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SciFest and the development of 21st-century skills, interest in coursework in science, technology, engineering, and mathematics, and preparation of Irish students for a globalized Ireland
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SciFest and the development of 21st-century skills, interest in coursework in science, technology, engineering, and mathematics, and preparation of Irish students for a globalized Ireland
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Running head: SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 1
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS, INTEREST
IN COURSEWORK IN SCIENCE, TECHNOLOGY, ENGINEERING, AND
MATHEMATICS, AND PREPARATION OF IRISH STUDENTS
FOR A GLOBALIZED IRELAND
by
Joshua Randall
____________________________________________________________________
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 Joshua Randall
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 2
DEDICATION
This dissertation is dedicated to my amazing family. My wife Sabrina and our three sons,
Dax, Quinn, and Aiden, have supported me through this journey. With all of the Thursday night
classes, late nights of homework and research, Sunday meetings, and travel to Ireland to collect
data, my family has shown patience, understanding, and support throughout the process. I love
each of them very much and thank them for being there with me every step of the way.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 3
ACKNOWLEDGMENTS
This journey over the past 3 years has been a wonderful experience. I was blessed to be
surrounded by an amazing group of people. From professors to colleagues to fellow students to
my family, I am grateful for the support that I have been provided.
I thank and acknowledge Dr. Michael Escalante for putting together this special
Executive Cohort that afforded myself and many others the opportunity to share a unique and
rewarding doctoral experience. I thank him for reaching out and encouraging me to join this
group and for his unwavering support throughout the program. Not only did he provide an
amazing path and experience in our dissertation project in Ireland, but he also bestowed on the
group in classes the knowledge and wisdom that will forever be remembered and acted on in our
future endeavors.
I thank and acknowledge Dr. Catherine Kawaguchi, a fellow Trojan and my
Superintendent, who understood the demands of the program and supported my participation,
provided guidance, and had faith in my ability to balance work and study responsibilities.
Sheila and George Porter made this process of studying the Irish school system possible.
I acknowledge and thank them for their guidance, support, networking, and passion for STEM
education through SciFest.
I acknowledge and thank my dissertation committee members, Dr. Castruita, Dr. Doll,
Dr. Hinman, and Dr. Garcia, who provided thoughtful feedback, support, and questions that
ultimately enriched our dissertations.
I thank the Executive Cohort—Raquel, Jennifer, Marc, Jason, Diana, Chris H., Chris D.,
Vivian, Cheryl, Jonathan, Wayne, Roger, Robert, Veronica, and Elizabeth—for being a great
group of educational administrators and colleagues. I have learned so much from each of them.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 4
I acknowledge my mother and father, Roger and Ginny, who have always believed in me
and worked hard to provide a solid foundation for my siblings and me.
Finally, special thanks to my family—Sabrina, Dax, Quinn, and Aiden—for their support
and encouragement throughout the past few years. I always remember that anything that I
accomplish was possible only because of their loving support.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 5
TABLE OF CONTENTS
Dedication 2
Acknowledgments 3
List of Tables 8
Abstract 10
Chapter 1: Overview of the Study 11
Statement of the Problem 12
Purpose of the Study 13
Research Questions 13
Significance of the Study 14
Limitations of the Study 14
Delimitations of the Study 15
Assumptions of the Study 15
Definitions of Terms 16
Organization of the Dissertation 17
Chapter 2: Review of Literature 18
Globalization 19
Overview and Definition 19
History of Globalization 20
Flattening Phenomenon 21
Globalization in Education 23
Globalization in Ireland 24
History of Ireland 26
Economic History 28
MNCs and FDI 31
Education in Ireland 32
Ireland’s Education System 32
Education Policy in Ireland 34
21st-Century Skills 36
STEM 39
Gender and STEM Pathways 41
School Leadership and STEM 43
Project-Based Learning 45
Science and Technology Fairs and Science Competitions 47
Theoretical Frameworks 49
Figure 1: Diagram of the relationships among the theoretical frameworks
for the study 50
Summary of the Literature Review 52
Chapter 3: Research Methods 54
Research Design 55
Research Team 56
Population and Sample 56
Educators and Students 57
Business and Industry Leaders 58
Political Leaders and Educational Policy Makers 58
Instrumentation 58
Interview Protocols 59
Observation Protocols 60
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 6
Survey Protocols 62
Data Collection 64
Data Analysis 66
Validity, Credibility, and Trustworthiness 67
Reliability 68
Ethical Considerations 68
Chapter Summary 69
Chapter 4: Results 70
Research Design 72
Participants 73
Students 73
Teachers 74
Business and Industry Leaders 74
Political Leaders and Educational Policy Makers 75
Data Analysis 75
Findings for Research Question 1 77
Theme 1 77
Theme 2 84
Discussion Summary for Research Question 1 89
Findings for Research Question 2 90
Theme 1 91
Theme 2 95
Discussion Summary for Research Question 2 97
Findings for Research Question 3 98
Theme 1 98
Theme 2 105
Discussion Summary for Research Question 3 110
Findings for Research Question 4 111
Theme 1 111
Theme 2 118
Discussion Summary for Research Question 4 124
Chapter Summary 125
Chapter 5: Summary, Implications, Recommendations, and Conclusions 128
Summary of Findings 131
Research Question 1 132
Research Question 2 133
Research Question 3 135
Research Question 4 136
Implications for Practice 138
Recommendations for Future Research 140
Conclusion 142
References 144
Appendices
Appendix A: Recruitment Letter to Principal 153
Appendix B: Political Leader/Educational Policy Maker Interview Protocol 154
Appendix C: Business and Industry (MNCs) Interview Protocol 156
Appendix D: School Leader Interview Protocol 158
Appendix E: Teacher Interview Protocol 160
Appendix F: Student/Parent Interview Protocol 162
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 7
Appendix G: Classroom Observation Protocol 164
Appendix H: SciFest Observation Protocol 167
Appendix I: Survey Protocol for School Administrator or Teacher 170
Appendix J: Survey Protocol for Political Leader, Business Leader, or Policy
Maker 174
Appendix K: Survey Protocol for Parent of Second-Level Student 178
Appendix L: Survey Protocol for Student Participant in Science Competition 182
Appendix M: Information Sheet for Exempt Research 186
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 8
LIST OF TABLES
Table 1: Alignment of Interview Protocols to Research Questions (RQs) and
Theoretical Frameworks 61
Table 2: Alignment of Survey Protocols to Research Questions (RQs) and
Theoretical Frameworks 64
Table 3: Summary of Participants, Organization/Position, and Data Type 76
Table 4: Participation in SciFest Prepares Students to Be Successful on State
Examinations: Harrington Community College (HCC) Students and
All Students 79
Table 5: Participation in SciFest Prepares Students to Be Successful on State
Examinations: Harrington Community College (HCC) Teachers and
All Teachers 79
Table 6: Participation in SciFest Prepares Students to Be Successful on State
Examinations: Representatives of Multinational Corporations (MNC)
and Policy Makers 80
Table 7: Encouraging Participation in SciFest Activities Supports Student Success
on State Examinations: Harrington Community College (HCC) Students
and All Students 83
Table 8: Use of Inquiry-Based Learning and Real-World Strategies to Influence
SciFest Participation: Harrington Community College (HCC) Students
and All Students 86
Table 9: Use of Inquiry-Based Learning and Real-World Strategies to Influence
SciFest Participation: Harrington Community College (HCC) Teachers
and All Teachers 86
Table 10: Use of Inquiry-Based Learning and Real-World Strategies to Influence SciFest
Participation: Policy Makers and Representatives of Multinational Corporations
(MNCs) 87
Table 11: School Leadership and Support for SciFest Participation: Harrington
Community College (HCC) Students and All Students 92
Table 12: School Leadership and Support for SciFest Participation: Harrington
Community College (HCC) Teachers and All Teachers 93
Table 13: School Leadership Positively Influencing SciFest Competitions at Schools:
Harrington Community College (HCC) Students and All Students 94
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 9
Table 14: SciFest Influences Development of Female Students’ Interest in Enrolling
in Senior-Level and Third-Level STEM Courses: Female Harrington
Community College (HCC) Students and All Female Students 100
Table 15: SciFest Influences Development of Female Students’ Interest in Enrolling
in Senior-Level and Third-Level STEM Courses: Harrington Community
College (HCC) Teachers and All Teachers 101
Table 16: SciFest Influences Development of Female Students’ Interest in Enrolling
in Senior-Level and Third-Level STEM Courses: Policy Makers and
Representatives of Multinational Corporations (MNCs) 102
Table 17: My School Actively Encourages and Recruits Female Students to Participate
in SciFest: Harrington Community College (HCC) Female Students and All
Female Students 106
Table 18: I Actively Encourage and Recruit Female Students to Participate in SciFest:
Harrington Community College (HCC) Teachers and All Teachers 107
Table 19: Student Benefit and Opportunities to Develop 21st-Century Skills:
Harrington Community College (HCC) Students and All Students 113
Table 20: Student Benefit and Opportunities to Develop 21st-Century Skills:
Harrington Community College (HCC) Teachers and All Teachers 114
Table 21: Student Benefit and Opportunities to Develop 21st-Century Skills:
Policy Makers and Representatives of Multinational Corporations (MNCs) 115
Table 22: SciFest Enhances STEM Education, Develops Skills for STEM Careers
and Global Economy: Harrington Community College (HCC) Students
and All Students 119
Table 23: SciFest Enhances STEM Education, Develops Skills for STEM Careers
and Global Economy: Harrington Community College (HCC) Teachers
and All Teachers 120
Table 24: SciFest Enhances STEM Education, Develops Skills for STEM Careers
and Global Economy: Policy Makers and Representatives of Multinational
Corporations 121
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 10
ABSTRACT
Ireland has experienced phenomenal economic growth due to globalization and an
increase in multinational corporations (MNCs) and foreign direct investment (FDI) in the Irish
state. In order to continue to provide MNCs with knowledge-based workers in the science,
technology, engineering, and mathematics (STEM) fields, the Irish educational system must
ensure that all students are afforded the opportunity to develop 21st-century skills through
inquiry-based learning experiences such as SciFest. SciFest and like efforts provide students
experiential project-based learning opportunities and contribute to the Irish educational system’s
goal of increasing the number of students who stay in the STEM pipeline.
This study examined the relationship between SciFest participation and preparation for
the Leaving Certificate Examinations, explored how leadership affects SciFest participation and
the perceived contribution of SciFest to the Irish economy. The study also examined
participation in SciFest and its perceived influence on female students enrolling in senior-level
and third-level STEM courses.
The findings indicated that, with recent changes in state examinations, SciFest is
positioned to contribute positively to the STEM educational curriculum. Principal and teacher
leadership was perceived as an important factor in active participation. Confidence in STEM
abilities among female students was noted by study participants as a positive effect of SciFest
participation. Reflected in the qualitative and quantitative data, study participants expressed the
opinion that SciFest prepares students to work in STEM fields in a globalized economy.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 11
CHAPTER 1: OVERVIEW OF THE STUDY
Ireland has spent the past several decades shaping its economy, labor force, and
educational system with the goal of responding to the ongoing demands of globalization. Its
changes in tax structure, educational policy, and a new openness to global markets ushered in
foreign direct investment (FDI) and multinational corporations (MNCs) that allowed Ireland to
enter the Celtic Tiger era and solidify itself as a European leader in the globalized economy
(Dorgan, 2006). These changes also made it possible for Ireland to go from a nation of ongoing
emigration to one of increased immigration (Fanning & Munck, 2011).
In order to experience continued economic prosperity, Ireland is investing in education to
assure that its educational system can continue to produce highly skilled workers in the fields of
science, technology, engineering, and mathematics (STEM) that are required of the MNCs and
the globalized economy. In addition to a solid foundation in STEM, the skills that workers need,
known as 21st-century skills, include critical thinking, adaptability, collaboration, excellent oral
and written communication, curiosity, and the ability to access and analyze information
efficiently (Wagner, 2008). Recent policy has dictated that summative examinations during the
last few years of study, known as the Senior Cycle, are the primary focus to ensure that students
earn a Leaving Certificate that documents proficiency in a variety of subjects (O’Reilly, 2013).
One organization that is trying to support development of 21st-century skills, as Irish students
prepare for the Leaving Certificate Examination, is SciFest. SciFest hosts science and technology
fairs to provide students in Ireland the opportunity to develop 21st-century skills in STEM fields
of study (SciFest, 2017).
This study examined SciFest and its place in the Irish educational system that is striving
to provide Ireland with knowledge-based workers who possess proficiency in STEM and are
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 12
skilled in 21st-century components that are needed by MNCs. School site leadership’s effects on
participation in SciFest, as well as how students engage in these science fairs while preparing for
the Leaving Certificate Examination, were studied. Female students’ interest in STEM Senior
Cycle and third-level courses after participating in SciFest were also explored. Policy makers,
educational leaders, MNC leaders, teachers, and students shared their perceptions on the value of
SciFest to Ireland’s economic prosperity.
Statement of the Problem
Globalization and the knowledge economy that has resulted from it are fundamentally
changing the way Ireland and the world at large are producing, transporting, and selling goods
and services. More than ever before, the product is not a physical object but software or
computer programs. This knowledge is the product that has been the seed of many new industries
in the past 50 years. Companies such as Oracle, Microsoft, and Google primarily take in revenue
from ideas rather than from physical products (Spring, 2008; Thurow, 2000). In order for Ireland
to continue to attract FDI and MNCs to its shores, the nation must continue to produce workers
who can meet the needs of these organizations, whose focus is not on creation of physical
products but development and distribution of ideas. The educational system in Ireland will have
to find effective ways to integrate 21st-century skill development with STEM education. SciFest
is one possible solution by providing science competitions and fairs that give students that
opportunity through inquiry-based learning (similar to project-based learning [PBL] in the
United States) to compete in STEM fields and obtain 21st-century skills as part of the process.
Competitions and fairs such as SciFest have been documented to be an effective means for
students to demonstrate these skills in STEM areas of study (Bender, 2012; Walsh, 2015).
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 13
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,
instructional practices, and student participation in the SciFest science competition. The study
examined how school leadership influences student participation in SciFest while preparing for
the Leaving Certificate Examination. The study also investigated 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.
Research Questions
To address the purpose of this study, four research questions were addressed:
1. How do schools engage in SciFest while preparing students for the Leaving Certificate
Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders,
college/university professors, and MNCs have regarding the value of student participation in
SciFest?
Six frameworks guided this study: (a) Friedman’s (2007) frame on globalization and its
effects on the world, (b) Spring’s (2008) framework on globalization in education, (c) Wagner’s
(2008) framework on 21st-century skills, (d) Slough and Milam’s (2013) framework on PBL
within STEM, (e) Bolman and Deal’s (2017) framework on leadership, and (f) Acker’s (1987)
framework on gender in education.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 14
Significance of the Study
As countries such as Ireland continue to adopt policies that are friendly to MNCs in a
globalized society, competition will increase for FDI and MNCs to continue to invest in the Irish
economy. If Ireland is to continue as a leader in the economics of globalization, it will be
incumbent on its education system to produce knowledge workers in the industries that MNCs
need for the labor market (Thurow, 2000). Workers in the appropriate STEM fields of study will
need to be equipped with 21st-century skills that will allow them to adapt as the markets
continue to evolve (O’Hagan & Newman, 2014).
This study focused on the science competition called SciFest and its impact in providing
an avenue for development of 21st-century skills, its potential to encourage students (in
particular, female students) to pursue STEM courses of study, and its perceived benefit to the
Irish economy as a whole. As Ireland continues to recover from the recession that began in 2008,
it will be critical for its education system to utilize all possible means to prepare its citizens for
the future job market (O’Hagan & Newman, 2014). If SciFest can support the proper preparation
of Irish students with its science competition model, then understanding that contribution can
assist education leaders and policy makers in assigning its role in the future of Irish education.
Limitations of the Study
There were three main limitations to this study. The first limitation was the distance
between Los Angeles, California, and the research locations in Dublin and Cork, Ireland. All
preparations were made in Los Angeles, California, through online meetings, telephone calls,
and email exchanges with the research locations. Data collection in the form of interviews,
surveys, and observations were conducted over a 10-day period in Ireland.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 15
The second limitation to this study was reliance on the researcher as the primary source
of data collection. This placed pressure on the researcher to assure that he/she continually
questioned and triangulated findings in order to reduce bias. Strategies used to overcome this
limitation are addressed in Chapter 3.
The third limitation of this study is the difficulty in generalizing the results of this study,
since it is a specific case study focusing on a single science competition organization in Ireland.
Delimitations of the Study
Simon and Goes (2013) noted that delimitations are the decisions about conscious
exclusions or inclusions in a study. This study is delimited by several factors. First, this study
focused on SciFest and its influence on the Irish education system. Only schools that participated
in SciFest were visited. This study did not explore other science competitions in Ireland nor did
it explore how students before the second level are affected. Second, the participants in this study
were selected for their familiarity with SciFest and, in many cases, their participation in it. The
study gave no consideration to race or socioeconomic status, and participant selection was based
primarily on recommendations from Sheila Porter, Chief Executive Officer (CEO) of SciFest.
Assumptions of the Study
The following assumptions were made in this study: (a) Globalization has influenced and
continues to influence the education system in Ireland, (b) SciFest is implemented as a science
competition in a selection of schools in Ireland, (c) students engaged in SciFest are learning 21st-
century skills through an inquiry-based learning process, and (d) the data collection tools
(interview protocols, observation protocols, and survey protocols) will provide accurate and rich
data that will address the research questions.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 16
Definitions of Terms
The following terms are defined as used throughout this study.
21st-century skills: Skills needed by the MNC work force in a knowledge-based
economy: collaboration, critical thinking, curiosity, adaptability, excellent oral and written
communication skills, and the ability to access and analyze information (Wagner, 2008).
Foreign direct investment (FDI): Investment by a corporation based in one country in the
economy of another country. The long-term relationship reflects lasting interest by a corporation
from one country in the economy in another country (Razin & Sadka, 2012).
Globalization: Interconnectedness around the world that is driven by advancements in
technology that have resulted in information, goods, people, and customs moving quickly
throughout the world (Chanda, 2007; Friedman, 2007; Spring, 2008).
Inquiry-based learning: An instructional model that poses a question or problem to
students and then facilitates student collaboration and communication through critical thinking
and problem solving to arrive at a solution (Capraro & Slough, 2013; Slough & Milam, 2013).
Knowledge-based economy: An economic system of production and sales based on ideas,
information, and high-level skills. Education and knowledge are more valued and leveraged than
is physical ability (Chanda, 2007; Wagner, 2008).
Multinational corporation (MNC): A corporation that produces and sells products or
services in more than one country (O’Hagan & Newman, 2014).
