students. An observation in a relatively new advanced engineering
course at SJSS during the second year of its offering indicated that the school is making efforts
GLOBALIZATION AND SCIFEST IN IRELAND 135
to promote high-level STEM courses for females, although the class has only 11 students. Efforts
to increase female students to participate in SciFest and STEM activities are not limited to SJSS,
as all schools in the study that enrolled female students strategically attempted to encourage
female student participation in SciFest and observations at the SciFest regional competition in
Cork showed that females outnumbered male participants by a ratio of almost 2:1.
Theme 2. The students and staff at SJSS agreed that participation in SciFest builds
female student confidence in science. Although data from surveys supported this theme, the
theme was most evident during the course of interviews and in observations where female
adolescent students clearly and powerfully articulated what they had learned and gained from
their SciFest experiences. Female students at SJSS were adamant that their participation in
SciFest encouraged them to pursue projects and courses of study that they had previously felt to
be reserved for boys; they stated that their sense of accomplishment and esteem was positively
influenced by these experiences. This finding was consistent at all schools in the study.
Staff interviews at SJSS and at the other schools in the study supported this emergent
theme, as multiple educators described a growing sense of confidence stoked by female student
participation in SciFest. SJSS teachers and the Deputy Principal commented that the SciFest
experience, particularly because it was being offered to all student during the first year of
secondary school, was instrumental in helping students to become engaged and excited about
their learning process.
Observations supported this finding, as female students at SJSS talked about their own
learning process and how they were able to monitor and self-assess their SciFest projects.
Female students who presented their SciFest projects at the regional competition at the Cork
Institute of Technology displayed a strong sense of poise and confidence.
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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? Ireland’s ability to attract high-technology MNCs and FDI
opportunities has not only helped the country not only to rebound from the recession following
the end of the Celtic Tiger era but has given the island nation an identity as a lucrative haven for
industry. The Irish educational system’s ability to develop a workforce that can continue to
contribute in the rapidly changing global economy will influence the future national economy
(Fischer, 2009). The intent of this research question was to determine stakeholder perceptions
regarding the value of student participation in SciFest, especially as it relates to preparing
students of Ireland to develop skills that will enable them to contribute to the continuing
prosperity of Ireland and the world. Analysis of the data collected via surveys, interviews, and
observations revealed two themes related to this research question.
Theme 1. Students and staff at SJSS, as well as parents, civic leaders, college/university
professors, and MNC representatives, agreed that students benefit from participation in SciFest.
Significant data obtained via surveys, interviews, and observations from all participating
stakeholder groups indicated the perceived value of having students participate in SciFest.
Although survey data revealed strong evidence from all stakeholder groups regarding the
perceived value of student participation in SciFest, the survey data collected from the school
staff were most significant. All staff surveyed at SJSS and at all schools in the study agreed that
students benefit from participation in SciFest. Parents and community leaders expressed strong
agreement with this statement, both at SJSS and at all schools in the study; students surveyed at
SJSS and at all schools in the study agreed as well, although to a lesser degree. Survey data from
GLOBALIZATION AND SCIFEST IN IRELAND 137
all stakeholders indicated similar perceptions about whether SciFest participation enhances
STEM educational development in students.
Interview data from teachers, principals, parents, students, civic leaders,
college/university professors, and MNC representatives support this finding as participants,
especially school staff and community leaders, cited examples of why they perceived that
SciFest participation benefits students. Many school staff members and community leaders
expressed the opinion that SciFest allows students to have positive experiences with science at an
early age, which can lead to a continued interest or passion for science. Research from the Buck
Institute for Education (2018) indicates that, when students are permitted to decide what they
will study, they are more likely to be interested and have a higher probability of increased
learning. Interview responses from school staff and community leaders supported this theory as
several adults expressed that the student choice aspect of SciFest was a powerful factor in
contributing to its benefits for students.
Observation data verified the perceived student benefits of SciFest, as many school staff
passionately worked above and beyond required duties to ensure that student SciFest experiences
would be successful. Community leaders displayed the same devotion to ensuring success of
SciFest; many volunteered time to serve as judges, present awards, or work behind the scenes.
Theme 2. Students and staff at SJSS, as well as parents, civic leaders, college/university
professors, and MNC representatives, agreed that SciFest participation provides opportunities for
students to develop the 21st-century skills needed in a global economy. The majority of
stakeholders who participated in SciFest agreed that SciFest participation benefits students,
specifically as it helps them to develop 21st-century skills—critical thinking, communication,