Project-based learning: An inquiry-based approach in which students are the driving
force in instruction as they work through real-world problems and collaborate, communicate, and
solve problems to arrive at creative solutions (Bender, 2012; Slough & Milam, 2013).
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 17
Science, technology, engineering, and mathematics (STEM): An interdisciplinary
approach in which students utilize PBL or inquiry-based instruction to solve problems,
understand concepts, and achieve mastery in these connected disciplines (Capraro & Slough,
2013).
SciFest: An organization that implements science competitions for secondary students in
Ireland at school, regional, and international levels (SciFest, 2017).
Senior Cycle: The final 2 or 3 years of the Irish secondary education experience. The
final 2 years culminate in students taking either the Leaving Certificate Examination or
vocational alternatives of this assessment (Faulkner, Hannigan, & Gill, 2010).
Organization of the Dissertation
This dissertation is organized into five chapters. Chapter 1 provides an overview of the
study, the problem, purpose, research questions, significance, limitations, delimitations,
assumptions, and definition of terms. Chapter 2 provides a review of the current literature
regarding globalization, the history of Ireland, Ireland’s education system, STEM inclusive of
leadership in STEM and gender differences in STEM education, 21st-century skills, PBL,
science competitions (including SciFest), and theoretical frameworks used in the study. Chapter
3 describes the methodology used to conduct the study, including the research design, research
team, population and sample, instrumentation, data analysis, validity, credibility, trustworthiness,
reliability, and ethical considerations. In the full dissertation. Chapter 4 presents the research
findings that identify themes of data in relation to the research questions. Chapter 5 provides a
summary of the findings, as well as implications and recommendations for future research.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 18
CHAPTER 2: REVIEW OF LITERATURE
Globalization has had a profound effect on the world’s economy and on education
systems around the world (Spring, 2008; Thurow, 2000). With the advent of technological,
transportation, and communication innovations, the world is now one in which information is
exchanged in an instant, products and goods are manufactured and assembled in multiple
countries, and ideas and information serves as the bedrock of Fortune 500 companies (Friedman,
2007). This shift has resulted in the need for education systems around the world to adjust to a
new knowledge economy (Spring, 2008), where 21st-century skills are needed for students to
thrive in a workforce that is heavily dependent on graduates in STEM fields.
This literature review explores globalization and its influence and impact on Ireland and
its education system. The review focuses on the Irish education system and the influence of
globalization and its requisite skills on the system as a whole. This chapter begins with
consideration of globalization and the “flattening” phenomenon and examines the impact of
globalization on Ireland and its education system, as well as the impact of MNCs and FDI on the
Irish economy. A historical overview of Ireland follows, with an emphasis on the economic
history of the country, in order to provide foundations of trade that are at the heart of
globalization. Education factors are reviewed in order to examine the context of PBL, 21st-
century skills, and science competitions such as SciFest, as well as the concept of STEM
education, including principal leadership and gender disparities in relation to a globalized
Ireland. Theoretical frameworks are based on Friedman’s (2007) concept of the “flattening”
phenomenon in globalization and Spring’s (2008) global education research. Frameworks on
21st-century preparation, PBL, leadership, and gender in education are also presented. These
components provided the foundation for the study to address four research questions:
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 19
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
Overview and Definition
The term globalization is often used in today’s society in relation to trade and the
exchange of goods, services, and ideas in countries around the world. An understanding of what
globalization entails will provide a foundation for the current education initiatives in countries
such as Ireland where science and technical fields are receiving emphasis. Globalization can be
defined as an increased interconnectedness around the world that is driven by advancements in
technology that have resulted in information, goods, people, and customs moving quickly
throughout the world (Chanda, 2007; Friedman, 2007). Chanda (2007) and Friedman (2007)
agreed that globalization affects countries not only economically and politically but socially and
culturally, as well. Nation-states in a globalized world must shift from managing the economic
events in their borders to become attracters of economic global activity to function within their
borders (Thurow, 2000).
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 20
History of Globalization
With the rise of MNCs and systematic relaxation of trade policies around the world, the
concept of globalization came to light. However, Friedman (2007) and Chanda (2007) argued
that globalization has been occurring for centuries. Chanda explained that traders, as far back as
6000 BCE, were exchanging goods between villages. The trade routes led to creation of towns;
as trading increased over time society became more interconnected.
Friedman (2007) referred to Globalization 1.0, which started when Columbus set sail in
1492, and lasted until the early 1800s. Friedman posited that this period of globalization was
based on countries’ ability to utilize power (horse, wind, or steam) effectively to integrate the
globe. Colonization and settlement would serve to expand countries and consolidate the world’s
lands. Chanda (2007) posited that the early trade routes of civilizations in India and China were
the origins of the process of globalization. The desire to expand these routes and navigate them
more efficiently led nations to spend their wealth on exchanging precious goods. As trading
intensified, so did the exchange of ideas, customs, and even DNA among the traders in ports and
towns along the way (Chanda, 2007).
Friedman’s (2007) second period of globalization was referred to as Globalization 2.0,
which lasted from around 1800 to 2000. The rise of MNCs occurred during this period. This
period was marked by innovations in transportation and telecommunications that reduced the
time required for goods and services to reach markets around the world. Cargo ships reduced the
price of shipping goods around the world and air freight services reduced the time for goods to
arrive (Chanda, 2007). The introduction of the telegraph and later the telephone allowed
businesses to communicate far more quickly and efficiently than before. During this period,
global markets began to take shape, leading to the beginning of a global economy. Wealth during
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 21
this period was defined primarily by possession of natural resources such as land, gold, or oil
(Thurow, 2000).
Friedman’s (2007) third and current period of globalization was described as
Globalization 3.0. This period is marked by the rise of the individual’s ability to collaborate and
compete on a global scale by utilizing technological advances. In today’s version of
globalization, a person in one country can manage and run an organization to participate in
worldwide markets, thanks to advances in communication, transportation, and computerization.
Chanda (2007) gave the example of ordering an iPod that is designed in California, assembled in
China, and contains parts manufactured in Japan, Scotland, South Korea, and India. A key
distinction of Globalization 3.0 is the idea that wealth can now be achieved by control of a
knowledge process, such as Microsoft (Thurow, 2000). For the founder of Microsoft, the wealth
is not in land, gold, or oil but in the knowledge process contained in computer programming.
Flattening Phenomenon
Friedman (2007) explained that, due to innovations in technology, communication, and
travel, the world is “flattening.” This flattening phenomenon is a leveling of the playing field for
countries and individuals to compete in a global knowledge economy. The ability to collaborate
and compete is now possible for anyone, from anywhere in the world, with the harnessing of
technological and industry advances that make this achievable. This flattening phenomenon
fundamentally shifts how countries compete and thus is beginning to shift priorities in education
systems (Friedman, 2007; Spring, 2008).
Friedman (2007) identified 10 flatteners that have occurred in history. The first was the
fall of the Berlin Wall, taking down with it the power of the Communist economy. This resulted
in capitalism, with its free market, democratic government structure, as the only option for
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 22
countries. Friedman credited this event with paving the way for a common set of standards for
how economies should run and how banks should conduct business.
Friedman’s (2007) next two flatteners are the Internet and workflow software. He posited
that the Internet allowed instant communication and sharing of ideas between any two people
with computers. Workflow software serves as an umbrella term for all protocols and standards
that ensure that people can interact without limitations via the Internet. These two flatteners
combined to ensure that people have a global platform for collaboration in a variety of ways.
The flatteners of outsourcing, offshoring, open source, supply chain, and insourcing have
combined to maximize efficiency in business enterprises (Friedman, 2007). Outsourcing allows
companies to split manufacturing tasks into components that can be performed in the most
efficient, cost-effective way; offshoring allows companies to take entire operations to countries
where land and labor can be obtained at a reduced cost. Open sourcing expedites collaboration,
while supply chain and insourcing harness technology to streamline processes (Friedman, 2007).
In-forming and “the steroids” are Friedman’s (2007) last two flatteners. In-forming refers
to the search engine that provides a wealth of information instantaneously. The steroids refer to
wireless technology that ensure that information, files, and communication are always accessible
to people wherever they go (Friedman, 2007).
These 10 flatteners converged to form the globalized world of today (Friedman, 2007).
They have not only shaped business but have in turn been the impetus for shaping education and
the teaching of 21st-century skills and the emphasis on STEM education. Education has always
been intrinsically tied to a country’s economic success. With the changes that have occurred in
industry, the education sector is once again being called on to produce workers who can thrive in
the modern workplace.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 23
Globalization in Education
Globalization’s impact on education is a result of the rise in a knowledge economy. With
changes in human capital, technological innovations, and postindustrialism, wealth is now tied to
knowledge workers, and thus to education systems (Spring, 2008). Thurow (2000) stated that
collective advances in telecommunications, robotics, microelectronics, and computers are
producing a knowledge-based economy that is changing how people work and live. These new
knowledge economies rely on workers’ ability to apply technology and keep up with the ever-
changing evolution of their positions and continued technological advances (Spring, 2008).
Nation-states must attract workers with knowledge and skills in order to stay competitive
globally.
With regard to education, global educational discourse is playing an increasingly
important role in focusing discussions on technology, lifelong learning, human capital, and the
global migration of workers (Spring, 2008). The ability to solve problems, adapt, and quickly
learn new skills is critical in a knowledge economy. “Idea-based workers will do well in
globalization because idea-based products can be sold to everyone at once, compared to physical
goods which can only be sold to one group at a time” (Friedman, 2007, p. 268). The United
Nations, the World Bank, and the Organisation for Economic Co-operation and Development
(OECD) are promoting global education agendas that focus on human capital, lifelong learning,
and multiculturalism (Spring, 2008). The agendas focus on the production of human capital that
is equipped to collaborate, adapt, and evolve in the MNCs in today’s economy (Spring, 2008).
This is especially important in Ireland, where globalization has dramatically changed the
economy and education priorities.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 24
Globalization in Ireland
Upon gaining independence from the United Kingdom in 1922, Ireland was primarily an
agriculturally based society in which goods and services were brought to markets in Ireland and
neighboring countries (Dorgan, 2006). This led to stagnation of Ireland’s economy and an
increase in emigration to almost 1% of the population each year (Dorgan, 2006). Irish leaders
realized that this path was not successful. In 1958, an official paper on economic development
was published that advocated for free trade, foreign investment, and productive investment and
growth (Dorgan, 2006). Realizing it was a small country with limited ability to meet domestic
needs and limited domestic markets for enterprises, Ireland moved toward a position that would
expand access to markets, goods, and capital on the world stage (Lane & Ruane, 2006). In order
to become more competitive on the global stage, Ireland focused on policies that lowered the
corporate tax rate, invested in the education system, and signaled openness to global markets
(Dorgan, 2006).
Ireland’s corporate tax rate is one of the lowest in Europe (Buffel, Beckfield, & Bracke,
2017). In 1986 Ireland’s corporate tax rate was near 50%; with a focus on enticing FDI and
MNCs, the tax rate now stands at 12.5% (Buffel et al., 2017). This reduction in the tax rate,
along with the availability of English-speaking laborers who work for low wages, resulted in
attracting MNCs to set up operations in Ireland (Jacobson & Kirby, 2006).
Ireland attracted FDI primarily from U.S. MNCs (Lane & Ruane, 2006). In fact, 47% of
Ireland’s aggregate tax revenue is derived from foreign-owned MNCs (Lane & Ruane, 2006).
According to Irish America Staff (2013), Ireland ranks as the most globalized country in the
Western world and regularly ranks among the top three most globalized nations in Ernst and
Young’s globalization index.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 25
The globalization of Ireland has resulted in the country changing from a nation in which
emigration reached an annual rate of 1% in the 1950s (Dorgan, 2006) to a nation that in 1996
saw significant immigration for the first time (Dorgan, 2006; Fanning & Munck, 2011; Ruhs &
Quinn, 2009). This change led to changes in several policies. Ireland’s citizenship policy
changed to no longer grant automatic citizenship to anyone born in Ireland (Fanning & Munck,
2011; Ruhs & Quinn, 2009). Starting in 2005, a child’s parents must have been lawful residents
of Ireland for at least 3 of the preceding 4 years in order for them to obtain citizenship (Ruhs &
Quinn, 2009). Labor immigration policies changed from employer-led policy not dependent on
levels of skill to a policy that limited all but highly skilled and scarce employment from non-
European Economic Area nations (Ruhs & Quinn, 2009).
The influx of immigrants resulted in a country that was once considered to be
monocultural and monoethnic to an intercultural nation (Fanning & Munck, 2011). This change
did not occur without growing pains. Most Irish people did not feel that Ireland had a problem
with racism until immigrants arrived (Lentin & McVeigh, 2006). The shift in policies on
immigration are a testament to the pressures that the Irish government is facing in balancing the
needs of MNCs and the needs of its citizenry.
On a social level, the low corporate tax rates have result in a greater dependence on taxes
on goods and services, which affects poor and middle-class citizens the most. The Irish
government is highly centralized and thus has difficulty in meeting the welfare needs that have
increased with the influx of immigrants. Some have argued that, with a priority on the needs of
foreign investors, the needs of Irish citizens have not been fully addressed (Jacobson & Kirby,
2006).
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 26
History of Ireland
Ireland’s history is indelibly marked by its connections and interactions with other
peoples and nations. Little is known about the first inhabitants of Ireland. The earliest confirmed
inhabitants were hunter-gatherers who arrived around 7000 BCE (Killeen, 2012). With the
arrival of the Bronze age, this hunter-gatherer society in Ireland entered into production of gold
and bronze weapons, tools, and ornaments. The Iron Age in Ireland marked the beginnings of
small groups of Celtic-speaking people in Ireland (Killeen, 2012). The blending of this Celtic
culture with the indigenous cultures in Ireland gave rise to the Gaelic culture by the 5th century
(Killeen, 2012). By 200 BCE, Gaels dominated the culture of the indigenous people to the point
that Gaelic became the dominant language in Ireland (Killeen, 2012).
To this point in history, Ireland was politically a tribal society with little to no regional or
national system of government (Killeen, 2012). This began to change with the arrival of
Christianity in Ireland. Palladius was the first bishop sent by the Pope to Ireland in 431, followed
by Patrick, who arrived sometime around 461 (Hegarty, 2012). There is not a great deal of
information about either man. Patrick is credited with spreading Christianity in Ireland. The
period that followed included creation of hundreds of churches throughout Ireland that became
not only places of worship but centers of communities and early seeds of government. By the
time of Patrick’s death, the church was deeply embedded in Irish society (Hegarty, 2012).
The island nation of Ireland saw a steady flow of travelers arrive by sea by the 8th
century. By the late 9th and early 10th centuries, Vikings had established settlements and trade
routes that had a pronounced effect on Ireland’s relationship with Britain. The Irish people
adopted some of the military tactics of their foreign influencers and utilized those tactics not only
to keep the Vikings at bay but also to challenge their regional foes (Killeen, 2012). While the
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 27
Irish were successful in expelling the Vikings from power by the 10th century, the cities that the
invaders had established continued to flourish. Their trade systems would prove to be an ongoing
component of the Irish economy (Killeen, 2012). This ongoing battle with Viking invaders also
resulted in Irish lands being consolidated into larger and larger factions, shifting from the tribal
rule of the past (Killeen, 2012).
Arrival of Normans introduced 800 years of English rule in Ireland. The Normans
brought feudalism, fortified castles, chartered towns, and a church fully connected to Rome. At
first, England appreciated the Normans in Ireland; later, the Normans were seen as a threat to
English rule. Henry II landed at Waterford in 1171 with an armada of 400 ships. This was the
beginning of a direct English presence in Ireland that would last until 1922. England installed
Lords in Ireland and regularly granted land to barons and friends of the throne. In the 16th
century, Henry VIII proclaimed himself King of Ireland and the Protestant Reformation began
(Killeen, 2012).
In 1613, due to new boroughs populated by Protestant settlers, the Catholic majority in
the Irish Parliament was overthrown (Killeen, 2012). With most landowners being Protestant and
most Irish peasants being Catholics, resentment grew (Hegarty, 2012). This began a period of
turmoil in Ireland, including two wars between Catholics and Protestants that did not end until
the early 1800s.
With Ireland having a political system separate from England, the elaborate system of
patronage needed to maintain control over Irish politics took its toll on England. In order to
remedy this situation, the Irish Parliament was abolished and the new United Kingdom was
formed in 1829, joining Ireland and England (Killeen, 2012). This agreement included the
emancipation of Catholics and restoration of their rights.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 28
In 1845 the potatoes in Ireland were coming out of the ground in a rotting condition. The
crisis grew worse. The British government, contending that economic situations work themselves
out “naturally,” refused to intervene to replenish stocks (Killeen, 2012). As the harvest years
continued, so did desperation and despair as widespread hunger and starvation set in. Since the
economic doctrine of the time was not to intervene, Irish cash crops continued to be exported
rather than kept in the country to feed the people. This led to a massive famine that took the lives
of more than a million people. It was also the beginning of mass migration, with Ireland losing
2.5 million people to emigration between 1845 and 1922 (Hegarty, 2012).
British policies and responses to the famine reinforced in the minds of the Irish the need
for independence. In 1922 the Irish won independence and formed the Irish Free State (Hegarty,
2012), while Northern Ireland remained a province in the United Kingdom. With its freedom
won, Ireland could now focus on economic and political policies that would primarily benefit
Ireland. Most pressing to address was the economy, which was still trying to recover from the
potato famine.
Economic History
Ireland’s economic history is based primarily on agriculture; only recently has the
economy expanded into other markets. When Ireland was invaded by the Normans in the 12th
century, the economy was focused on small-scale farming (Killeen, 2012). Many in Ireland
farmed for survival, with very little to sell to market. With the Normans came increased trade;
for the next 6 centuries, the majority of what Ireland exported was food product, which went
primarily to England (Hegarty, 2012).
The cultivation of potatoes in Ireland increased its population from a little less than a
million people in 1600 to more than 8 million people in the 1840s. This somewhat consistent
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 29
source of sustenance allowed the Irish to sell more butter, oats, and other foods on the open
market. The bulk of Ireland’s workers in the 1700s were tenants of large landlords, working
small potato plots in addition to laboring for their landlords. When the potato famine arrived,
however, the mass emigration of the Irish to North America crippled the Irish economy and
resulted in a reduction in potato production and a dramatic increase in food imports (O’Hagan &
Newman, 2014).
At the outset of the Irish Free State, Ireland was trying to recover from the devastating
famine and was struggling economically. Ireland sought to be economically self-sufficient. It
instituted high tariffs on trade and a policy of import substitution to make its economic
nationalism successful (Dorgan, 2006). Bielenberg and Ryan (2012) explained that the small size
of the Irish market and the limited supply of raw materials made these policies of protectionism
unsustainable. These policies did ultimately fail, and the ensuing decades saw regular emigration
of its citizens. By the 1950s, Ireland realized that economic nationalism was not working and in
1956 instituted the Export Profits Tax Relief policy, which resulted in an increase in FDI and
stimulated Irish trade (Bielenberg & Ryan, 2012). In 1958, an official government green paper,
Economic Development, advocated for free trade, FDI, and growth as prime objectives of
Ireland’s economic policies. A policy of export-led growth further encouraged FDI (Dorgan,
2006; Jacobson & Kirby, 2006).
In the 1960s, Ireland move to more open markets and realized an annual 4.2% increase in
gross domestic product (GDP; Dorgan, 2006). This resulted in a dramatic increase in public
spending, often financed by borrowing from foreign entities (Dorney, 2011). While free trade
was good for the overall Irish economy, local enterprises struggled to compete with the foreign
competition. In order to address this, Ireland attempted to balance the need for open markets and
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 30
FDI with the need to support local industry, as well. Ireland struggles to maintain this balance
today (Dorgan, 2006).
Ireland joined the European Economic Community in 1973, which facilitated more
partnerships with larger states. However, the oil crisis of the 1970s resulted in massive inflation
and a flattening of Irish economic growth (Dorney, 2011). To reignite the economy, more public
spending was approved, which resulted in debt amounting to 81% of GDP (Dorney, 2011).
Public spending did not slow in the 1980s and the result was an increase in emigration. Out-of-
control spending and crippling debt weighed the Irish economy (Dorney, 2011).
Two factors were involved in the return to a growth economy. The first factor was
aggressive attraction of foreign investment by offering very low corporate tax rates and by
investing in an education system that would produce a well-educated workforce. The second
factor was exertion of control over public spending by brokering agreements with trade unions
that traded more gradual increases in wages for a small reduction in income taxes (Dorgan, 2006;
Dorney, 2011). This combination assured that workers’ wages increased at a more manageable
pace and ushered in the period in which Ireland was known as the Celtic Tiger.
From the mid-1990s until 2008, Ireland experienced unprecedented growth. By 2000,
Ireland had a large budget surplus, a population that reached a record high of 4.5 million, and
unemployment numbers that were the lowest in the European Union (Dorney, 2011). Ireland was
outperforming its fellow European Union countries in most economic categories (Dorgan, 2006).
The national debt, which had been as high as 81% of GDP in the past, shrank to just 32% of
GDP (Bielenberg & Ryan, 2012; Dorney, 2011).
Unfortunately, the market crash of 2008 exposed Ireland’s vulnerabilities. Irish banks had
been lending money liberally to property developers, who could no longer pay back those loans.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 31
To complicate matters, these banks had borrowed from other European Union banks in order to
make the loans. This, coupled with a massive increase in public spending during the Celtic Tiger
years, resulted in Ireland’s national debt ballooning to 120% of its GDP (Dorney, 2011). Ireland
was hit hard by the recession that began in 2008 and resulted in more adjustments to Ireland’s
economic policies.
Today, the Irish economy is growing again. The Bank of Ireland has projected GDP
growth of 4.8% for 2017 and 3.8% for 2018. Low unemployment, rising incomes, and lower
levels of debt, coupled with weaker-than-expected inflation, are resulting in a positive outlook
for the immediate economic future in Ireland (Taylor, 2017). This renewed growth is
intrinsically connected to the continued relationship that Ireland fosters with MNCs.
MNCs and FDI
The decision to solicit MNCs and FDI has directly resulted in Ireland’s rapid rise as a
globalized economy. Apple, Google, and Microsoft found value in investing in Ireland based on
an English-speaking workforce that is well educated and works for modest wages (Dorgan, 2006;
O’Hagan & Newman, 2014). In addition, Ireland’s position in the European Union, with the
introduction of the euro, provided American companies a base of operations in the new monetary
system. From 1987 to 1997, Ireland saw a 50% increase in the number of foreign MNCs and a
threefold increase in FDI inflow, with the United States accounting for almost 85% of that
investment (Gunnigle & McGuine, 2001).
According to Buckley and Ruane (2006), Ireland sought to develop a strong industrial
sector based on MNC investment in mainly high-technology sectors. It was believed that FDI
would bring new investments to the Irish economy that would bolster income and create jobs
(Buckley & Ruane, 2006; O’Hagan & Newman, 2014). By putting into place policies that
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 32
stabilized the economy, provided an educated workforce, and lowered taxes to incentivize
growth, Ireland has seen positive economic results from FDI. As of 2011, Ireland has the most
FDI-focused manufacturing sector of all European countries (O’Hagan & Newman, 2014).
O’Hagan and Newman (2014) detailed the effects of FDI on the success of Irish
manufacturing. They explained that higher levels of production from MNCs have had a positive
effect on raising aggregate productivity for the entire sector, which means that even Irish firms
are benefiting from the presence of MNCs. This spillover is also seen in technology as it has
benefited Irish firms; some evidence suggests that the presence of MNCs has increased survival
rates of domestic firms (O’Hagan & Newman, 2014). As a result of FDI and MNCs, Ireland has
increased its capacity to innovate and adapt technologically at the national level, thus making the
nation more competitive on the global stage (Gunnigle & McGuine, 2001).
MNCs and FDI have had a significant positive impact on the Irish economy and, some
would argue, are the main reason for Ireland’s continued growth (O’Hagan & Newman, 2014).
As these MNCs continue to demand a well-educated workforce, particularly in the science and
technology sectors, their role will continue to be critical for Ireland to ensure that the education
system is prepared to provide skilled workers to meet the current demand.
Education in Ireland
Ireland’s Education System
With advancements of globalization and knowledge economies, education systems
around the world are undergoing changes to ensure that the students in those systems can be
effective members of the current labor market. Education has been a central focus of Ireland’s
development policies since the OECD published Investment in Education in 1966 (Dorgan,
2006). This has resulted in a system that produces some of the highest levels, per capita, of
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 33
science and engineering graduates in the world (Dorgan, 2006). The Irish see a main goal of
education to produce a workforce that is well educated and thus attractive to MNCs and FDI
(Dorgan, 2006). The educational policy in Ireland focuses on efforts to increase human capital in
the economy so that economic growth can continue and to ensure equal access to opportunities in
the education system for all students (O’Hagan & Newman, 2014).
The National School system was set up in 1831 in Ireland and to teach a standard
curriculum to children with various religious beliefs. The initial focus was to respect the
diversity of religious beliefs and to provide religious and literacy instruction to students. Schools
were run primarily by Roman Catholics and Protestants. Churches later put pressure on the
government; in the mid-1800s, the majority of schools identified with a particular church
(Donnelly, 2011; O’Reilly, 2013). The Church of Ireland initially held sway over the education
system. However, by the end of the 19th century, the Roman Catholic Church held a powerful
position in decision about education policies in Ireland. This influence continued into the 20th
century, as most schools were on lands owned by the church (O’Reilly, 2013).
As Ireland entered the 20th century, the system of national education was markedly
different from those in other parts of the United Kingdom. While Scotland and England had
some denominational schools alongside local-authority-controlled schools, Irish schools
remained de facto denominational (Donnelly, 2011; O’Reilly, 2013). There was not a great deal
of change in the system until 1967, when Ireland instituted free post-primary education and
developed comprehensive schools (O’Reilly, 2013). In 1972, Ireland built 10 Regional Technical
Colleges and two National Institutes of Higher Education, with a focus on technological and
industrial subjects (Childs, 2001). This marked a turning point in Irish education, as there was
now an agenda to ensure that Irish students could obtain the knowledge and skills required to be
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 34
competitive in the job market. From 1965 to 1980, the number of students in second-level and
third-level education in Ireland doubled; by 2000, there was a sixfold increase in the number of
students reaching the third level (Dorgan, 2006). Ireland’s dual system of higher education with
universities focused on traditional academic pursuits, with colleges and institutes providing
technical skills training that has resulted in Ireland producing some of the highest rates of science
and engineering graduates in the world (Dorgan, 2006).
Ireland’s current educational system is made of first, second, and third levels. The first
level starts for most children at the age of 4, with 2 years of preschool. Students then spend 6
years in primary school before moving to the second level. There is no leaving examination in
the first level, as students transfer at age 12 to the Junior Cycle of the second level. After 3 years,
the first national examination, the Junior Certificate Examination, is taken by students. Most
students take 8 to 10 of the 24 subjects that are offered. After 3 years at this level, a little more
than half of the students take the option of a transition year with a fixed curriculum. The Senior
Cycle, a 2-year period, is the culmination of the second level. At the end of this cycle, the
Traditional Leaving Certificate is offered; it is the main means of selection for the third level.
Upon completion of the cycle, a point system is used to compile national examination scores
with grades from the courses of study. More points are awarded to Higher Level courses versus
Ordinary Level courses. The final level in Ireland’s education system is the third-level, offered at
seven universities, 14 Institutes of Technology, seven Colleges of Education, and a number of
private colleges (Childs, 2001).
Education Policy in Ireland
Education is seen as vitally important in Ireland. Since OECD published Investment in
Education in 1965, the Irish people have invested heavily in education (Dorgan, 2006;
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 35
O’Connor, 2014). In the late 1990s, as Ireland began to experience enhanced standing in global
competitiveness, greater emphasis was placed on science and research expertise (Dorgan, 2006).
Ireland identified information and communications technology, as well as biotechnology, as
important technologies for future job growth (Dorgan, 2006). The Education Act of 1998
provided, for the first time, a framework in statute for Ireland at the first and second levels. This
act not only proclaimed the government’s statutory duty to ensure an appropriate education but
also marked the beginning of teaching unions and legislative bodies to exert control over an
education system that had been dominated by church influence (O’Reilly, 2013). By 2005,
Ireland had a higher rate of students moving into higher education than in any other OECD
country (O’Connor, 2014).
Ireland spends more on teacher salaries as a percentage of expenditures than most other
European countries; this wage is attractive to teachers internationally. However, Ireland spends
less than the average for European countries on the classroom environment. Due to strong
parental support for education in Ireland, this does not seem to affect student success (O’Connor,
2014).
Today, there is an active debate regarding the level of public and private funds that
should go toward education as Ireland faces increased pressures of a growing population even
while public investment is shrinking (O’Connor, 2014). While Ireland performs exceptionally
well at producing high percentages of students graduating from their technical schools in science
and technology fields, they lag behind other countries in the OECD in output of students at
higher proficiency levels on the Program for International Student Assessment (PISA; O’Reilly,
2013). At the same time, Ireland is keenly aware of the need to continue to produce students with
the science and technical skills needed to keep their growing economy strong.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 36
21st-Century Skills
Joel Spring (2008) noted in his research on globalization and education that the world is
changing from one requiring vast amounts of manual labor to a “knowledge economy.” He
described this economy as one in which the value of human capital is based on the ability to
apply new technologies and adapt and change one’s one job as needs change. This shift in
workplace demands has resulted in the impetus for a shift in focus to skills that are needed in the
jobs of tomorrow, generally referred to as 21st-century skills (Wagner, 2008). As Spring
described, these new knowledge economies are intrinsically tied to the educational systems as
they are society’s systematic approach to build a knowledge base.
The need for new skills has resulted in several frameworks suggested by various
organizations in an effort to identify the new required skills (Dede, 2010). Wagner (2008)
described the skills as critical thinking and problem solving, collaboration and leadership, agility
and adaptability, initiative and entrepreneurship, effective oral and written communication,
accessing and analyzing information, and curiosity and imagination. While there are differences
among the frameworks, Wagner’s themes encompass what are known as the 4 C’s seen in most
frameworks: collaboration, critical thinking, creativity, and communication (Wagner, 2008). It is
believed that these areas are central to student learning to ensure that students are prepared for
the workforce of the future. While the identification of these skills is important, it is only a first
step in ensuring that students are well prepared. How these skills are taught and internalized by
students will be the true mark of successful implementation.
Saavedra and Opfer (2012) explained what learning scientists have shared relative to
teaching 21st-century skills. They noted that students are currently not developing these skills
because they are not being explicitly taught the skills and because the skills are extremely
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 37
difficult to assess. The lessons outlined in their article included making learning relevant,
teaching throughout the disciplines, teaching students about metacognition, providing
opportunities for learning transfer, fixing misunderstandings, teaching the process of learning,
fostering teamwork, enhancing learning with technology, and valuing creativity. They noted that
the obligation on the teacher to adjust practices to meet student needs (Saavedra & Opfer, 2012).
Wagner (2008) stated that educational systems that commit to integrating 21st-century
skills in their teaching are in a position to develop students who can compete in a globally
competitive society. Kivunja (2015) examined the 4 C’s of 21st-century learning: critical
thinking, communication, collaboration, and creativity. He noted that, while there is absolute
agreement about teaching critical thinking, there is no consensus on what critical thinking
means. Communication is a more straightforward skill that is, according to Kivunja, essential to
working in the 21st century. Collaboration includes “teamwork, working in groups, and working
cooperatively with others” (p. 228). Kivunja acknowledged research supporting the benefits of
collaboration, when it is applied effectively. Creativity was categorized as knowledge, creative
thinking, and motivation. The complexity of creativity presents pedagogical challenges for
educators in attempts to teach this skill explicitly.
Rotherham and Willingham (2010) expressed a need for three changes in the education
system if 21st-century skills are to be internalized by today’s youth: improvements in
curriculum, teaching, and testing. With regard to curriculum, they noted that the first step is to
accept that skills and content knowledge are intrinsically linked and that each must be afforded
the same level of importance in instruction. Rotherham and Willingham noted that many teachers
theoretically support student-centered approaches such as PBL but rarely utilize these teaching
methods. The researchers recommended a major emphasis on professional development so
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 38
teachers can navigate the intricacies and challenges of student-centered approaches that could
foster development of 21st-century skills. They noted, as have others, that assessment of 21st-
century skills is in its infancy. They concluded that education systems should invest heavily in
new assessment systems to assess and monitor these new skills effectively.
Griffin, McGaw, and Care (2011) noted that student assessment in the digital age is still
in its infancy. While they cited research on gaming, automated scoring, and task mining, they
noted that many researchers are still addressing assessment of skills in 20th-century terms. The
white papers in their book emphasized that the current education system is far from a position to
assess 21st-century skills and that expensive time-consuming systematic change would be
needed to implement the new practices.
In Ireland, as is the case in most of Europe, the nation is still working through how to
address these competencies in the curriculum. The goal in Ireland is to ensure that the primary
curriculum affords the opportunity to teach these skills across subject areas. Ananiadou and
Claro (2009) reported that school inspectors in Ireland evaluate development of 21st-century
skills as part of their evaluation of schools. These skills were incorporated into the Information
and Communication Technology (ICT) framework in November 2007 (Ananiadou & Claro,
2009).
While there is agreement that 21st-century skills are essential for students who will grow
up to work in a globalized society (Ananiadou & Claro, 2009; Bell, 2010; Griffin et al., 2011;
Kivunja, 2015; Saavedra & Opfer, 2012), school systems are still adjusting teaching practices to
address these skills. In addition, there is increased focus on STEM education to prepare students
to think critically, solve problems, and collaborate in relation to the anticipated future workforce
that will demand these skills, particularly in STEM fields of employment.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 39
STEM
The flattening of the world economy and technological innovations have resulted in a
high demand for employees with skills to work in STEM fields (Friedman, 2007; Spring, 2008).
To meet this demand, education systems around the world have focused on STEM education.
The National Science Foundation used the acronym SMET to represent science, mathematics,
engineering, and technology in the early 1990s but later changed the acronym to STEM (Breiner,
Harkness, Johnson, & Koehler, 2012). This term has now been adopted by governments and
educational organizations throughout the world.
Breiner et al. (2012) noted that it is anticipated that 1 in 3 jobs in the future will be in a
STEM-related field. They reported that mastery of science and mathematics has a strong
correlation to college success, national security, innovation, and global competitiveness. While
there has long been a focus on science and mathematics in education, the new approach of
intentional integration to solve real-world problems is a hallmark of STEM education today
(Breiner et al., 2012). The new focus of STEM education is not only to teach the four disciplines
but to integrate them as students work to solve real-world problems.
Han, Capraro, and Capraro (2015) studied whether students who participated in STEM
PBL in 6-week cycles for a period of 3 years showed higher levels of achievement in
mathematics. Their findings suggested that STEM PBL was a benefit to students in terms of
scores in mathematics, with greater benefit for low-performing students. Hayden, Ouyang,
Scinski, Olszewski, and Bielefeldt (2011) found that, to find success in STEM education,
students must be offered mathematics and science course, must experience success in these
courses, and must have a desire to pursue study of STEM fields.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 40
Providing students opportunities for STEM classes at the high school level and earlier is
important; however, to encourage students to make the transition to STEM fields, it is necessary
that they pursue STEM majors in college. Wang (2013) explored how choosing a STEM major is
directly influenced by preparation received in high school and concluded that three factors had
the greatest impact on STEM major selection: 12th-grade achievement in mathematics, exposure
to mathematics and science courses, and self-efficacy beliefs about mathematics.
There is research on the differences among minority groups with regard to their pursuit of
STEM majors and career selection. Tyson, Lee, Borman, and Hanson (2007) examined how high
school science and mathematics course selection created pathways to future baccalaureate degree
attainment in STEM fields. They found that Black and Hispanic students had the poorest course-
taking patterns, which they posited to be a primary reason for these students leaving STEM
pathways. They also found that, while female students took high-level courses in other areas,
they did not complete highest-level science and mathematics courses.
Anderson and Ward (2014) confirmed the need for appropriate mathematics and science
courses for minority students and stressed the need to build self-efficacy in minority students so
that more would pursue STEM majors and careers. Access to mathematics and science courses
appears to be a critical factor in students staying on the STEM pathway.
In Ireland, there is a focus on students pursuing STEM majors and those fields of study.
Attention has recently been paid to what is referred to as the mathematics problem: the decline in
mathematics standards for students in Irish universities. The problem was studied by Gill,
O’Donoghue, Falkner, and Hannigan (2010). They found that, in the past 15 years, the number of
students participating in higher level mathematics courses in preparation for the Leaving
Certificate Examination continued to drop, while the number of students enrolling in science and
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 41
technology coursework increased by 50%, resulting in more students entering STEM fields with
lower levels of mathematics proficiency. This problem in Ireland has resulted in third-level
universities providing intervention programs to address mathematical underpreparedness. Since
mathematics is the underpinning of many STEM fields, the mathematics problem must be
address for students to stay competitive globally.