GLOBALIZATION AND SCIFEST IN IRELAND 138
collaboration, and creativity—that will help them to be successful in today’s era of innovation
(Wagner, 2015).
Survey data from students, school staff, and parents and community members supported
this finding, with responses from school staff the most emphatic, followed by those from parents
and community members, and students, respectively.
The most powerful data to support this theme came in interviews. Students articulated the
specific 21st-century skills that they believed they had developed through SciFest participation.
Although all skills were mentioned, led by the ability to collaborate with peers and to
communicate effectively.
Staff and community leaders were articulate about the student acquisition of 21st-century
skills and, most important, their link to the future economic success of Ireland. These strongly
held perceptions were displayed in the actions of the adult participants in the study and observed
by the research team as educators and community leaders were passionate in their stand that
improving STEM education was one of the keys to preparing Irish students for the global
economy and continued improvement of the Irish economy. Their perception that the SciFest
experience could aid in improving the lives of the students of Ireland and the nation’s economic
stability was explicitly stated. In this endeavor, teachers and school and community leaders were
active and enthusiastic in their support of STEM education and SciFest participation. They
collaborated to make the students’ SciFest experience as effective as possible.
Implications for Practice
Ireland has made impressive strides in the past few decades to establish its political and
economic independence. The nation’s ability to continue on this current trajectory as a prominent
player in the new global economy will depend largely on its ability to develop and maintain an
GLOBALIZATION AND SCIFEST IN IRELAND 139
educated and skilled workforce that can adapt and contribute in today’s evolving markets
(Fischer, 2009). This study examined four research questions relating to how Irish secondary
schools prepare students simultaneously for participation in SciFest competitions and for the
Irish Leaving Certificate Examination. It also explored stakeholder perceptions of the value of
SciFest, how leadership practices influence student participation in SciFest, and how interacting
factors may influence female interest in STEM fields. Three implications for practice emerged.
The first implication for practice relates to the issues caused by the significance of the
Leaving Certificate Examination. Irish secondary schools face pressure to prepare students to be
successful on the examination as scores determine student options for third-level education.
Participants in this study indicated that the time that teachers devote to preparation for the
examination and that students spend independently engaged in rote learning take away from time
that could be spent in exploring inquiry-based learning activities that seem to be more aligned
with the development of 21st-century skills. Wagner’s 21st-century skills framework (2015)
implies that student acquisition critical thinking, communication, collaboration, and creativity is
essential, not only to ensure marketability of the individual student but to ensure viability of the
nation’s workforce. The recent revision of the Junior Certificate Programme, with the inclusion
of hands-on, skill-based Classroom-Based Assessments, indicates that steps are being taken in
this area (Ireland Department of Business, Enterprise, and Innovation, 2017). Resolving conflicts
between examination preparation and increasing opportunities for students to be engaged in
STEM inquiry-based learning should be prioritized.
The second implication for practice relates to providing more opportunities for female
students to be involved in high-level STEM courses and prepared for related careers. As Ireland
is not very diverse ethnically, many of the equity issues in education, especially as they relate to
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student participation in STEM, manifest as gender inequalities (Van Langen et al., 2006).
Innovation 2020 is an active Irish initiative designed to propel Ireland to become a world leader
in technology and innovation by the year 2020. One of the initiative deals explicitly with
development of an action plan to address gender inequalities in STEM education and careers, as
approximately 25% of people who work in STEM-related fields in Ireland are female (STEM
Education Review Group, 2016). All of the secondary schools in this study, with the exception of
the two all-boys schools, reported that they employ strategies to increase female student
participation in STEM activities. While these efforts are necessary to narrow the significant gaps
in gender representation in high-level STEM courses, providing equal opportunities for males
and females may not be enough. Increased efforts and greater advocacy to achieve equal status
for women in STEM environments may be required (Department of Business, Enterprise, and
Innovation, 2017).
The third implication for practice involves expanding collaborative efforts between the
educational system and the MNCs. The organizers of SciFest, and many of the SciFest
participating schools, have already begun to engage in partnership with MNCs, a collaboration
that greatly benefits the student science fairs. Data collected in this study indicated that school
leaders, as well as community and MNC leaders, agreed that inquiry-based STEM education
benefits students and will improve the Irish workforce. The ideal PBL activities, referred to as
meeting the Gold Standard, include real-world applications, such as having students work in
teams to solve authentic problems from outside of the walls of the classroom (Buck Institute for
Education, 2018; Solomon, 2003). Ongoing and sustained collaboration between schools and