Gender and STEM Pathways
With regard to gender and pursuit of STEM pathways, Ireland is no different from many
in the gender disparity in the STEM pathways and entrance into STEM fields of study. Currently
in the European Union, college applications by males for engineering majors outnumber those by
women 7:1 (Chance & Bowe, 2014). It is widely agreed that, in order to address this disparity,
countries such as Ireland must place an intentional focus on breaking down stereotypes,
providing opportunities, and encouraging early participation (Henriksen, Dillon, & Ryder, 2015;
O’Brien, 2003; van Langen, Bosker, & Dekkers, 2006). In order for Ireland to meet the demand
for STEM workers in the future, they must increase the number of female students entering
STEM pathways.
Acker (1987) addressed gender issues in education by explaining the sex role
socialization framework. The belief is that attitudes about gender roles contribute to sex-
stereotyped subject choices and eventually sex-stereotyped occupations (Acker, 1987). Other
researchers have found that the social structure of societies such as Ireland contribute to the low
numbers of female students taking higher level STEM coursework at the third level.
O’Brien (2003) noted in a study on girls in transition to second-level schooling in Ireland
that there are many reasons for gender disparity in STEM pathways. O’Brien noted that middle-
class parents were very involved in their daughters’ choice of second-level school. These female
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 42
students were often pressured by their families to adhere to middle-class values of traditional
femininity. These values often meant that female students did not seek STEM fields of study as
the courses in the pathway for those fields were overwhelmingly attended by men. Considering
that Ireland also has an unusually large number of single-sex schools (42%), a female student
coming from a family that assigns traditional feminine roles for the daughter would feel the
pressure to navigate away from STEM fields (O’Brien, 2003).
These disparities in the educational system are, in part, a result of structure. Chance and
Bowe (2014) reported that women often drop out of STEM majors after secondary school due to
a lack of role model support, persistent stereotypes, and a lack of familiarity with STEM roles. In
a study of cross-national differences in gender gaps in education, van Langen et al. (2006) found
that, of the OECD countries, Ireland had one of the highest average gaps in representation of
female graduates in STEM fields of study. This was particularly true for the STEM fields of
engineering, manufacturing, construction, and computing. An examination of schools showed
that an integrated education system was more favorable to female achievement than were single-
sex schools, which are prevalent in Ireland.
Many researchers are calling for educational systems to focus on capturing female
students’ interests at an early age (Chance & Bowe, 2014; Chance & Williams, 2016; Henriksen
et al., 2015). Chance and Williams (2016) found that women who had intended in high school to
study STEM later enrolled in such courses. They noted that the loss of women from the
“pipeline” appeared to occur earlier than the transition from second level to third level. It has
also been inferred that experiential PBL can increase student engagement and help address why
female students avoid STEM college majors. Students’ experiences at the primary and secondary
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 43
levels along the STEM pipeline influence their perceptions and subject interest (Chance & Bowe,
2014).
More opportunities to participate at earlier ages will be an important factor to address so
that Ireland can increase female students’ participation in STEM fields. To lead this charge,
schools will need leaders who can implement effective changes in the STEM curriculum to
achieve this result.
School Leadership and STEM
Bolman and Deal (2017) described four frames of leadership that affect a leader’s
decision-making process. The structural frame focuses on how the organization is structured to
complete tasks and achieve goals. The human resource frame focuses on how individuals are
motivated and empowered to perform. The political frame focuses on combining divergent
interests to achieve a goal. The symbolic frame focuses on the values and symbols of an
organization (Bolman & Deal, 2017). In order for school leaders to implement STEM education,
they must be able to navigate these four frames and capitalize on each one as needed.
School-based leadership in STEM education is an important factor to consider for
effective implementation of STEM pathways in schools. An examination of research on school
leadership in STEM education is important because the school leader is closest to classroom
instruction and thus has the potential for the greatest leadership impact. School leadership can
come in many forms, including administrator, teacher leader, or group of teacher leaders.
Principals are important instructional leaders in the school. In addition to day-to-day
operations (speaking to the structural frame), principals are increasingly called on to be effective
leaders in instructional approaches that motivate staff to renew their own approaches. Overt and
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 44
covert interactions and physical presence can result in the principal influencing and directing the
school’s culture (Merrill & Daugherty, 2010).
Bolman and Deal (2017) explained that leaders who utilize the human resource frame
expertly not only motivate people through this kind of high involvement but also foster a sense
of belonging. There is a strong correlation between principal participatory leadership in
professional development and teacher-student outcomes (Robinson, Lloyd, & Rowe, 2008). The
principal who is actively engaged in the learning process of students as an instructional leader
has the largest effect on student learning (Robinson et al., 2008).
For STEM programs in schools to be effective, all students must be a part of the STEM
focus and all teachers must be provided professional development opportunities to prepare them
to guide students in acquiring STEM literacy (Kennedy & Odell, 2014). To lead their schools
toward STEM literacy, school leaders must be able to provide feedback on content standards and
conceptual knowledge so that they can objectively identify the relationship between student
learning and effective STEM classroom teachers. Currently, principals rely on their own
background experience instead of content or conceptual understanding (Lochmiller, 2016).
To provide effective leadership in the areas of STEM, school leaders must be actively
engaged in the learning process, provide appropriate professional development for teachers, and
provide meaningful feedback to the teaching staff related to STEM content and conceptual
knowledge. Thus, it is important for school leaders to seek professional development, not only
for staff but for themselves, to ensure their understanding of the STEM disciplines. They can
then serve as participatory leaders in the process and collaborate with staff to encourage and
support constant evaluation of STEM implementation. This participatory involvement in the
process allows school leaders to fine tune structural deficits (structural frame), maximize teacher
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 45
motivation (human resource frame), navigate the politics of the school site (political frame), and
serve as a symbol of what the school is trying to achieve (symbolic frame; Bolman & Deal,
2017).
Project-Based Learning
In order to implement STEM instruction, many are turning to PBL as the method of
choice to teach 21st-century skills in STEM disciplines. PBL is an instructional strategy in which
students address real-world problems or questions through a detailed inquiry process. There is
great emphasis on collaboration, communication, and critical thinking. PBL works well for
STEM instruction because it supports a multidisciplinary approach (Lattimer & Riordan, 2011).
PBL originated in the early 1900s with John Dewey and was initially focused on
instruction of medical students (Bender, 2012). However, just as modern technology has had a
great effect on economies around the world, it has also had a large effect on implementation of
PBL. PBL instruction today often capitalizes on the immediate availability of information, as
well as various simulators and models that can be used technologically to complete projects.
Bender (2012) noted that many organizations, such as Partnership for 21st Century Skills,
strongly endorse use of PBL as an instructional model.
Brainstorming is an important facet of PBL. It is commonly used to generate ideas;
however, in PBL, brainstorming is used as a pedagogical technique to engage teams and align
them to a common focus. Shared knowledge is discovered in groups during brainstorming
sessions to develop a group dynamic as the groups work toward a solution (Capraro & Slough,
2013). This is in contrast to how brainstorming is usually presented in classrooms, where ideas
are brought forth in groups but followed through by individuals.
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Research on PBL continues to garner support for this instructional strategy. Bell (2010)
noted in his review of PBL research that students who participated in PBL not only scored higher
on standardized tests but also increased in creativity, communication, collaboration, and critical
thinking skills. Bell cited research that suggests that PBL increases student motivation and
engagement; Bell argued that this instructional method is needed to prepare students for careers
in the 21st century. Increased motivation and engagement based on PBL were supported by
Doppelt (2003), who found in a study of PBL during a summer program that students who
participated in PBL demonstrated increased motivation, improved self-image, and achievement
at levels comparable to those of high-achieving students who attended the same school.
PBL has become as instructional approach to use with STEM instruction. Tseng, Chang,
Lou, and Chen (2013) reported results of research to support this connection. Their research
suggested that student interest in STEM fields was enhanced by use of PBL. Another study
(Edmunds, Arshavsky, Glennie, Charles, & Rice, 2017) showed a link between academic rigor in
STEM classes and quality PBL. It was reported that when the quality of the PBL implementation
was strong, rigor increased. Capraro and Slough (2013) suggested that clear delineation of
standards is necessary so that assessment is intertwined with instruction. Sahin and Top (2015)
noted that integration of STEM and PBL showed positive results for students, not only in
academics but also in formulation of 21st-century workforce skills.
Slough and Milam (2013) provided a framework for the design of STEM PBL. Their
framework consists of four areas of focus: accessibility of content by utilizing prior knowledge
and scaffolding inquiry, making things visible by modeling scientific thinking and providing
multiple representations, helping students to learn from others by highlighting listening, and
promoting autonomy of students so they become lifelong learners. The researchers posited that
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 47
following this framework educators can utilize PBL within STEM effectively and produce
students who are ready for the 21st-century jobs of tomorrow.
With the wealth of research supporting PBL and STEM integration, it is important for
those who organize science fair competitions to utilize this research to ensure that projects that
are submitted as a part of those competitions are meaningful for students. The ability to provide
opportunities for students to address real-world challenges, brainstorm, and devise testable
solutions is invaluable. PBL as an instructional approach can strengthen not only STEM
classrooms but science fair competitions, as well.
Science and Technology Fairs and Science Competitions
Since the launch of Sputnik, countries have been competing to produce the next
generation of scientists. Science and technology fair competitions have allowed people to
compete in the realm of science by creating a project that is deemed superior to others in its use
of science. Now, more than ever in this globalized society, science is a major focus as a part of
the STEM disciplines and science and technology fairs are positioned to be an important
component of STEM education.
The original science exhibition dates back to 1828 with the Science and Technology
Exposition supported by the American Institute of Science and Technology. The institute
displayed Morse’s telegraph and Alexander Graham Bell’s telephone. By 1928, the institute
shifted focus from expositions of industry toward children’s science fairs to be held in
collaboration with the American Museum of Natural History. The first student science fair was
held in 1928; it became the model for science fairs to follow. In the United States, the first
national science fair was held in Philadelphia in 1950; in 1964, the first International Science and
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 48
Engineering Fair (ISEF) was held in Seattle. Ireland joined the 44th ISEF in 1993 in Biloxi,
Mississippi (Bellipanni & Lilly, 1999).
Research on science competitions notes that the competition can lead students to develop
science content knowledge, processing skills, and interest in science. In a survey of students’
perspectives on the benefits of participation in a science fair, the students reported benefits:
learning new things, learning the scientific process, preparing for the future, and sharing one’s
own ideas with others (Abernathy & Vineyard, 2001). Bencze and Bowen (2009) concluded
from their study that science fairs can be a crucial educational tool in a knowledge economy as
they broaden and deepen students’ technological and scientific literacy and provide access to
competition in economies that are directly connected to science and technology products and
processes. In a study of science fairs and postsecondary matriculation, Sahin and Top (2015)
found that students who participated in science fairs and STEM clubs after school had a higher
percentage of postsecondary matriculation into STEM majors than the national average. They
suggested that increased access to clubs and science fairs for all could reduce the number of
students who drop out of the STEM pipeline.
In Ireland, students have the opportunity to participate in STEM-focused science and
technology competitions through SciFest. SciFest was founded by CEO Sheila Porter. It is
financially backed by Intel, Discovery Science, and other MNCs. The first SciFest competition
was held in 2006; based on its success, it was expanded to nine Institutes of Technology. In
2017, 4000 students participated with support from 440 teachers at 285 schools. The
organization is seeing dramatic increases in participation in their SciFest@School STEM
program, with more than 7,000 students exhibiting more than 3,000 projects at local
SciFest@School STEM Fairs in 67 schools (SciFest, 2017).
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 49
There are four strands of SciFest: local, regional, national, and international. In local
SciFest@School, second-level students hold their own SciFest STEM fairs, supported by the
organization with certificates, judging, and prizes (SciFest, 2017). Regional SciFest@College is
a free event open to second-level students in the regional area. It is hosted at local regional
colleges and Institutes of Technology (SciFest, 2017). SciFest National is a competition that
invites regional winners to compete for the chance to represent Ireland at ISEF, an international
competition held in the United States each May (SciFest, 2017). At SciFest@ISEF, Irish students
compete with students from all over the world. Since joining ISEF in 2012, SciFest participants
have taken home eight major awards (SciFest, 2017).
Programs such as SciFest can serve as an important avenue for students in Ireland to
participate in STEM-focused inquiry learning. Walsh (2015), in her review of STEM activities in
Ireland, found that extracurricular science-related activities at schools were linked to better
student performance, greater engagement in STEM, and increased student self-efficacy in
STEM. It is reasonable to conclude that expanding these opportunities in Ireland would benefit
the STEM initiative.
Theoretical Frameworks
For this literature review, six frameworks were used to examine the relationship between
Ireland and globalization, as well as implementation of 21st-century skills and PBL within
STEM disciplines. The basis for the framework is work by Friedman (2007), Spring (2008),
Slough and Milam (2013), Wagner (2008), Bolman and Deal (2017), and Acker (1987). Figure 1
illustrates the relationships among these frameworks.
Friedman (2007) provided a frame for how globalization became the driving force of
today’s economy and placed demands on the educational system for new skills. Friedman
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 50
Figure 1. Diagram of the relationships among the theoretical frameworks for the study. STEM =
science, technology, engineering, mathematics; PBL = project-based learning.
identified flatteners of Internet and software, as well as sharing files, ideas, and information, as
major influencers on the world economy and people. Friedman’s framework posits that
globalization occurred in three phases. Globalization 1.0 saw advancements in wind, steam, and
horsepower to increase and expedite transportation and integration around the world.
Globalization 2.0 saw the rise of MNCs and major advances in transportation and
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 51
telecommunication. Globalization 3.0 allows people to collaborate and compete on a global scale
(Friedman, 2007).
Spring (2008) posited a framework for globalization in education. Spring noted that
integration of the world economy has important implications in countries that have become more
and more alike due to increased trade and sharing of technological communication. The
knowledge economy is resulting in global discourse about technology, human capital, and
lifelong learning. Spring noted that nations are increasingly adopting policies regarding
education with an eye toward competing globally. Knowledge is now seen, more than ever, as a
critical economic power to prepare workers for an economy focused on the use of ideas (Spring,
2008).
Wagner (2008) suggested a framework for the set of skills that students will need to
compete in a global economy. He identified seven important skills for the 21st century: critical
thinking and problem solving, collaboration and leadership, agility and adaptability, initiative
and entrepreneurialism, effective oral and written communication, the ability to access and
analyze information, the ability to have and use curiosity and imagination. He posited that these
skills form the foundation for what should be embedded in instruction on a daily basis.
Slough and Milam (2013) provided a framework for analysis of PBL within STEM. They
identified four key principles to guide implementation of PBL: accessibility of content by
utilizing prior knowledge and scaffolding inquiry, making things visible by modeling scientific
thinking and providing multiple representations, helping students learn from others by
highlighting listening, and promoting autonomy of students so they become lifelong learners.
Incorporating the PBL approach to teaching in the STEM disciplines can provide a pathway to
teach 21st-century skills while addressing content needs at the same time.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 52
Bolman and Deal (2017) developed a framework for school leadership through their four-
frame model. This model is built on the concept that leaders have multiple lenses or frames that
shape their thoughts and actions when leading an organization. The frames are structural, human
resource, political, and symbolic. For the purposes of this study, understanding how school
leaders navigate these frames in relation to leading and supporting teachers in implementation of
SciFest, and thus STEM and 21st-century skill development, will be important.
Acker (1987) provided a framework for the study of gender in education, specifically
how socialization of female students and access to STEM courses are encouraged or discouraged
by social structures and the make-up of individual schools and the school system as a whole.
This includes how sex stereotypes influence female interest and participation in future STEM
coursework. Since this study explores female participation in STEM coursework and career
selection, Acker’s frame of socialization will provide a frame within which this interest can be
examined.
Summary of the Literature Review
This chapter provided a review of literature to establish a foundation for this study. This
study’s focus is on globalization’s influence on the Irish educational system and the development
in Ireland of STEM education and 21st-century skills through SciFest competitions as students
prepare for the Leaving Certificate Examination. The relationship between school leadership and
participation in SciFest was also studied. Participation in SciFest and its influence on students
(particularly female students) regarding continuation into senior and third-level STEM
coursework was investigated. The study included an investigation of the perceived contribution
of SciFest to MNCs, the Irish education system, and the Irish economy as a whole.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 53
Ireland has a long history of trade. With the creation of the Irish state and subsequent
policy implementations, the nation has experienced phenomenal growth on the world stage.
MNCs and FDI have had a major impact on this nation’s practices and processes in
manufacturing, taxation, and education policies (Lane & Ruane, 2006; O’Hagan & Newman,
2014). As the population continues to grow and competition for FDI increases, Ireland will need
to find ways to stay globally competitive and continue to produce students who have the
knowledge and skills that are demanded in the 21st-century job market.
As in countries around the world, Ireland’s education system is focused on policies to
remain competitive (Spring, 2008). Integration of PBL and a focus on STEM disciplines are an
increasing part of the educational discourse about the need for 21st-century skills (Slough &
Milam, 2013). Competitions such as SciFest have the potential to contribute to the Irish
education system by providing students the opportunity to participate in the kind of inquiry-
based learning that many researchers espouse as necessary in today’s globalized economy
(Walsh, 2015).
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 54
CHAPTER 3: RESEARCH METHODS
Ever since the Celtic Tiger era of the 1990s, Ireland has consistently been ranked among
the most globalized nations in Europe (Irish America Staff, 2013). This success has been
attributed to policies that Ireland put in place in the areas of education, tax rates, and FDI
(Dorgan, 2006). In a nation that is highly dependent on FDI and MNCs, education and economic
policies have experienced consistent change in order to support Ireland’s place in a globalized
economy (Lane & Ruane, 2006). As a result, Ireland has gone from a country with high net
emigration to a country that now experiences substantial immigration and growth (Dorgan,
2006).
The purpose of this study was to examine the role of SciFest in preparing students in
Ireland, through the use of STEM and 21st-century learning, to compete in an Irish economy
characterized by MNCs entrenched in a knowledge economy. Within this purpose, the role of
school leadership and gender aspects of engagement in STEM coursework were examined.
Qualitative and quantitative research methods were utilized as SciFest and its influence were
examined. Four research questions were formulated to be addressed through results of
observations, interviews, and surveys.
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?
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 55
4. What perceptions do teachers, principals, parents, students, civic leaders,
college/university professors, and MNCs have regarding the value of student participation in
SciFest?
This chapter describes how the research questions were addressed by reviewing the
research design, the research team, population and sample selection, instrumentation, data
collection, data analysis, credibility and trustworthiness, and ethical considerations.
Research Design
To address the research questions in this study, a qualitative research design was utilized.