MNCs could breathe life and relevance into the Irish science curriculum, leading to higher levels
GLOBALIZATION AND SCIFEST IN IRELAND 141
of student engagement and achievement and producing graduates who are motivated and better
prepared to pursue STEM careers.
Recommendations for Future Research
Although 13 secondary schools in the Counties of Dublin and Cork participated in this
study, the main focus of the study was on one all-girls secondary school. The study’s review of
literature and a great deal of data were collected and analyzed to identify nine themes in relation
to four research questions. Much more research in related areas can be done to understand the
interacting factors that have contributed to the complexity of this study. The first
recommendation for future research is to conduct comparative studies of Irish secondary schools
that do not participate in SciFest. All 13 schools in this study participate in SciFest, but it would
be meaningful to study Irish secondary schools from the same regions that do not participate in
SciFest in order to understand the various aspects or strategies that comprise STEM education in
Ireland. A study with this focus could show how Irish schools can help students to develop 21st-
century skills and determine best practices to contribute to preparation of an educated and skilled
workforce.
Gender inequality, the underrepresentation of females, in STEM fields has been widely
documented throughout this study. Instead of focusing on deficit-based models of research or
gap analysis, the second recommendation for future research is to conduct case studies focusing
on successful female STEM leaders. Although females are underrepresented in STEM fields,
there are many brilliant and successful female STEM innovators from whom much can be
learned to inform aspiring female innovators and to create educational environments that
consistently produce equitable numbers of females in STEM fields. The proposed study would
explore how specific successful female STEM leaders overcame societal obstacles to benefit
GLOBALIZATION AND SCIFEST IN IRELAND 142
from educational support and the strategies that they employed to gain success in male-
dominated fields.
Current fledgling partnerships between the Irish educational system and the Irish-based
MNCs support science fairs, internships, and other innovative educational opportunities.
Although data collected in this study indicated that school and MNC leaders saw value in
promoting a STEM inquiry-based education, the amount of authentic collaboration between
schools and MNCs is limited to sponsorship, attendance, and internship opportunities. The third
recommendation for future research is a proposed study to examine the barriers that prevent
schools and MNCs from becoming true partners to improve student learning. The purpose of this
study would be to identify best practices in order to develop and replicate models where the
individual strengths of schools and MNCs are combined and accentuated, benefitting both the
students and the economy of Ireland.
Conclusion
The purpose of this study was to understand the influence of globalization and
educational policy on development of 21st-century skills through implementation of STEM
education and inquiry-based instructional practices such as PBL, and student participation in
science competitions in Ireland. The study examined how participation in SciFest prepares
students for the Leaving Certificate Examination and influences school leadership practices,
female interest in STEM courses, and stakeholder perceptions of the value of SciFest. In recent
decades, Ireland has achieved political and economic success; it is now internationally
recognized as a sovereign nation and as a worldwide hub of high-technology innovation. As this
study has demonstrated, the future success of an independent Ireland is dependent on its ability
to continue to develop an educated and skilled workforce that can meet the needs of today’s
GLOBALIZATION AND SCIFEST IN IRELAND 143
evolving global economy. These interacting factors have created an Irish educational system,
supported by a diverse range of stakeholders from within and outside the educational system.
These stakeholders include students, parents, school staff, and community and MNC leaders who
have shown a willingness to work together to create STEM-based learning activities for students
that will help them to develop 21st-century skills and contribute to the future success of Ireland.
GLOBALIZATION AND SCIFEST IN IRELAND 144
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GLOBALIZATION AND SCIFEST IN IRELAND 150
Appendix A: Recruitment Letter to Principal
Dear [CONTACT NAME],
My name is [USC STUDENT’S NAME] and I am currently [USC STUDENT’S TITLE/POSITION],
located in the United States. I am also a doctoral student at the University of Southern California (USC).
In April, 2018, I will travel with 12 other doctoral students from USC to Ireland as part of a research team
led by Dr. Michael Escalante.
Your name was provided to me as an innovative leader running an exemplary program. Recently, Sheila
Porter, CEO of SciFest, contacted you or a representative at your school to request your participation in a
1-day study. From April 16 to 19, 2018, another doctoral student and I hope to visit [NAME OF
SCHOOL/INSTITUTION] to talk with, observe, and survey willing students, teachers, and you.
This study’s ultimate goal is to understand how schools and SciFest are helping students to develop 21st-
century skills, particularly in the fields of science, technology, engineering, and maths (STEM). We are
interested in STEM education as a means of producing knowledge-ready workers and citizens prepared
for the 21st-century. Expanding on prior studies, we hope to understand how leadership and increased
female participation influence broader acquisition of 21st-century skills and/or pursuit of STEM in
college-career. Furthermore, we aim to understand the influence of globalization and multinational
corporations on schools throughout Ireland.
The following questions will guide our research:

1. How do schools engage in SciFest while preparing students for the Leaving Certificate
Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into senior-level
and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/university
professors, and multinational corporations (MNCs) have regarding the value of student
participation in SciFest?
Please know that participation during our visit will be entirely voluntary, confidential, and nonevaluative.
If you would like, at the completion of the overall study, I would be more than happy to provide a copy of
the final dissertation results and conclusions report.
Thank you for considering my request and taking your valuable time to read this correspondence; without
your help, this experience would not be possible. May I request that you reply at your convenience via
email to [USC STUDENT’S EMAIL] to provide a contact number and preferred time for me to call you
to discuss details about my visit to [NAME OF SCHOOL/INSTITUTION].
Sincerely,
[USC STUDENT’S NAME]
Doctoral Candidate
Rossier School of Education
University of Southern California
GLOBALIZATION AND SCIFEST IN IRELAND 151
Appendix B: Political Leader/Educational Policy Maker Interview Protocol

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

1. What is the ideal way to prepare students for the Leaving Exam while participating in SciFest
at the same time?
2. What strategies should schools employ to prepare students for SciFest while preparing
students for the Leaving Certificate Exam?
3. How does participation in SciFest influence preparation for the Leaving Certificate Exam?
4. Some principals say that SciFest takes away from the core instruction and preparation for the
Leaving Certificate Exam. How would you respond to that?
GLOBALIZATION AND SCIFEST IN IRELAND 152
II. The influence of school leadership on SciFest participation

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

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

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

IV. The value of student participation in SciFest

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

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

GLOBALIZATION AND SCIFEST IN IRELAND 154
II. The influence of school leadership on SciFest participation

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

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

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

IV. The value of student participation in SciFest

1. How does student participation in SciFest benefit your organization, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if at all?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
GLOBALIZATION AND SCIFEST IN IRELAND 155
Appendix D: School Leader Interview Protocol
Interviewer: ____________________________ Date: _______________________________
Interviewee: ____________________________ Location: ___________________________
Job Title: _______________________________ Contact Information: __________________
Length of Time in Your Position: _________________________________________________
Start Time: _____________________________ End Time: ___________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the Leaving Certificate Exam. Additionally, this
study investigates how SciFest influences female students’ interest in STEM courses and
stakeholders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. For clarification, we are particularly interested in the fields of science, technology,
engineering, and maths (STEM). Students need 21st-century skills to compete in a global
workforce and economy; these 21st century skills include critical thinking, collaboration,
effective oral and written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the Leaving Certificate
Examination