This approach was selected because the four questions focus on engagement, influence, and
perceptions held by participants regarding SciFest. Meaning was derived from the observations
and interviews. Merriam and Tisdell (2015) noted, “Qualitative researchers are interested in
understanding how people interpret their experiences, how they construct their worlds, and what
meaning they attribute to their experiences” (p. 6). In qualitative studies, the researcher serves as
the instrument of data collection, focused on understanding, process, and meaning with the goal
of producing a product that is richly descriptive (Merriam & Tisdell, 2015).
This study is organized as a case study to include multiple sources of in-depth data
(Creswell, 2014). Six essential steps in conducting research as outlined by Creswell (2014) were
employed: (a) identification of a problem to research, (b) a review of the current literature, (c) a
research purpose, (d) data collection, (e) data analysis, and (f) reporting of findings. This format
allowed the researchers to move systematically through the process as a cohort in order to
synchronize data collection and analysis.
Interviews were a primary means of addressing the research questions. As Patton (Patton,
2005) explained, interviews allow one to learn what cannot be obtained through observation.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 56
Interviews were paired with observations to provide the researchers a first-hand account of the
experiences of the participants. Observations paired with interviews allowed the researchers to
triangulate findings from the interviews with what is observed (Merriam & Tisdell, 2015).
While the qualitative approach was the primary approach for this study, a quantitative
approach was also employed through use of surveys. Maxwell (2013) distinguished quantitative
research as focusing on numbers while qualitative research focuses on words. Collecting data
through surveys allowed the researchers to collect data related to perceptions, influences, and
engagement in SciFest that ultimately provided another layer to the meanings and processes
occurring with SciFest in Ireland (Creswell, 2014).
Research Team
The research team for this study was led by Dr. Michael Escalante, professor at the
University of Southern California (USC). Dr. Escalante was joined by 13 doctoral students from
the USC Rossier School of Education. Beginning in summer 2017, the team met monthly to
develop research questions, review and present research literature, and adopt conceptual
frameworks for the study. These meetings included discussions to understand globalization and
its impact on the Irish educational system, as well as SciFest’s role in the Irish educational
system. This thematic group produced similarities across the dissertations but each researcher’s
study presents a unique focus on the school sites assigned to that researcher. This group’s
research builds on work by the USC 2017 Executive Cohort, with similarities in the survey,
interview, and observation protocols.
Population and Sample
This study used purposeful sampling (Merriam & Tisdell, 2015) to recruit participants.
The study was conducted in Ireland with the sample including educators, students, politicians,
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 57
and MNC business leaders in the greater Dublin and Cork areas. The sampling for this study was
purposeful and convenient, as the scope of the study was focused on interactions with and
participation in SciFest. It is important to have a sample that can provide rich information on the
topic of the study.
Initial contact with Sheila Porter, CEO and founder of SciFest, and George Porter, the
Chief Financial Officer of SciFest, was made during summer 2017, when both were attending
Intel’s ISEF in Los Angeles, California. After initial contact, monthly meetings were held via
Skype and Adobe Connect to gather data, including school, community, and business contacts
that could serve as study participants. Contact was made with principals of participating schools
via a recruitment letter (see Appendix A). Once contacts were made, the team reached out to
build rapport, gain initial consent, and schedule interviews and observations to occur in Ireland.
The assigned school for this researcher was Harrington Community College (HCC),
located in the Dublin region. (The name and indentifying data were changed to protect the
anonymity of the site.) The college opened in September 1987 and now serves 756 students
According to the school’s website, the aim of the college is to provide a caring and proud
learning community that respects diversity, fosters justice, and supports equality for all. The core
values for the school are fairness, courage, and courtesy.
Educators and Students
In April 2018, the research team visited Ireland to collect data. The researchers visited
schools in the Dublin and Cork vicinities to obtain data through observations, interviews, and
surveys. Selection of participants was based on their assumed knowledge and participation in the
SciFest competition and their ability to provide data that will assist in addressing the research
questions (Merriam & Tisdell, 2015). The researchers worked in teams of two to collect data so
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 58
that several schools could be visited during the time in Ireland. In addition, the team visited a
SciFest event to collect data from participating students and educator in Cork, Ireland.
Business and Industry Leaders
During the trip to Ireland, several days were devoted to interviewing and surveying MNC
executives who were selected based on recommendations from educational contacts in Ireland
and their assumed ability to provide data to address the research questions. By interviewing and
surveying these leaders, the research team will have the opportunity to understand how SciFest
and its participants are affecting their organization.
Political Leaders and Educational Policy Makers
In order to understand the connections among political leaders, educational policy
makers, and the direction of the Irish educational system, the research team interviewed
representatives from the Department of Education and Skills and local politicians. These people
were selected based on recommendations by Sheila and George Porter; they were assumed to
have the knowledge and insight that would assist in addressing the research questions in this
study.
Instrumentation
This study focused on interviews as the primary means of data collection, supported by
surveys and observations. With this structure, the researcher is the primary data collection tool.
The mainly qualitative approach allowed for inductive investigation, with the goal of gathering
rich data regarding SciFest’s influence on STEM education and the importance of such
competitions to the Irish state. Five interview protocols (see Appendices B through F) were used
for this study, along with two observation protocols and four survey protocols. These protocols
were developed during weekly meetings beginning in January 2018. The protocols were
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 59
reviewed with George and Sheila Porter to ensure that the terminology would be understandable
to Irish participants. Each instrument is based on the research questions, literature review, and
monthly online meetings with George and Sheila Porter. The team collaboratively created these
protocols and submitted them to the USC Institutional Review Board (IRB) in March 2018.
Interview Protocols
A semistructured approach was chosen for the interviews because it can provide the
opportunity to record the participants’ reasoning and thoughts on a particular subject. Patton
(2005) noted that interviewing allows the researcher to learn about things that are not observable.
Merriam and Tisdell (2015) explained that semistructured interviews allow the researcher to use
a mix of structured and unstructured questions, providing flexibility in data collection. The
research group chose the semistructured format in order to respond to the situation at hand and
address emerging ideas, as well as to explore emerging topics. The ability to ask probing
questions during data collection ensured that sufficient data were collected to address the
research questions.
The interview questions were aligned by the research team to the participant groups
(educators, students, policy makers, and MNC leaders). Research Question 1 focuses on SciFest
participation while preparing for the Leaving Certificate Examination. The items in Section I are
aligned to this research question. Within section I, Item 1 is aligned to Wagner’s (2008)
framework for 21st-century skills, Bolman and Deal’s (2017) framework on leadership, and
Slough and Milam’s (2013) framework on inquiry-based instructional strategies in STEM
education. Item 2 is aligned to Spring’s (2008) framework on globalization in education,
Wagner’s (2008) framework for 21st-century skills, Bolman and Deal’s (2017) leadership
framework, and Slough and Milam’s (2013) framework on inquiry-based instructional strategies
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 60
in STEM education. Items 3 and 4 are aligned to the frameworks by Friedman (2007), Spring
(2008), Wagner (2008), Acker (1987), and Slough and Milam (2013).
Section II focuses on the influence of school leadership on SciFest participation. Items 1
and 2 are aligned with the frameworks by Wagner (2008), Bolman and Deal (2017), and Slough
and Milam (2013). Item 3 is aligned with the above frameworks, as well as Acker’s (1987)
framework on gender in education. Item 4 is aligned to all six conceptual frameworks.
Section III contains questions related to the influence of SciFest participation on female
students’ interest in enrolling in senior-level and third-level STEM coursework. Item 1 is aligned
to the frameworks by Wagner (2008), Acker (1987), and Slough and Milam (2013). Item 2 is
aligned to the frameworks by Spring (2008), Bolman and Deal (2017), Acker (1987), and Slough
and Milam (2013). Items 3 and 4 are aligned to all six frameworks.
Section IV focuses on perceptions held by teachers, students, administrators, civic
leaders, and MNC leaders regarding the value of student participation in SciFest to the economy
of Ireland. Items 1 and 3 are aligned to all six frameworks in this study. Items 2 and 4 are aligned
to the frameworks by Friedman (2007), Spring (2008), Wagner (2008), and Slough and Milam
(2013). Table 1 provides a complete list of frameworks and their connections to interview
questions.
Observation Protocols
Merriam and Tisdell (2015) described observations as distinguishable from interviews in
two ways. First, they occur in the setting where the topic being studied exists. Interviews can
typically be held at a neutral location separate from the setting of the topic being studied.
Second, the ability to be in the setting allows the observer to experience firsthand what is being
studied. These benefits provided by observations make them a necessary method of data
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 61
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 * * * *
collection for this study. The ability to observe students, teachers, and administrators as they
participated in SciFest provided data that were used to enhance, confirm, contradict, or reinforce
the interview and survey data.
The observation protocols developed for this study focus on collecting a wide range of
data in the classroom (see Appendix G) and at the SciFest competition (see Appendix H). The
first section of the observation protocols allowed researchers to gather information about the
setting, location, size, level, and gender makeup of the classroom or SciFest event. In addition,
there is a frame to describe the organizational layout of the classroom or SciFest event. The
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 62
second section of the observation protocol is aligned to the conceptual frameworks by Wagner
(2008) and Slough and Milam (2013) and provided a guide for observing STEM, inquiry-based
learning, and 21st-century skill development. In this section, researchers recorded conversations,
interactions, and activities that were observed in the classroom or SciFest event. The final section
of the observation protocols included questions that allowed the researchers to reflect as they
conducted observations to ensure that the focus was on observing information pertinent to the
research questions.
Survey Protocols
According to Fink (2013), “Surveys are information collection methods used to describe,
compare, or explain individual and societal knowledge, feelings, values, preferences, and
behavior” (p. 2). The research team chose to include surveys as a data collection technique in
order to benefit from the ability to collect data from a wide variety of participants before arrival
in Ireland.
The quantitative surveys were distributed to educators and school leaders (Appendix I),
MNC/political leaders (Appendix J), parents of second-level students (Appendix K), and
students (Appendix L). Each survey is aligned to the research questions and conceptual
frameworks and is formatted using a 5-point Likert-type response scale. The surveys were
developed with the participating groups in mind and are worded appropriately for each group.
The surveys include six items related to Research Question 1, five items related to Research
Question 2, nine items related to Research Question 3, and six items related to Research
Question 4. The grammar and syntax of each survey item were reviewed and shared with Sheila
and George Porter to ensure that the item was phrased appropriately for the Irish participants
who would be completing them.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 63
All surveys have 26 questions, varying in how questions are posed based on the intended
audience. The only exception to this is the student survey, which includes demographic
questions. The questions are aligned to the conceptual frameworks as follows. Items 1–6 are
aligned with Research Question 1, focused on SciFest participation of students while preparing
for the Leaving Certificate Examination. The alignment to the frameworks is as follows:
Friedman (2007; Item 6) and Spring (2008; Items 1-6) for globalization and education, Wagner
(2008; Items 1–6) for 21st-century skills, Bolman and Deal (2017; Items 2–6) for leadership,
Acker (1987; Items 3, 4, and 6) for gender in education, and Slough and Milam (2013; Items 1–
6) for STEM PBL. Items 7–11 are aligned to Research Question 2, focused on school leadership
and participation in SciFest. The alignment of each item to the frameworks is as follows:
Friedman (2007; Items 7–8), Spring (2008; Items 7–8), Wagner (2008; Items 7, 8, 10, and 11),
Bolman and Deal (2017; Items 7–11), Acker (1987; Items 7, 8, 10, and), and Slough and Milam
(2013; Items 7–11). Items 12–20 are aligned with Research Question 3, regarding SciFest’s
influence on female interest in senior-level and third-level STEM courses of study. The
alignment items to the frameworks is as follows: Friedman (2007; Items 17–20), Spring (2008;
Items 15 and 17–20), Wagner (2008; Items 12, 13, 15, and 17–20), Bolman and Deal (2017;
Items 12–16, 18, and 20), Acker (1987; Items 12–20), and Slough and Milam (2013; Items 12–
20). Items 21–26 are aligned to Research Question 4, focused on perceptions held by teachers,
students, administrators, civic leaders, and MNC leaders regarding the value of student
participation in SciFest to the economy of Ireland. The alignment of items to the frameworks is
as follows: Friedman (2007; Items 21–26), Spring (2008; Items 21–26), Wagner (2008; Items
21–26), Acker (1987; Items 21–23 and 25–26), and Slough and Milam (2013; Items 21–26). The
summary of this alignment of questions, items, and frameworks is shown in Table 2.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 64
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 * * * * *
Data Collection
The majority of the data collection for this study took place in Ireland from April 12 to
April 22, 2018. The research team used multiple avenues to collect data, including face-to-face
interviews, observations, and surveys administered at various schools and businesses. These
procedures ensured that the team collected enough data to address the research questions. All
participants read an informed consent statement before each interview so that they were fully
aware of the purpose of the study and the confidentiality associated with it. For student
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 65
participants, the researcher worked with site personnel to obtain parental consent before
interviewing students, and the researcher interviewed only students who were cleared by school
site personnel. Student Assent was obtained to ensure their agreement to participate in the study.
All research sites participating in the study confirmed authorization to conduct research on their
site prior to any observations, surveys, or interviews being conducted. All names were changed
to protect the confidentiality of participants. Interviews conducted with participants’ permission
were recorded and transcribed at a later date (Patton, 2005). During the interviews, field notes
were kept to make reference to important points and to formulate potential probing or follow-up
questions (Patton, 2005).
Observations were conducted in the schools in and around Cork and Dublin, Ireland. In
setting up these observations, the team worked to ensure that interviews last 30 to 40 minutes to
gather data regarding the activities and settings that were observed. The number of observations
was dependent on time and access to school sites.
Surveys were administered at the school sites, as well as at the SciFest event in Cork,
Ireland, in person or via email. Surveys completed in person were collected immediately upon
completion to maximize the response rate. Four separate surveys were used for the various
participant groups.
The research team worked in pairs or groups of three for the observations and interviews,
with each researcher focusing on one school as a primary location to study. The team as a whole
shared collective data. In this way, the team obtained a variety of rich data from various locations
in order to address each research question.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 66
Data Analysis
Merriam and Tisdell (2015) noted that “making sense out of data involves consolidating
reducing and interpreting what people have said” (p. 202). After collection of data from various
stakeholders in Ireland, the team returned to the United States and analyzed the data individually
to make meaning of the data. All data were shared on a Google Drive so team members have
continuous access to the data at all times. Interviews were transcribed and added to the Google
Drive after utilizing Rev.com for transcription services.
Creswell (2014) described qualitative data analysis as following the path from the
specific to the general, with several levels of analysis interwoven throughout the process. In
order to analyze the data, the researcher followed Creswell’s six step process for analyzing the
data.
Step 1 involved transcription of interviews, typing of field notes, and organizing of
survey data (Creswell, 2014). This step allowed the researcher to provide a general organization
to the data for easy reference, referral, and utilization throughout the analysis process. In order to
increase efficiency in this process, data were uploaded onto Google Drive so that structures,
highlights, and notes could be attached to the data.
Step 2 involved thorough reading of all data to obtain a general sense of the information
(Creswell, 2014). This overview assisted in looking for themes in the data. Initial coding
occurred in this step as codes were written next to the data during review. This was done to begin
to summarize, select, and interpret the data in relation to the research questions (Harding, 2013).
This step was useful in beginning the coding process.
Step 3 involved systematic and deliberate coding, as material will be grouped into
segments that fit together as themes (Creswell, 2014). In this step, a priori codes were first used
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 67
to code the data and then emergent codes were used to ensure that all areas of the data are
explored in relation to the research questions (Harding, 2013). Coded data from the interviews,
surveys, and observations were the basis for the themes that represent the findings of this study.
Step 4 involved using the coding process to begin to develop themes and triangulate the
data to support or refute those themes (Creswell, 2014). Here, the seeds of findings began to take
shape. Emergent themes were solidified and corroborated if possible.
Steps 5 and 6 involved development of the narrative and interpretation of the data for use
as findings (Creswell, 2014). In this step in the process, the organization of the findings was
contemplated as themes were pieced together to create the full picture of the findings. The
researcher began to contemplate what the study confirms and what emerged in the form of new
questions for future research.
Validity, Credibility, and Trustworthiness
In order to ensure credibility and trustworthiness of the findings, the researcher first
acknowledged the important threats of bias and reactivity. Maxwell (2013) noted that bias occurs
when data are selected to fit the researcher’s existing theory, goals, or perceptions. Reactivity is
related to the researcher influencing reactions by participants. In order to address these threats,
three strategies were used: triangulation, respondent validation, and reflexivity. By utilizing
triangulation, one can get a sense of the corroboration, inconsistencies, or conflicts in the
findings (Miles, Huberman, & Saldana, 2013). Triangulation occurred among observations and
interview data. Respondent validation occurred during the interview process to avoid
misinterpretations (Maxwell, 2013). Reflexivity, the process of reflecting critically as a
researcher during the collection and analysis phases, was utilized (Merriam & Tisdell, 2015).
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 68
Reliability
.Merriam and Tisdell (2015) defined reliability as “the extent to which research findings
can be replicated” (p. 250). Creswell’s (2014) described several strategies to ensure reliability
when research is carried out by a team of researchers: coordinated communication during coding,
analysis sharing, and cross-checking of codes developed by the team. In addition, the researcher
analyzed transcripts to ensure accuracy throughout the study (Creswell, 2014).
Ethical Considerations
Several precautions were taken to ensure that this study was conducted ethically. First,
the entire research team, led by Dr. Michael Escalante, completed the IRB process, which
included training via online modules as a part of the Collaborative IRB Training Initiative
(CITI). These modules reviewed the obligations of the researcher regarding ethics and protection
of participants. After the IRB process, the research team was granted approval (UP-18-00119) to
conduct an exempt study in Ireland. Next, procedures were put in place to ensure confidentiality
and protect the anonymity of participants. Before interviewing participants, the researcher
reviewed ethical responsibilities suggested by Rubin and Rubin (2011) to ensure that the
interviews would be conducted in a manner that did not pressure participants and that made them
feel their time and words were respected. Ethical considerations are recorded in Appendix M.
Informed consent was obtained from participants. Informed consent not only ensures that
participants are willing to participate; it can contribute to participants’ feeling of empowerment
(Glesne, 2015). For student participation, information was sent to parents describing the purpose
of the study and school site personnel gained parental permission for student participation.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 69
Chapter Summary
This chapter described the research methods that were implemented in conducting this
study. The use of interviews, observations, and surveys with a variety of stakeholders allowed
the researcher to obtain rich data in relation to the research questions. The research design,
research team, population, sample, instrumentation, collection and analysis of data, credibility,
trustworthiness, and ethical considerations were described in relation to the study.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 70
CHAPTER 4: RESULTS
Ireland experienced unprecedented growth during its Celtic Tiger era and is now
beginning to experience renewed growth following the Great Recession (Taylor, 2017). To
sustain this growth, it will be critical for Ireland to ensure that its educational system is meeting
the needs of the MNCs, which are the main vehicles in Ireland’s knowledge-based economy.
While the Leaving Certificate Examination is still a cornerstone to the Irish educational system,
reform is under way to ensure that 21st-century skills and inquiry-based learning in the STEM
fields become of part of these assessments. SciFest attempts to address both of these areas of
emphasis through science competition to provide opportunities for students to engage in
scientific inquiry and experience the process of formation, execution, and communication of the
projects that they develop. It is generally agreed that science competitions such as SciFest can
provide an avenue for developing 21st-century skills that will prepare Irish students for the
global knowledge economy so that Ireland finds itself at the forefront of that economy (Walsh,
2015).
The purpose of this study was to examine the role of SciFest in preparing students in
Ireland, through the use of STEM and 21st-century learning, to compete in an Irish economy
characterized by MNCs entrenched in a knowledge economy. Within this purpose, the role of
school leadership and gender engagement in STEM coursework were examined, as well.
Qualitative and quantitative research methods were utilized to examine the influence of SciFest
in this endeavor.
Four research questions were formulated to be addressed through observations,
interviews, and surveys:
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 71
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 representatives of MNCs have regarding the value of student
participation in SciFest?
Six frameworks were used to analyze the collected data in relation to the research
questions: Friedman (2007) and Spring (2008) with regard to globalization of education, Slough
and Milam (2013) in examining SciFest’s influence on PBL and STEM implementation, Wagner
(2008) with regard to 21st-century skill development, Bolman and Deal’s (2017) principles of
leadership applied to school leadership, and Acker (1987) for examining how SciFest influences
female students’ experiences with sciences in secondary schools. Data from interviews, surveys,
and observations were triangulated.
The focus of the study was primarily on HCC, located north of Dublin in the north
region. Like most community colleges, HCC was started as a vocational school in 1987 but now
offers a diverse array of subject courses, including agriculture, engineering, technical graphics,
construction design, and communication. HCC currently enrolls 747 students, 28% of whom are
international students.
This chapter starts by reviewing the study’s research design and participants. Following
this review is a discussion of the findings related to the four research questions. This discussion
focuses on emergent themes, their connection to the literature, and analysis of data from the
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 72
various collection modalities. The chapter ends with a summary of the key findings as they are
related to the research questions.
Research Design
The 13-member research team of doctoral students from the University of Southern
California Rossier School of Education conducted this cooperative study under the direction of
Dr. Michael Escalante. Dr. Escalante coordinated the planning and development of the study,
beginning the process with the doctoral students in fall 2016. Research question development,
interview and observation protocols, survey protocols, and conceptual frameworks were
reviewed and discussed at regular intervals throughout the planning cycle. The thematic group
approach allowed members of the group to cultivate and share information that was similar
across studies, but the focus on assigned schools provided opportunities to individualize the
experience.
This research team was invited to study in Ireland based on the relationship that Dr.
Escalante and the group cultivated with Sheila Porter, founder and CEO of SciFest, and George
Porter, CFO of SciFest. The group met with Sheila and George Porter once a month via Skype to
review procedures for data collection, purposefully select schools for participation, and identify
educational, business, and government leaders who could be interviewed as part of the study. In
addition, email correspondence was established with each school in the study after introductions
had been made by Sheila and George Porter. Both Sheila and George Porter also provided
feedback for the group on the interview and survey protocols to ensure that the language and
syntax used would be easily understandable by the Irish participants.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 73
Participants
Purposeful sampling was utilized in identification and selection of study participants
(Merriam & Tisdell, 2015). Patton (2005) described purposeful sampling as a method to study a
problem in depth. Purposeful sampling was chosen due to the nature of the study’s focus on
schools that participate in SciFest annually. It was an appropriate sampling method for this
primarily qualitative study that examined insights from a specific group of participants. The
participants included Irish educators, students, educational policy makers, and MNC industry
leaders in the eastern region of Ireland who had had interaction with SciFest. These groups were
selected to provide data related to each research question from a variety of perspectives and to
support, with those varied perspectives, triangulation of the data. While data were collected by
the researchers at individual sites, all data were compared across sites in discussions of the four
research questions and emergent themes. In addition, data from business and industry leaders,
policy makers, and government officials were shared by the research team members. While
parents and administrators were considered in the previous chapters of this dissertation, no data
were collected from these two groups by this researcher and thus they do not appear in the
findings. The tables in this chapter provide a summary of participation in the study through
observations, interviews, and surveys.
Students
Three researchers spent a full day at HCC interviewing and observing students. In total,
20 students were interviewed in groups of two to three. Of those 20 students, 17 were in their
Junior Cycle and 3 were in their Senior Cycle; 10 were males and 10 were females. In addition,
five classroom observations were conducted in science and technology classes at the school.
Students were also observed and interviewed at SciFest by various members of the research
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 74
team. Data from these observations and interviews were shared by members of the research
team. Student survey data from all 13 schools were shared and disaggregated from all research
team members to identify larger themes in the data and to compare those data with data from
HCC.
Teachers
Interviews were conducted with 10 teachers from HCC. Seven of the teachers were
female and 3 were male. The teachers represented a range of experience from a few years to
many decades in education. The interviews were conducted with teachers in the maths, science,
and technology departments of the school. Unfortunately, the administrator was not available to
be interviewed at this school; however, data were shared by members of the research group from
interviews conducted with administrators at other schools. In addition to the interviews, five
teachers at this school completed a survey. All interview and survey data were shared with the 13
researchers involved in the study. Through data sharing, comparisons were made that allowed for
identification of emergent themes.
Business and Industry Leaders
The research team interviewed and surveyed 10 business and industry leaders. This input
was vital to understand the MNCs’ perspective on SciFest and its influences. All of the leaders
who were interviewed represented companies who had a vested interest in the future of Irish
education to provide a highly skilled and knowledgeable workforce for their respective
companies. Representatives from Cisco, Boston Scientific, Intel, BioPharma, and Johnson &
Johnson participated. Contacts for these leaders were obtained mostly through relationships
forged by Sheila and George Porter, of SciFest, with additional contacts made by members of the
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 75
research team. Members of the research team conducted the interviews in Ireland in April 2018.
The data were shared with the entire group so that comparisons and themes could be explored.
Political Leaders and Educational Policy Makers
During their time in Ireland, the research team interviewed 12 political leaders and
educational policy makers. These interviews provided insight into the Irish educational system at
all levels in order to understand their perceptions of the influence of SciFest in Irish education.
Included in these interviews were the Lord Mayor of Dublin, Ministers of Education, IDA
Ireland representatives, and Department of Education officials. In order to conduct these
interviews efficiently, the team worked in pair or triads, accommodating the interviewees’
schedules to ensure that all interviewees could provide input. The data from these interviews
were shared with all members of the group to analyze and incorporate in their respective studies.
Table 3 summarizes the numbers, organizations, and positions of the participants, along
with the types of data collection for each group.
Data Analysis
To generate data to address the four research questions, the research instruments of
surveys, interviews, and observations were utilized. After collection of raw data in Ireland, this
researcher followed Creswell’s (2014) model for analyzing and coding the data to identify
themes and develop interpretations of the data.
Each member of the research team took responsibility for his or her school’s data, as well
as the data generated by MNC representatives and political/educational leaders. These data were
consolidated into one shared folder for all team members to access. To standardize the data
analysis, all team members utilized Rev.com, a web service to transcribe the audio recordings of
interviews. All surveys were set up in Qualtrics, with links provided for each survey participant.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 76
Table 3
Summary of Participants, Organization/Position, and Data Type
Participants
Organization/position
Data type(s)
Students
12 students
20 students
1,293 students
HCC students
HCC students
Students from various schools
in Ireland
Student interviews
Student surveys
Surveys, interviews
Teachers/administrators
10 teachers/administrators
5 teachers/administrators
89 teachers/administrators
HCC teachers/administrators
HCC teachers/administrators
Teachers/administrators from
various schools in Ireland
Interviews
Surveys
Surveys, interviews
Business and industry leaders,
political leaders, and policy
makers: 12
Various organizations Surveys, interviews
Note. HCC = Harrington Community College, pseudonym for the individual school assigned
to the researcher.
This allowed members of the research team to compare survey data across school sites and with
survey participants as a whole. The interview protocols in this study are included in Appendices
B, C, D, E, and F, the observation protocols are included in Appendices G and H, and the survey
protocols are included in Appendices I, J, K, and L.
The collected data were consolidated into themes with the aim to create a rich description
of SciFest’s influence on the Irish educational system, its role in promoting female interest in
STEM fields, and its overall influence on the Irish economy. The following findings report the
common themes found in the data from these three instruments and their relationship to the
relevant research literature.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 77
Findings for Research Question 1
Research Question 1 asked, How do schools engage in SciFest while preparing students
for the Leaving Certificate Examination? This question was developed to understand the
relationship between engagement in SciFest and preparation for culminating state examination.
Considering that these high-stakes tests are important to the Irish education system, it was
important to understand what interactions, positive or negative, were present between
participation in SciFest and preparation for the examinations. To address this question, data were
collected via surveys, interviews, and observations at HCC and other school sites, and via
surveys and interviews with business leaders and policy makers. The data were then triangulated
to provide a rich understanding of the relationship between these two seemingly competing
forces through emergent themes.
It is important to note that the data collected provided insight into how schools participate
in SciFest during the Junior Cycle. In relation to this Junior Cycle preparation, two themes
emerged to support understanding of how SciFest participation contributes to preparation, during
the Junior Cycle, for the Leaving Certificate Examinations.
Theme 1
Theme 1 is that recent changes in the Junior Certificate Science Examination that focuses
on Classroom Based Assessments (CBAs) has positioned SciFest to be utilized as a method of
preparation for state examinations that serve as preparation for the Leaving Certificate
Examination.
The Irish education system continues to produce some of the highest levels, per capita, of
science and engineering graduates in the world (Dorgan, 2006). This has been a result of
Ireland’s educational policy that strives to increase human capital in the economy so that
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 78
economic growth can continue (O’Hagan & Newman, 2014). As globalization has flattened the
world economy (Friedman, 2007), the new knowledge economies that have emerged are
intrinsically tied to the educational systems, as these systems are society’s systematic approach
to building a knowledge base (Spring, 2008). Ireland is uniquely situated to provide students to
support the knowledge economy and nurture MNC development as a result of FDI.
A mainstay of the Irish system has been summative examinations during the last few
years of study, known as Senior Cycle, the primary focus of which is to ensure that students earn
a Leaving Certificate that documents their proficiency in a variety of subjects (O’Reilly, 2013).
Prior to Senior Cycle, students in Junior Cycle traditionally took Junior Certificate examinations
that were often seen as a “dry run” for the Leaving Certificate Examinations (MacPhail, Halbert,
& O’Neill, 2018). One recent change to the educational system in Ireland was Junior Cycle
reform that took place in 2015. With this reform, a fundamental shift occurred in junior
certificate examinations from summative assessments to incorporating some classroom-based
assessments as a part of the examinations (MacPhail et al., 2018).
It is precisely this shift in assessment policy that has resulted in one theme that emerged
from the data in this study: the perception by teachers, political/MNC leaders, and many students
that SciFest is an effective and complementary experience in preparing students for the new
CBAs of the Junior Cycle examinations. Data collected via interviews and surveys supported this
perception. While the survey data were more mixed than the interview data, 50% of students
(Table 4) and 60% of teachers (Table 5) at HCC strongly agreed that participation in SciFest
prepared students to be successful on the state examinations. The survey results from all 13
schools as a whole reported that 73% of teachers (Table 5) and 41% of students (Table 4)
strongly agreed that SciFest prepared students to be successful on the state examinations.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 79
Table 4
Participation in SciFest Prepares Students to Be Successful on State Examinations: Harrington
Community College (HCC) Students and All Students
Survey item and response categories
HCC students
All students
Participation in SciFest prepares students
to be successful on state examinations.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know
10
0
6
0
4
0
81
395
353
221
42
75
Note. HCC = pseudonym for the individual school assigned to the researcher.
Table 5
Participation in SciFest Prepares Students to Be Successful on State Examinations: Harrington
Community College (HCC) Teachers and All Teachers
Survey item and response categories HCC teachers All teachers
Participation in SciFest prepares students
to be successful on state examinations.
Strongly Agree 1 15
Agree 2 40
Neutral 0 10
Disagree 1 5
Strongly Disagree 1 0
I Don’t Know 0 5
Note. HCC = pseudonym for the individual school assigned to the researcher.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 80
All four policy makers surveyed agreed that participation in SciFest prepared students to
be successful on state examinations (Table 6). This suggests strong support for SciFest
participation while students are preparing for state examinations.
Table 6
Participation in SciFest Prepares Students to Be Successful on State Examinations:
Representatives of Multinational Corporations (MNC) and Policy makers
Survey item and response categories Policy Makers/MNC Reps
Participation in SciFest prepares students
to be successful on state examinations.
Strongly Agree 0
Agree 4
Neutral 0
Disagree 0
Strongly Disagree 0
I Don’t Know 1
.
The analysis of interview data from students, teachers, policy makers, and MNC
representatives demonstrated a stronger perceived connection than the surveys regarding this
theme. A student from HCC said,
You work by yourself, or you work on a team, which will help you on the exam as well,
because you find out information. You get to know much more stuff when you’re
searching for your project, so you also have to learn a bit about your project so that you
can talk about it, and this would help find some techniques for studying or finding out
information that you could use in exams as well. (Student A, interview, April 18, 2018)
Another student, in discussing his SciFest project, stated, “So we’re doing ours on food,
and this is working out in our favor because since we’ve already done our project really well, it’s
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 81
kind of linking in to our CBA’s” (Student B, interview, April 18, 2018). Multiple students
commented on the ease with which they were able to take the process of participating in SciFest
and utilize what they had learned to prepare for the CBAs. In fact, many spoke of utilizing the
strategy of focusing their SciFest project on a topic within one of the eight CBA topics.
Teachers from HCC reported that recent changes in the Junior Cycle examinations
provided an opportunity to use SciFest as a method to prepare students for the CBAs.
Considering the hands-on project focus of SciFest, they agree that it was a great process to utilize
in preparing for state examinations. One teacher explained,
Maybe before SciFest wasn’t hugely relevant for state exams, but now, for the new Junior
Cycle, it absolutely is. Because we’ve just done SciFest with our second years and a lot
of them are now using the same project idea and just developing it further to use as their
CBA. So, it’s kind of all knitting together perfectly at the moment. (Teacher A, interview,
April 18, 2018)
This perception was shared by several teachers, one of whom noted that, after SciFest,
everyone seems to be quite a lot more focused now as regards to our CBA, which is
coming up in 2 or 3 weeks’ time, so they were judged at least twice during SciFest, and
from that, they maybe picked out areas of achievement, but then they had areas of
development as well, so from their areas of development, they are a bit more tuned in
now to maybe areas that they would have to improve on for their CBA. (Teacher B,
interview, April 18, 2018)
A representative from Johnson & Johnson connected his contention that SciFest can
support preparation for examinations:
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 82
I think an awful lot of this is transferable. Some skills that the kids are learning here in
relation to time management, having deadlines that have projects completed by, that will
stand for them as they’re starting to study for their leaving cert exams. So, they’ll know,
“Right, by this date, I need to have whatever chapters, or whatever subjects covered, and
the revision for the exams done at this point.” So, I think an awful lot of the students here
are early in their school careers, so first year, second years, third years, so again, they’re
getting those skills earlier rather than later, and it will just give them the option to fine
tune those as they progress through the STEM cycle. (interview, April 20, 2018)
These statements by teachers at HCC and MNC representatives pointed to their position
that SciFest positively supports the preparation of students for the state examinations by
providing an opportunity to go through the process of investigating and defending a project in
SciFest. Table 7 confirms this perception, as survey data showed that 75% of the students who
were surveyed at HCC strongly agreed that teachers encourage participation in SciFest activities
to support student success on state examinations. For all schools, 63% of students agreed with
this statement. The same statement applied to school administration resulted in 75% of HCC
students and 56% of all students agreeing or strongly agreeing that school leadership encourages
participation in SciFest to support student success on state examinations.
Interview data supported the concept of SciFest aligning with the changes in state
examinations. A representative of the National Council for Curriculum and Assessment
explained the connection of SciFest and state examinations:
The new changes in science . . . are very much aligned with the mission of SciFest or the
vision of SciFest. So, I suppose there’s opportunity for teachers to get involved because
its fulfilling a curricular requirement as well as being enriching for young people. And so
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 83
Table 7
Encouraging Participation in SciFest Activities Supports Student Success on State Examinations:
Harrington Community College (HCC) Students and All Students
Survey item and response categories HCC teachers All teachers
Teachers encourage participation in SciFest
activities to support student success on state
examinations.
Strongly Agree 15 217
Agree 0 516
Neutral 3 240
Disagree 0 117
Strongly Disagree 2 23
I Don’t Know 0 54
The school leadership at my school encourages
participation in SciFest to support student
success on state examinations.
Strongly Agree 15 165
Agree 0 482
Neutral 4 269
Disagree 0 128
Strongly Disagree 0 29
I Don’t Know 1 89
Note. HCC = pseudonym for the individual school assigned to the researcher.
the classroom-based assessments are two sorts of assessments that students have to do as
part of this new Junior Cycle. And the first one is done in second year. And the students
have got to do what they call an extended experiment. An investigation and it’s got to be
their own choice and it’s got to be motivated by interests. So, having participated in
SciFest would really give those students, it would be a valuable experience for them
when they come to do this. (interview, April 16, 2018)
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 84
Students, teachers, and policy makers all spoke of the benefits of student participation in
SciFest in Year 1 or Year 2 of their Junior Cycle so they could understand the scientific process
and thus be equipped to address the CBAs at the end of the Junior Cycle.
The observations conducted at HCC provided additional data to support the concept of
SciFest being utilized as a method to prepare students for the state examinations. In one class,
students were working on SciFest projects while using a graphics organizer from the Junior
Cycle for Teachers Investigation Plan. Other classes included references to SciFest while
students were working on current science concepts and projects. These observations reinforce the
concept that SciFest, whether referenced or integrated into the classroom, can support
preparation for CBAs of state examinations.
Theme 2
Theme 2 is that engagement in inquiry-based learning through SciFest supports students
in developing a deeper understanding of and interest in science during preparation for state
examinations. The literature continues to amass support for the benefits of PBL or inquiry-based
learning in schools (Bell, 2010; Bender, 2012; Capraro & Slough, 2013; Doppelt, 2003). As Bell
(2010) noted, inquiry-based learning increases motivation and engagement. Bell noted that
students who participate in inquiry-based learning score higher on standardized tests than peers
who do not participate. This result is reinforced by Doppelt (2003), who found that students who
participated in PBL achieved at levels comparable to those of high-achieving students attending
the same school.