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

GLOBALIZATION AND SCIFEST IN IRELAND 156
II. The influence of school leadership on SciFest participation

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

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

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

IV. The value of student participation in SciFest

1. How does student participation in SciFest benefit students, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if at all?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
GLOBALIZATION AND SCIFEST IN IRELAND 157
Appendix E: Teacher Interview Protocol
Interviewer: ____________________________ Date: _______________________________
Interviewee: ____________________________ Location: ___________________________
Job Title: _______________________________ Contact Information: __________________
Length of Time in Your Position: _________________________________________________
Start Time: _____________________________ End Time: ___________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the Leaving Certificate Exam. Additionally, this
study investigates how SciFest influences female student’s interest in STEM courses and
stakeholder perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. For clarification, we are particularly interested in the fields of science, technology,
engineering, and maths (STEM). Students need 21st-century skills to compete in a global
workforce and economy; these 21st-century skills include critical thinking, collaboration,
effective oral and written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the Leaving Certificate
Examination

1. What is the ideal way to prepare students for the Leaving Exam while participating in SciFest
at the same time?
2. What strategies are employed to prepare students for SciFest at your school while preparing
students for the Leaving Certificate Exam?
3. Are you finding that participation in SciFest influences preparation for the Leaving
Certificate Exam? Please describe this influence.
4. Some teachers might say that SciFest takes away from the core instruction and preparation
for the Leaving Certificate Exam. How would you respond to that?
GLOBALIZATION AND SCIFEST IN IRELAND 158

II. The influence of school leadership on SciFest participation

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

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

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

IV. The value of student participation in SciFest

1. What is your perception of the benefit that students may get from participation in SciFest?
2. What is the role of SciFest in the development of 21st-century skills, if at all?
3. If I were a student at this school and I were trying to decide on a college major (third-level
course of study), how would SciFest influence my decision?
4. What is your opinion of SciFest’s contribution to Ireland’s economic prosperity?
GLOBALIZATION AND SCIFEST IN IRELAND 159
Appendix F: Student/Parent Interview Protocol
Interviewer: ____________________________ Date: ______________________________
Interviewee: ____________________________ Location: ___________________________
Select One: Student______ Parent _______ Contact Information: _________________
(Child’s) Gender:_____________________ (Child’s) Grade:______________________
(Child’s) School:______________________________________________________________
Start Time: _____________________________ End Time: __________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the Leaving Certificate exam. Additionally, this
study investigates how SciFest influences female students’ interest in STEM courses and
stakeholders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. For clarification, we are particularly interested in the fields of science, technology,
engineering, and maths (STEM). Students need 21st-century skills to compete in a global
workforce and economy; these 21st-century skills include critical thinking, collaboration,
effective oral and written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
GLOBALIZATION AND SCIFEST IN IRELAND 160
I. Schools’ engagement in SciFest while preparing students for the Leaving Certificate
Examination

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

II. The influence of school leadership on SciFest participation

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

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

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

IV. The value of student participation in SciFest

1. How does student participation in SciFest benefit students, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if at all?
3. How does SciFest influence students’ college and career choices?
4. Why do you (does your child) participate in SciFest?
5. (Parent Only) How does SciFest contribute to Ireland’s economic prosperity, if at all?
GLOBALIZATION AND SCIFEST IN IRELAND 161
Appendix G: Classroom Observation Protocol
Date: _______________________ Location of Observation: ___________________________
Teacher Observed: _________________________ Time of Observation: __________________
Class Size (total students): ________________ Males ______ Females ______
Class Title and Grade Level: ______________________________________________________
DESCRIPTION/DIAGRAM
OF CLASSROOM

- Position of student desks

- Position of teacher’s desk

- Whiteboard

- Grouping of students

- Technology

- Tables, computers, shelves

- Wall displays, decorations

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

FRONT OF CLASSROOM

Overview of Lesson (Learning Objective for the Day):

Instructional Materials Used:

Additional Classroom Information:
GLOBALIZATION AND SCIFEST IN IRELAND 162

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

Collaborating
Across Networks
Making
Thinking
Visible

Agility and
Adaptability
Helping
Students Learn
from Others

Initiative and
Entrepreneurialism
Promoting
Autonomy and
Lifelong
Learning

Effective Oral and
Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

Other Observations

GLOBALIZATION AND SCIFEST IN IRELAND 163
Reflection Questions:

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

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

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

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

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

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

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

8. Are there additional questions for the teacher?
GLOBALIZATION AND SCIFEST IN IRELAND 164
Appendix H: SciFest Observation Protocol
Date: April 20, 2018 Location of Fair: Cork Institute of Technology
Time of Observation: ______________________
Number of Students Participating: ____________ Males ______ Females ______
Grade Level of Students Participating: ______

DESCRIPTION/DIAGRAM
OF FAIR

- Position of student projects

- Grouping of students/themes

- Technology

- Tables, computers

- Wall displays, decorations

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

Overview of Events/Themes:

Additional SciFest Information:

GLOBALIZATION AND SCIFEST IN IRELAND 165

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

Collaborating
Across Networks
Making
Thinking
Visible

Agility and
Adaptability
Helping
Students Learn
from Others

Initiative and
Entrepreneurial-
ism
Promoting
Autonomy and
Lifelong
Learning

Effective Oral
and Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

Other
Observations

GLOBALIZATION AND SCIFEST IN IRELAND 166
Reflection Questions:

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

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

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

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

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

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

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

8. Are there additional questions for the teacher?
GLOBALIZATION AND SCIFEST IN IRELAND 167
Appendix I: Survey Protocol for School Administrator or Teacher

Date: ___________________ Location of Survey: ____________________________________

Select One: School Administrator ______ Teacher ___________

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

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

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

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

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

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

GLOBALIZATION AND SCIFEST IN IRELAND 168

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

GLOBALIZATION AND SCIFEST IN IRELAND 169
5. Teachers at my school employ strategies to positively influence
school participation in SciFest. SA A N D SD DK

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

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

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

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

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

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

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

GLOBALIZATION AND SCIFEST IN IRELAND 170
12. Female students who participate in SciFest tend not to
select maths-based or technology-based projects. SA A N D SD DK

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

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

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

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

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

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

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

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

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

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

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

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

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

26. MNCs are an important partner in SciFest. SA A N D SD DK
GLOBALIZATION AND SCIFEST IN IRELAND 171
Appendix J: Survey Protocol for Political Leader, Business Leader, or Policy Maker

Date: ___________________ Location of Survey: ____________________________________

Select One: Political Leader ______ Business Leader___________ Policy Maker___________

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

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

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

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

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

4. School leadership employs strategies to positively influence
school participation in SciFest. SA A N D SD DK
GLOBALIZATION AND SCIFEST IN IRELAND 172

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

Department meetings

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

GLOBALIZATION AND SCIFEST IN IRELAND 173
5. Teachers at my school employ strategies to positively influence
school participation in SciFest. SA A N D SD DK