SciFest is a science competition in which students participate in inquiry-based learning
by investigating a self-selected topic and arriving at possible solutions. Research on the inquiry-
based learning of science competitions has shown that the competitions can lead students to
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 85
develop science content knowledge, processing skills, and interest in science (Abernathy &
Vineyard, 2001). This study found an emergent theme in line with that research. Through
interviews with several teachers and students, the concepts of increased understanding and
interest through inquiry-based learning continued to occur in the data and these concepts were
cited a reason that engagement in SciFest is an effective method of preparing students for state
examinations.
In the survey data, a strong majority of students, teachers, and policy makers/MNC
representatives responded yes to the strategy of inquiry-based learning being used to positively
influence school participation in SciFest. At HCC, more than 89% of the students polled listed
inquiry-based learning as a strategy that was used in their school, as did 83% of all students
(Table 8). All HCC teachers and 99% of the teachers from all schools responded yes to this item
(Table 9). This shows strong evidence that inquiry-based learning and real-world applications are
universally used by participants.
All policy makers/MNC representatives responded yes to this survey item (Table 10). In
addition, 59% of students at HCC and 63% of all students in the survey results listed real-world
applications as a strategy used to influence SciFest participation (Table 8). This is compared with
100% of HCC surveyed teachers and 81% of all teachers surveyed (Table 9). For policy makers/
MNC representatives, 80% answered yes on this item (Table 10). The use of inquiry-based
learning to influence participation in SciFest speaks to the value that students place on this
method of learning.
Interview data indicated why the perception of inquiry-based learning is an important
component of SciFest participation. A student at HCC explained that inquiry-based learning
through SciFest increases her understanding when learning the sciences:
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 86
Table 8
Use of Inquiry-Based Learning and Real-World Strategies to Influence SciFest Participation:
Harrington Community College (HCC) Students and All Students
Survey item and response categories HCC students All students
Teachers at my school employ strategies to
positively influence school participation
in SciFest.
Inquiry-based learning
Yes 14 894
No 2 178
Real-world applications
Yes 10 664
No 7 389
Note. HCC = pseudonym for the individual school assigned to the researcher.
Table 9
Use of Inquiry-Based Learning and Real-World Strategies to Influence SciFest Participation:
Harrington Community College (HCC) Teachers and All Teachers
Survey item and response categories HCC teachers All teachers
Teachers at my school employ strategies to
positively influence school participation in SciFest:
Inquiry-based learning
Yes 5 72
No 0 1
Real-world applications
Yes 5 56
No 0 13
Note. HCC = pseudonym for the individual school assigned to the researcher.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 87
Table 10
Use of Inquiry-Based Learning and Real-World Strategies to Influence SciFest Participation:
Policy Makers and Representatives of Multinational Corporations (MNCs)
Survey item and response categories Policy Makers/MNC Reps
Teachers employ strategies to positively influence
school participation in SciFest.
Inquiry-based learning
Yes 5
No 0
Real-world applications
Yes 4
No 1
Note. HCC = pseudonym for the individual school assigned to the researcher.
I think, you know, it isn’t, you’re doing a project on something and you’re not doing
actual classwork, but I feel like you learn a lot from doing a project, because you have to
research it and stick it and actually do an experiment. . . . I think it really helps to do it,
because doing our project, we learned about the acid-base reactions, and it helped me
understand it better. (Student C, interview, April 18, 2018)
Other students from HCC commented on the connection between SciFest and increased
understanding. One said, “They should do more practical stuff like SciFest. . . . More practicals
helps students learn the subjects more easier and faster” (Student D, interview, April 18, 2018).
Another explained, when discussing SciFest participation, “When you do experiments, you start
to understand the topic much better, and it’s very helpful . . . you’ll get to know the topic much
better” (Student E, interview, April 18, 2018).
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 88
Teachers reported seeing increased interest and understanding of science subject matter
after participation in SciFest. One teacher described the noticeable difference in her students a
week after participating in SciFest:
SciFest finished, say, last week. . . . I’ve had them twice since, and everyone seems to be
quite a lot more focused now as regards to our CBA, which is coming up in 2 or 3 weeks’
time, so they were judged at least twice during SciFest, and from that, they maybe picked
out areas of achievement, but then they had areas of development as well, so from their
areas of development, they are a bit more tuned in now to maybe areas that they would
have to improve on for their CBA. (Teacher C, interview, April 18, 2018)
This sentiment was shared by several other teachers, one of whom noted that weaker
students who in the past had tended to shut down due to lack of interest were now more engaged
because, after participating in SciFest, they had “something practical to grab onto, they get much
more involved” (Teacher B, interview, April 18, 2018). Another teacher at HCC noted that
SciFest “clarifies what they have to learn step by step for their state exams. . . . And just their
level of interest increases, and that just encourages and develops their interest in the subject”
(Teacher D, interview, April 18, 2018).
With the shift in the Junior Cycle examinations and the integration of CBAs, inquiry-
based learning experiences such as those related to SciFest were deemed to be effective
preparation for the state examinations. One education policy maker stated,
I think it’s the practical application that’s one of the biggest things for the students here.
In Ireland is becoming very text heavy and things, and there’s a lot of things on the
curriculum that sometimes students don’t get to see or don’t get to use, so they’re
learning a theory and they’re not putting it into the practical application. But when they
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 89
take part in an event like SciFest, they have to explore it, they have to understand it, they
have to reach out to different areas and peoples and learn the mechanics behind what the
different projects are about and not only what the theory is, but what the practical
application is. I think that’s the biggest thing for them when they come to sit the exam,
because a lot of the questions relate back to the application of it in the state exams.
(Science Foundation Ireland Representative, interview, April 21, 2018)
In observations at HCC, inquiry-based learning was evident in several classrooms.
Whether it was students using a lamp to experiment and answer questions about the movement
of the sun and the moon or students working actively to discover the qualities of engineered and
nonengineered foods, inquiry was evident in classroom visits (observation, April 18, 2018).
Observations at SciFest in Cork, Ireland showed evidence of inquiry-based learning through
project presentation and students’ ability to describe the scientific process and how they worked
through the inquiry-based process to arrive at their solution (observation, April 21, 2018).
Discussion Summary for Research Question 1
Participation in SciFest while preparing for the Leaving Certificate Examinations was a
focus of Research Question 1. Considering Ireland’s focus on high-stakes testing and ultimately
students sitting for the Leaving Certificate Examinations that will largely decide their academic
future, it was important to understand how students participated in SciFest while preparing for
the state examinations. The two themes related to this research question emerged as a result of
the analysis of survey and interview data. These themes were emergent (Creswell, 2014) as they
developed from their consistency within the research data. Both themes provide an
understanding not only of how students are participating in SciFest while preparing for state
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 90
examinations but also how SciFest is being used in the preparation for the CBA portions of the
state examinations.
With the recent changes in educational policy, teachers, students, and policy
makers/MNC representatives agreed that SciFest was useful in preparing them to take the state
examinations. While teachers and policy makers stated this more strongly in the survey data,
both teachers and students gave many examples of their own experiences with SciFest and the
connection to and preparation for the state examinations in their interviews. The ability of
teachers to assist students in connecting the upcoming CBAs and SciFest before participation
seemed to play an important role in the perceived effectiveness of that preparation.
Developing a deeper understanding and interest in science as a result of participation in
inquiry-based learning through SciFest was evident in the interview data. Many students and
teachers made connections in science to the process or projects of SciFest and reported that the
students were more interested in science due to their greater understanding of it. In agreement
with findings reported by Abernathy and Vineyard (2001), students interviewed for this research
study reported a deeper understanding of science and a greater interest in the scientific process as
a result of participating in the inquiry-based learning experience of SciFest.
Findings for Research Question 2
Research Question 2 asked, How does school leadership influence participation in
SciFest? This question focused on what impact, if any, school leadership (that of the principal or
teachers) has on students’ active participation in SciFest. Two themes became apparent in
analyzing the data obtained through interviews, observations, and surveys. These themes
illustrate how students perceive leadership’s impact on active participation, as well as who
students and teachers perceive are leading that participation.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 91
Theme 1
Theme 1 is that administrators and teacher leaders influenced active participation in
SciFest through active support and encouragement of the students. The review of literature in
this research study pointed to the need for school leaders to interact overtly with staff and
students and to be physically present to influence results (Merrill & Daugherty, 2010). Bolman
and Deal (2017) noted, with respect to motivation, that leaders who work in the human resources
frame can focus on providing support and encouragement to those whom they are leading. The
concept of support and encouragement from school leadership emerged as the first theme for
Research Question 2.
Participants in this study often cited that school administration and teachers supported
and encouraged student participation in SciFest. With regard to support, survey data indicated
that 68% of HCC students and 64% of students from all schools strongly agreed that school
leadership provides support, including time, materials, and training, for participation in science
and technology competitions, including SciFest (Table 11).
Teachers were presented the same survey item; 60% of teachers at HCC and 60% of
teachers overall agreed with the statement. These data indicate a strong perception of support
from school leadership in time, materials, and training. An interesting note to the survey data is
that, while a majority of teachers at HCC and all schools agreed that school leadership allocated
adequate financial resources to implement SciFest at their school, only 37% of HCC students and
41% of all students agreed that this was the case (Table 12).
Survey data showed that 53% of HCC students and 66% of students from all schools
strongly agreed that school leadership is a positive influence on SciFest competitions at their
school (Table 13). In discussing how the administration and teachers at HCC support student
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 92
Table 11
School Leadership and Support for SciFest Participation: Harrington Community College
(HCC) Students and All Students
Survey item and response categories HCC students All students
School leadership provides support, including
time, materials, and training, for participation
in science and technology competitions,
including SciFest.
Strongly Agree 13 255
Agree 0 445
Neutral 4 152
Disagree 0 90
Strongly Disagree 1 35
I Don’t Know 1 110
School leadership allocates adequate financial
resources to effectively implement SciFest
at my school.
Strongly Agree 7 118
Agree 0 333
Neutral 4 247
Disagree 0 112
Strongly Disagree 4 52
I Don’t Know 4 232
Note. HCC = pseudonym for the individual school assigned to the researcher.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 93
Table 12
School Leadership and Support for SciFest Participation: Harrington Community College
(HCC) Teachers and All Teachers
Survey item and response categories HCC teachers All teachers
School leadership provides support, including time,
materials, and training, for participation in science
and technology competitions, including SciFest.
Strongly Agree 2 14
Agree 1 22
Neutral 0 13
Disagree 0 7
Strongly Disagree 1 0
I Don’t Know 1 15
School leadership allocates adequate financial resources
to effectively implement SciFest at my school.
Strongly Agree 2 7
Agree 1 36
Neutral 0 17
Disagree 0 5
Strongly Disagree 0 1
I Don’t Know 2 5
Note. HCC = pseudonym for the individual school assigned to the researcher.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 94
Table 13
School Leadership Positively Influencing SciFest Competitions at Schools: Harrington
Community College (HCC) Students and All Students
Survey item and response categories HCC students All students
School leadership is a positive influence
on SciFest competitions at my school.
Strongly Agree 5 227
Agree 5 505
Neutral 6 183
Disagree 3 55
Strongly Disagree 0 20
I Don’t Know 0 114
Note. HCC = pseudonym for the individual school assigned to the researcher.
participation, one teacher noted about the principal, “It’s her positivity and her encouragement,
really and truly . . . and even just her thanks and gratitude towards all of us as well” (Teacher E,
interview, April 18, 2018). Of the 10 teachers who were interviewed at HCC, 8 mentioned the
word encouragement as a way in which school administrators supported their students’
participation in SciFest.
Students in the study reported that receiving encouragement from leaders to participate
was an important factor in how school and teacher leadership influences participation in SciFest.
One student explained,
I think encouragement, they should encourage us a lot, which they do, which is good, and
they helped us a lot. Like if we were stuck on anything, our teacher helped us, so it was
good what they’ve done, the encouragement stuff. (Student F, interview, April 18, 2018)
This student clearly felt that encouragement was important to student participation in SciFest.
Another student commented that the “year head and the science teachers that encourage you and
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 95
motivate you to get batter, and to get you the finals, they really help you” (Student G, interview,
April 18, 2018). Another student at HCC added that “science teachers and principal, they
encouraged us to work on our SciFest and study hard” (Student H, interview, April 18, 2018).
Observations did not yield significant data in relation to administrators and teachers
providing active support and engagement for students participating in SciFest. One class that was
observed included students who were actively working on SciFest projects and the teacher who
was moving between groups of students to provide feedback, encouragement, and support to
(observation, April 18, 2018). Observations at SciFest in Cork and in the classrooms at HCC did
not provide additional examples.
Theme 2
Theme 2 is that teacher leaders are perceived as providing important leadership as
students actively participated in SciFest. While research in the literature review of this study
noted the importance of school administrators being effective leaders in instructional approaches
to motivate staff (Merrill & Daugherty, 2010), teacher leaders were often cited by students and
MNC leaders as the ones who most influenced student participation in SciFest. While students
and teachers valued the encouragement and support provided by school administrators, teacher
leaders were often given credit for students’ active participation by the MNC leaders and the
students themselves. One HCC student described it in this way:
Kind of head teacher. They’re kind of the ones I think that encourage you more, and then
they talk to obviously your science teachers, and the science teachers encourage you
more. Obviously, the principals are involved in different ways, but I think it’s more
directly the science teachers and the year heads that really speak to the students and
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 96
everything about the SciFest, so makes you want to do it. (Student I, interview, April 18,
2018)
Other students at HCC agreed. One commented, “It’s more the year head and the science
teachers that encourage you and motivate you to get better.” Another student from HCC added,
Like, all the teachers and they really encourage you to do these types of experiments and
type of classes because they think whatever you’re going to do, it would have an outcome
and mostly for the best. It’s really helped me because I didn’t really want to do SciFest at
the first because I thought “Oh god, I don’t know what my idea’s going to be, and I don’t
know how to say my idea.” But my science teacher has really helped me with that and my
brother, so I think that’s really good. (Student J, interview, April 18, 2018)
All three of these students valued the motivation and encouragement provided by the science
teachers to support their participation in SciFest and assist them in working through the process
of participation.
MNC leaders and policy makers also recognized the importance of teacher leaders in
influencing student participation in SciFest. A policy leader from Science Foundation Ireland
described a conversation with a student who had won a prize in a science competition. She said
that, when she asked the student what had made the difference for her,
And they said “It was my teacher. It was the teacher that encouraged me, she had an
interest she’s very much into the Sciences, she’s very much into everything, it was her
that encouraged us.” She spent time with them after school, she gave them advice on
what to do and how to do everything and that actual teacher won an award three months
ago for her Science interaction for her STEM attraction. (Science Foundation Ireland
Representative, interview, April 20, 2018)
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 97
Other educational policy makers echoed the sentiment that teachers play a large
leadership role in active student participation in SciFest. One noted, “Teachers enthusiasm is
huge,” adding, “If they’re enthusiastic and they want to get the students involved . . . then you’re
well on your way to having a very good science fest and experience” (Irish Educational Policy
maker, interview, April 16, 2018).
The observations at SciFest in Cork provided data that, while staying in the background
while students presented, teachers definitely were supporting students from behind the scenes.
As judges came by, student teams presented and spoke with the judges, then teachers emerged to
provide the students support and encouragement until the next group of judges or onlookers
arrived to ask questions (observation, April 21, 2018). At HCC, a class was working on SciFest
projects and the teacher demonstrated leadership in continuing to guide the students through the
process of developing their SciFest projects.
Discussion Summary for Research Question 2
Administrators and teachers providing support and encouragement that influenced their
active participation in SciFest developed into a theme for Research Question 2. Data supporting
this perception came not only from HCC but from students and teachers across the 13 schools in
the study. While survey data did not reveal appropriate financial support from school leadership,
survey and interview data showed an importance placed on school leadership encouraging
students as they participated in SciFest. Through triangulation of interview and survey data,
encouragement and support emerged as the strongest forces that school leaders provided in
relation to participation in SciFest.
While administrators’ support of teachers and students participating in SciFest was
considered important according to the data, students and educational policy makers clearly
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 98
perceived teacher leadership as a critical component of student success in SciFest participation.
Cited often in the interview data was the need for teacher’s enthusiasm for SciFest and science in
general as motivating factors for students. The data related to this research question indicated a
dynamic of administrators showing leadership in SciFest participation by providing support
(training, supplies, time, encouragement) to teachers and students, while teachers provided
enthusiasm and support to student participants.
Findings for Research Question 3
Research Question 3 asked, How does participation in SciFest influence female students’
interest in enrolling into senior-level and third-level STEM courses? The purpose of this
research question was to determine what influence, if any, participation in SciFest had on female
students’ interest in enrolling in senior-level and third-level STEM courses. It was noted in the
literature review that one in every three jobs in the future will be in a STEM-related field
(Breiner et al., 2012). Because of the importance of Ireland’s need for STEM workers in the
future, correcting the disparity in male and female enrollment in senior-level and third-level
STEM courses will provide Ireland a richer population of workers who possess the skills that
MNCs in Ireland require.
To gain perspective from students on whether SciFest influences female students to enroll
in senior-level and third-level STEM courses, interviews, surveys, and observation data were
collected from students, teachers, MNC leaders, and policy makers. These data were triangulated
and two main themes emerged.
Theme 1
Theme 1 is that participation in SciFest provides female students an opportunity to gain
confidence and interest in science that is perceived to influence positively their future enrollment
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 99
in senior-level and third-level STEM courses. Ireland is no different from other countries in its
disparity of female students entering higher-level STEM courses. Researchers have found that
female students often drop out of STEM majors after secondary school due to a lack of role
model support, persistent stereotypes, and a lack of familiarity with STEM roles (Chance &
Bowe, 2014). Van Langen et al. (2006) found that, of OECD countries, Ireland had one of the
largest gaps in representation of female graduates in STEM fields of study. This emergent theme
suggests that SciFest is being perceived as a way to support a change in this narrative.
Among the stakeholder groups, data indicated a strong perception that participation in
SciFest positively influences interest in enrolling in senior-level and third-level STEM courses.
Table 14 presents the data to support this perception. It is important to note a very high number
of “I Don’t Know” responses. In order to understand the perception of female students in relation
to this theme, only data from female students are included in Table 14. As shown in the table,
50% of the female students at HCC agreed that participation in SciFest influences development
of female students’ interest in enrolling in senior-level and third-level STEM courses. This is
compared with 54% of females in all schools surveyed who agreed that SciFest influences the
development of female students’ interest in enrolling in senior-level STEM courses and 49% of
female students in all schools agreeing that SciFest influences development of female students’
interest in enrolling in third-level STEM courses. The data above is in contrast with the
responses that show only 11% of students at HCC, and in all schools surveyed, strongly
disagreed with these statements.