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

6. School leadership works with teachers to align SciFest activities
with the Leaving Certificate Examination. SA A N D SD DK
7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates a shared vision
to all stakeholders for implementing SciFest at the school. SA A N D SD DK
9. School leadership is a positive influence on SciFest
competitions at my school. SA A N D SD DK
10. School leadership allocates adequate financial resources
to effectively implement SciFest in schools. SA A N D SD DK
GLOBALIZATION AND SCIFEST IN IRELAND 174
11. School leadership provides support, including time, materials,
and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology-based projects. SA A N D SD DK
13. School leadership encourages and recruits female students
to participate in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their participation in SciFest. SA A N D SD DK
16. Schools actively employ strategies to increase female
students’ participation in SciFest. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female students’ interest
in enrolling into third-level STEM courses. SA A N D SD DK
20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK
21. SciFest provides opportunities for students to develop
21st-century skills. SA A N D SD DK
22. Participants in SciFest demonstrate skills needed to obtain
careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational development
in students. SA A N D SD DK
24. SciFest provides opportunities to develop the skills needed
in a global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in SciFest. SA A N D SD DK
GLOBALIZATION AND SCIFEST IN IRELAND 175
Appendix K: Survey Protocol for Parent of Senior Cycle Student
Date:____________________ Location of Survey:____________________________________

Your child’s gender: Female_____ Male_____

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

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

1. Participation in SciFest prepares students to be successful on the
Leaving Certificate Examination. SA A N D SD DK
2. The school leadership at my child’s school encourages
participation in SciFest to support student success on the
Leaving Certificate Examination. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to support
student success on the Leaving Certificate Examination. SA A N D SD DK
4. The school leadership at my child’s school employs strategies
to positively influence school participation in SciFest. SA A N D SD DK
GLOBALIZATION AND SCIFEST IN IRELAND 176

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

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

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

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

Background Information:

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

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

You are: Male______ Female______ Decline to State______

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

1. Participation in SciFest prepares students to be successful on the
Leaving Certificate Examination. SA A N D SD DK
2. The school leadership at my school encourages participation
in SciFest to support student success on the Leaving Certificate
Examination. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to support
student success on the Leaving Certificate Examination. SA A N D SD DK
4. The school leadership at my school employs strategies to
positively influence school participation in SciFest. SA A N D SD DK
GLOBALIZATION AND SCIFEST IN IRELAND 180

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

GLOBALIZATION AND SCIFEST IN IRELAND 181
5. Teachers at my school employ strategies to positively
influence school participation in SciFest. SA A N D SD DK
5a. Check all strategies that teachers employ: Yes No Don’t
Know
Inquiry-based learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:

6. School leadership works with teachers to align SciFest
activities with the Leaving Certificate Examination. SA A N D SD DK
7. School leadership develops a shared-vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates to all stakeholders
(students, parents, teachers, etc.) a shared-vision for
implementing SciFest competitions at the school. SA A N D SD DK
9. School leadership is a positive influence on SciFest
competitions at my school. SA A N D SD DK
10. School leadership allocates adequate financial resources to
effectively implement SciFest at my school. SA A N D SD DK
GLOBALIZATION AND SCIFEST IN IRELAND 182
11. School leadership provides support, including time,
classroom materials, and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology- based projects. SA A N D SD DK
13. My school actively encourages and recruits female students
to participate in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their participation in SciFest. SA A N D SD DK
16. My school actively employs strategies to increase female
students’ participation in SciFest. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female students’ interest
in enrolling into third-level STEM courses. SA A N D SD DK
20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK
21. SciFest provides opportunities for students to develop
21st-century skills. SA A N D SD DK
22. Participants in SciFest demonstrate the skills needed
to obtain careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational
development in students. SA A N D SD DK
24. SciFest provides opportunities to develop skills needed
in a global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in promoting SciFest. SA A N D SD DK
GLOBALIZATION AND SCIFEST IN IRELAND 183
Appendix M: Information Sheet for Exempt Research

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

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

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

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

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

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

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

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
There are no anticipated benefits to your participation. We hope that this study will help
researchers and policy-makers to better understand the drivers that increase the likelihood of
students pursuing studies in Science, Technology, Engineering and Maths (STEM) while
acquiring 21
st
Century Skills necessary for all citizens.
GLOBALIZATION AND SCIFEST IN IRELAND 184

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

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

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

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

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

Co-investigators:
Jonathan Blackmore, Director, Covina-Valley Unified School District, jblackmo@c-vusd.org
Roger Brossmer, Assistant Superintendent, Downey Unified School District, brossmer@usc.edu
Elizabeth Eminhizer, Assistant Superintendent, Covina-Valley Unified School District,
eminhize@usc.edu
Raquel Gasporra, Assistant Superintendent, Whittier City School District, gasporra@usc.edu
Jennifer Graziano, Director, Compton Unified School District, jgrazian@usc.edu
Jason Hasty, Director, Los Angeles County Office of Education, jhasty@usc.edu
Chris Hollister, Assistant Superintendent, Chaffey Joint Union High School District,
chollist@usc.edu
Veronica Lizardi, Director, Downey Unified School District, vlizardi@usc.edu
Robert McEntire, Assistant Superintendent/CBO, Covina-Valley Unified School District,
rmcentir@usc.edu
Josh Randall, Assistant Superintendent, Sulphur Springs Union School District,
jirandal@usc.edu
Wayne Shannon, Assistant Superintendent, Downey Unified School District, twshanno@usc.edu
Marc Trovatore, Director, West Covina Unified School District, trovator@usc.edu
Diana Velasquez, Director, Los Angeles County Office of Education, vela983@usc.edu
GLOBALIZATION AND SCIFEST IN IRELAND 185
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 Not unlike that of many countries, Ireland’s economy has historically relied heavily on agriculture. Recent worldwide developments regarding globalism, foreign direct investments, and the infusion of high-technology multinational corporations has created a need for an educated and highly skilled Irish workforce that can adapt to the demands of the new world economy. These challenges have created the need to increase opportunities for all Irish students, including females, to develop 21st-century skills in science, technology, engineering, and mathematics (STEM) environments. ❧ This case study, although focused on a single all-girls secondary school in Ireland, was part of a group of 13 case studies conducted by a team of researchers from the University of Southern California. The research team sought to understand the influence of globalization and educational policy in Ireland on the development of 21st-century skills through implementation of STEM education and student participation in SciFest, a series of local, regional, national, and international science competitions and exhibitions for secondary students in Ireland. The study examines how Irish secondary schools prepare students simultaneously for participation in SciFest competitions and for the Irish Leaving Certificate Examination, which determines access to colleges and universities. It also explores stakeholder perceptions of the value of SciFest, how leadership practices influence student participation in SciFest, and how interacting factors may influence female interest in STEM fields. ❧ The findings of this predominantly qualitative study indicated that the clear majority of stakeholders who participated in SciFest, including students, parents, teachers, and school and community leaders, perceived that SciFest participation benefited students and helped them to develop 21st-century skills that would prepare them for high-level mathematics and science courses, as well as prepare them to compete in the dynamic new world economy. The findings also indicated that SciFest could build confidence in science in female students and that schools have developed practices to prepare students to compete in SciFest and to be successful on the Leaving Certificate Examination.

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Asset Metadata

Creator Hollister, Christopher Edward (author)

Core Title Globalization, student participation in SciFest, 21st-century skill development, and female student interest in science, technology, engineering, and mathematics courses in secondary schools in I...

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 05/01/2019

Defense Date 03/11/2019

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

Tag 21st-century skills,Engineering,foreign direct investments,gender equity,globalism,Ireland,leadership,Leaving Certificate Examination,mathematics,multinational corporations,OAI-PMH Harvest,project-based learning,qualitative,Science,science fair,SciFest,STEM education,Technology

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Escalante, Michael (committee chair), Castruita, Rudy (committee member), Doll, Michele (committee member), Garcia, John (committee member), Hinman, Charles (committee member)

Creator Email chollist@usc.edu,chris.hollister@cjuhsd.net

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-164230

Unique identifier UC11660737

Identifier etd-HollisterC-7388.pdf (filename),usctheses-c89-164230 (legacy record id)

Legacy Identifier etd-HollisterC-7388.pdf

Dmrecord 164230

Document Type Dissertation

Format application/pdf (imt)

Rights Hollister, Christopher Edward

Type texts

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

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

Repository Name University of Southern California Digital Library

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