Eighty percent of teachers at HCC and 59% of teachers from all schools strongly agreed
with these statements. The majority of all teachers perceived SciFest as an influencer of female
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 100
Table 14
SciFest Influences Development of Female Students’ Interest in Enrolling in Senior-Level and
Third-Level STEM Courses: Female Harrington Community College (HCC) Students and All
Female Students
Survey item and response categories HCC students All students
SciFest influences the development of female
student interest in enrolling into senior-level
STEM courses.
Strongly Agree 0 118
Agree 5 252
Neutral 1 116
Disagree 1 49
Strongly Disagree 0 10
I Don’t Know 3 144
SciFest influences the development of female
student interest in enrolling into third-level
STEM courses.
Strongly Agree 0 102
Agree 5 233
Neutral 4 136
Disagree 0 36
Strongly Disagree 0 13
I Don’t Know 1 169
Note. STEM = science, technology, engineering, and mathematics. HCC = pseudonym for the
individual school assigned to the researcher.
students’ interest in STEM, indicating an interesting contrast between the responses by teachers
at HCC and responses by teachers at all schools (Table 15).
Sixty percent of policy makers/MNC representatives 60% agreed that SciFest influences
development of female students’ interest in enrolling in senior-level and third-level STEM
courses (Table 16).
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 101
Table 15
SciFest Influences Development of Female Students’ Interest in Enrolling in Senior-Level and
Third-Level STEM Courses: Harrington Community College (HCC) Teachers and All Teachers
Survey item and response categories HCC teachers All teachers
SciFest influences development of female student
interest in enrolling into senior-level STEM courses.
Strongly Agree 4 12
Agree 0 29
Neutral 0 15
Disagree 0 1
Strongly Disagree 0 0
I Don’t Know 1 12
SciFest influences development of female student
interest in enrolling into third-level STEM courses.
Strongly Agree 3 11
Agree 0 31
Neutral 0 14
Disagree 0 1
Strongly Disagree 0 0
I Don’t Know 2 11
Note. STEM = science, technology, engineering, and mathematics. HCC = pseudonym for the
individual school assigned to the researcher.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 102
Table 16
SciFest Influences Development of Female Students’ Interest in Enrolling in Senior-Level and
Third-Level STEM Courses: Policy Makers and Representatives of Multinational Corporations
(MNCs)
Policy Makers and
Survey item and response categories representatives
SciFest influences the development of female student
interest in enrolling into senior-level STEM courses.
Strongly Agree 0
Agree 3
Neutral 1
Disagree 0
Strongly Disagree 0
I Don’t Know 1
SciFest influences the development of female student
interest in enrolling into third-level STEM courses.
Strongly Agree 0
Agree 3
Neutral 1
Disagree 0
Strongly Disagree 0
I Don’t Know 1
Note. STEM = science, technology, engineering, and mathematics.
With all I Don’t Know responses removed, the percentage of students at all schools who
agreed that SciFest influences development of female students’ interest in enrolling in senior-
level and third-level STEM course increases to an average of 72%.
Student interview data showed an increase in confidence as a result of participating in
SciFest as a possible reason the majority of female students responded that SciFest influences
interest in higher-level STEM courses. A student at HCC explained,
All your research, you know things more and you feel like you can do . . . . Because I
think it’s like a stigma kind of thing that girls can’t do science, or they can’t do
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 103
engineering, and like it’s STEM projects, STEM subjects. When you do the SciFest and
you’re doing the research and you present a project and you have everything else like all
of the other boys, you feel like you can do this. It doesn’t even matter if you’re a girl, that
you’re good at it, and you continue to do it, and things like that. (Student K, interview,
April 18, 2018)
Another student agreed that SciFest makes girls feel confident in their abilities to pursue
science studies:
I find that there is stereotypes that girls can’t do science and they should go into other
professions like hairdressers or something like that. By doing SciFest, we prove people
that we can do something as well. We can do science, we can get A’s in science and
become doctors. (Student L, interview, April 18, 2018)
Teachers also commented on the increased confidence that they noticed in their female
students after participation in SciFest. The belief that SciFest builds confidence was evident in
the majority of teacher interviews. One teacher noted,
Confidence is a big thing. Most of them, it’s a huge confidence booster because, again,
when they take part, that initial fear to take part, and “how will I . . . how will I get on?”
You know, everyone has that when you’re going to do something new, but when they get
through, it’s like, “I actually did it.” And then the next time, they’re more confident going
into it, they’ll try something new, and that will lead on to later life, that if you’re trying
something new, you can do it. (Teacher H, interview, April 18, 2018)
This confidence is in line with one of the areas of focus from Slough and Milam’s (2013)
framework for the design of STEM PBL: promoting autonomy in students so they become
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 104
lifelong learners. Another teacher reported that she sees an increase in confidence among girls
who participate in SciFest:
I suppose confidence, realizing that their project is just as good as maybe the boy’s
project beside them, if not better. Just allowing them to play to their strengths more, I
suppose. Often you would notice, and it’s purely stereotypical thing, but the girls were
better at the displays. And they’d often be better at the communication side of it. So, they
would often end up doing better, maybe, than the boys. So, confidence, I would say, is
the main thing. (Teacher I, interview, April 18, 2018)
Another teacher agreed that confidence was an important result of SciFest participation to
encourage female students to continue in STEM studies:
Overall, I would say, confidence, being able just to prove to themselves that they can do
it, that they can take a project from nothing and build it up into something that they can
present onto people, and again, when they go outside the school and they’re presenting to
people that aren’t their teachers, that they think they’re feeling sorry for them that they’re
giving them marks, you can see a huge difference in the students. Some of the quietest
students that will not say “Boo” in class will go through that experience and then
suddenly they’re more active in class. You know, that confidence comes back and goes
through everything in their life. (Teacher J, interview, April 18, 2018)
Another teacher added,
Without realizing it for themselves, they actually do learn so much more and their
confidence improves so much. It’s very easy to put it down on paper at the end of it all.
Even grades I’ve noticed have actual improved in their science subjects because of
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 105
SciFest, because of their level of interest in sciences as well. (Teacher D, interview, April
18, 2018)
MNC representatives agreed that SciFest builds confidence in female participants. One
explained it in this way:
Again, it goes down to their confidence again. I think for society it’s great to see that
there’s an increase in females and giving their perspective. . . . I think for females it’s just
giving them, it’s telling them that there are serious queries in STEM for me. There’re
other girls entrusting them as well. That’s the main thing that you’re not just or there’s
something weird about me because I’m into STEM. I think being important to this
environment where you’re surrounded by your peers that are of similar interests. . . . It’s a
great opportunity for them to meet new friends that are outside of their school, as well as
those that have similar interests in science and technology. (Educational Officer from
BioPharma, interview, April 20, 2018)
At SciFest in Cork, female students enthusiastically and proudly presented their projects.
Many worked in small groups and seemed to feed off each other for confidence in explaining the
scientific inquiry process that had led them to their solutions (observation, April 18, 2018).
Classroom observations at HCC resulted in a similar display of confidence by female students to
ask and answer questions in class (observation, April 18, 2018).
Theme 2
Theme 2 is that schools actively recruit female participation in SciFest and that
participation is perceived as a way to break down barriers and encourage female students to
pursue science as a career. As discussed in the literature review, Acker (1987) contended that
attitudes about gender roles contribute to sex-stereotyped subject choices and eventually sex-
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 106
stereotyped occupations. O’Brien (2003) found that female students in Ireland were often
dissuaded from further studies in STEM fields as a result of pressure from their families to
maintain traditional sex roles. Coupled with the female student’s own self-doubt, this becomes a
potent force to discourage female participation in STEM fields.
Through interviews and surveys with teachers, students, MNC leaders, and policy
makers, the theme emerged that students perceive schools as actively recruiting female
participation in SciFest and that participation provides an avenue for female students to begin to
envision themselves in STEM fields. Table 17 shows that 78% of students at HCC and 63% of
students from all schools strongly agreed that their school actively encourages and recruits
female students to participate in SciFest.
Table 17
My School Actively Encourages and Recruits Female Students to Participate in SciFest:
Harrington Community College (HCC) Female Students and All Female Students
Survey item and response categories HCC female students All female students
My school actively encourages and recruits
female students to participate in SciFest.
Strongly Agree 7 363
Agree 7 315
Neutral 3 153
Disagree 0 37
Strongly Disagree 0 35
I Don’t Know 1 177
Note. HCC = pseudonym for the individual school assigned to the researcher.
Teachers at HCC agreed with students on this item, as 60% strongly agreed that they
actively encourage and recruit female students, in contrast to only 45% of teachers from all
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 107
schools strongly agreeing with that statement (Table 18). This disparity is an important note with
regard to perceptions of female influence and recruitment.
Table 18
I Actively Encourage and Recruit Female Students to Participate in SciFest: Harrington
Community College (HCC) Teachers and All Teachers
Survey item and response categories HCC teachers All teachers
I actively encourage and recruit female
students to participate in SciFest.
Strongly Agree 2 20
Agree 1 11
Neutral 1 23
Disagree 0 6
Strongly Disagree 1 0
I Don’t Know 0 9
Note. HCC = pseudonym for the individual school assigned to the researcher.
This recruitment and encouragement to participate in SciFest seemed to lead students
who participated to perceive that female students, through the experience of SciFest, now
envision themselves as continuing in science courses and ultimately in careers in science. One
student at HCC said,
Before we did SciFest maybe at the start of the year, I was considering not wanting to do
science as I go in further years. Then in SciFest, I’ve seen a project about how useful
science is, so in college and the jobs you can get in having a science degree or whatever,
and then it made me think it would be a good subject to keep, and it’s interesting and you
can get a lot of jobs to do with science, so that made me want to keep doing science,
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 108
because I’ve seen lots of projects about what you could do with science. (Student G,
interview, April 18, 2018).
This student saw, through her experience in SciFest, the value of science as a career. Another
student echoed that sentiment:
I wasn’t really interested in science, but when I did SciFest and I learned how biology
works and how acids and bases and stuff work together, I thought that was really
interesting, and so I want to continue doing science so I can learn more about that and
how it works. (Student C, interview, April 18, 2018)
Another student at HCC connected SciFest with an increase in females in science classes
at HCC:
I think it makes females more interested. What I’ve seen before is that, usually it’s the
girls that take SciFest more seriously than the guys. And because of this, you’re starting
to see more females in science subjects, our chemistry class, girls dominate boys. There’s
eight people in our chemistry class and only two boys and we’re starting to see that with
more science subjects, like biology is highly dominated by girls and physics is good
balance of boys and girls, so I think that’s what SciFest does to the girls. (Student H,
interview, April 18, 2018)
Teachers also saw SciFest as a way to break down the barrier of lack of self-belief in
some female students:
I think the barriers are getting broken down hugely now. I think a lot, what they see as
girls, are doing physics, they see that physics isn’t necessarily, it doesn’t mean you’re
going straight into engineering. It’s just a science subject. So, it’s just breaking down
stereotypes. (Teacher D, interview, April 18, 2018)
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 109
Another teacher noted that seeing other girls achieve in science was a motivator to female
students in relation to science.
I would definitely say, by doing SciFest, again, it’s not just . . . . They’re seeing other
schools, they’re seeing other people participate, and they’re seeing other projects that
girls are doing, and again, it’s not this unattainable . . . . Most of the time with sciences
and coding, you’re mostly seeing men out there. And again, by seeing female
participation, they’re seeing, “I’m not the only one. I’m not the only one in this, I’m not
the one that has to be the pioneer,” and it gives them the confidence to go, “If they can do
it, I can do this, too.” (Teacher I, interview, April 18, 2018)
MNC leaders also spoke to the impact of participation in SciFest on female students’
ability to see themselves in STEM careers. When asked whether SciFest encourages and supports
female students in making the transition to higher-level STEM courses, a leader from Boston
Scientific stated,
I do. You’re introducing it sooner in the process. I think this whole perception was
brought up earlier in the speech there. That there’s this perception. “I’m a male. I’d be
naturally good at sciences” and all of that. The longer you sit in that perception, the more
embedded it becomes. So, the sooner that you can start introducing an alternate paradigm,
if you mind me saying, then you could possible start shaving off females to start actually
pursuing more of a career in science or technology and that. (Boston Scientific
Representative, interview, April 18, 2018)
A leader from Dublin City College reiterated the ability of SciFest participation to
broaden female students’ perspective in relation to STEM fields.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 110
We do know that it does open up their eyes a bit more to the opportunities that they
would never have as females, being involved in it or never knowing what type of
different careers they could go on or different jobs that they could go onto. (Dublin City
University leader, interview, April 18, 2018).
Discussion Summary for Research Question 3
The first theme that emerged from data for this research question indicated that
participation in SciFest provides female students an opportunity to gain confidence and interest
in science that is perceived to influence positively their future enrollment in senior-level and
third-level STEM courses. This was confirmed by comparing survey data and interview data.
Confidence was mentioned multiple times by teachers and students when discussing the benefits
that female students gain from participating in SciFest. This confidence was credited by both
groups with encouraging future study in STEM fields and potentially entering into STEM
careers.
The second theme that emerged from data for this research question indicated that
schools actively recruit female participation in SciFest and that participation is perceived as a
way to break down barriers and encourage female students to pursue science as a career. Survey
data showed that HCC students felt more strongly than the group as a whole that their school
actively recruits female participation in SciFest. In relation to participation in SciFest being
perceived as a way to break down barriers and encourage future STEM studies, students,
teachers, and MNC leaders and policy makers provided interview data that supported this theme.
Both of the emergent themes suggest that participation in SciFest builds confidence in
female students and supports their ability to envision themselves in future STEM courses and
ultimately in STEM careers. This confidence and ability to envision a STEM future is perceived
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 111
as breaking down barriers that might still exist in society about gender roles in education and
careers.
Findings for Research Question 4
Research Question 4 asked, What perceptions do teachers, principals, parents, students,
civic leaders, college/university professors, and representatives of MNCs have regarding the
value of student participation in SciFest? The goal of this research question was to determine the
overall value that stakeholder groups perceive in SciFest and its role in contributing to the Irish
educational system and thus the Irish economy as a whole. As Ireland continues to be one of the
most globalized nations in Europe (Irish America Staff, 2013), it continues to have a need for
knowledge-based workers who can join the MNC workforce that contributes 47% of Ireland’s
aggregate tax revenue (Lane & Ruane, 2006).
To understand the perspectives of various stakeholders regarding the value of SciFest to
the Irish society, data were collected via surveys, interviews, and observations. Surveys were
conducted at all 13 school sites. Interviews were conducted with teachers, students, and
administrators at school sites, as well. Interviews with MNC leaders and policy makers were
conducted at their respective places of employment. Two main themes emerged from the data
analysis for Research Question 4.
Theme 1
Theme 1 is that SciFest provides participants the opportunity to develop 21st-century
skills needed to obtain careers in STEM fields. As discussed in the literature review, Spring
(2008) noted in his research on globalization and education that the world is changing from one
that requires manual labor to a “knowledge economy” in which human capital is valued not for
physical work but for the ability to apply new technologies and adapt and change one’s job as
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 112
needs change. This shift in the economies of the world has shifted the skills that students need to
obtain jobs in the future. The 21st-century skills of collaboration, creativity, communication, and
critical thinking are often cited as important (Kivunja, 2015; Wagner, 2008). Wagner (2008)
noted that educational systems that commit to integration of 21st-century skills in their teaching
and learning are in a better position to develop students who can compete in a global economy.
Survey data from stakeholders in this study suggest that SciFest is beneficial to students
and provides participants the opportunity to develop 21st-century skills. Table 19 presents data
showing student and teacher responses to two statements related to this question. The first is the
statement that students benefit from participation in SciFest. Table 19 shows that 78% of
students surveyed at HCC and 69% of all students surveyed agreed or strongly agreed with this
statement.
All teachers, both at HCC and at all schools surveyed, agreed or strongly agreed with this
statement, with one exception. Among policy makers and MNC representatives, 100% either
strongly agreed or agreed with this statement. Belief about the benefits of SciFest went beyond a
general belief. The second statement was that SciFest provides opportunities for students to
develop 21st-century skills. On this item, 78% of students at HCC and 68% of students from all
schools either agreed or strongly agreed with this statement (Table 19), as did 100% of teachers
at HCC and 99% of teachers at all schools (Table 20).
All policy makers and MNC representatives either agreed or strongly agreed to this item
(Table 21). These are some of the strongest numbers in the entire survey, pointing to a unified
feeling that SciFest supports development of 21st-century skills in student participants.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 113
Table 19
Student Benefit and Opportunities to Develop 21st-Century Skills: Harrington Community
College (HCC) Students and All Students
Survey item and response categories HCC students All students
Students benefit from participation in SciFest.
Strongly Agree 6 303
Agree 8 427
Neutral 0 163
Disagree 0 39
Strongly Disagree 2 22
I Don’t Know 2 111
SciFest provides opportunities for students
to develop 21st-century skills.
Strongly Agree 6 242
Agree 8 490
Neutral 1 148
Disagree 0 57
Strongly Disagree 1 15
I Don’t Know 2 120
Note. HCC = pseudonym for the individual school assigned to the researcher.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 114
Table 20
Student Benefit and Opportunities to Develop 21st-Century Skills: Harrington Community
College (HCC) Teachers and All Teachers
Survey item and response categories HCC teachers All teachers
Students benefit from participation in SciFest.
Strongly Agree 2 50
Agree 3 19
Neutral 0 0
Disagree 0 0
Strongly Disagree 0 0
I Don’t Know 0 0
SciFest provides opportunities for students
to develop 21st-century skills.
Strongly Agree 2 33
Agree 3 36
Neutral 0 0
Disagree 0 1
Strongly Disagree 0 0
I Don’t Know 0 0
Note. HCC = pseudonym for the individual school assigned to the researcher.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 115
Table 21
Student Benefit and Opportunities to Develop 21st-Century Skills: Policy Makers and
Representatives of Multinational Corporations (MNCs)
Policy Makers and
Survey item and response categories representatives
Students benefit from participation in SciFest.
Strongly Agree 4
Agree 1
Neutral 0
Disagree 0
Strongly Disagree 0
I Don’t Know 0
SciFest provides opportunities for students to develop 21st-century skills.
Strongly Agree 3
Agree 2
Neutral 0
Disagree 0
Strongly Disagree 0
I Don’t Know 0
Interview data further supported this strong perception among all stakeholder groups.
One student, when asked which 21st-century skills, if any, SciFest contributes to development,
stated,
I think all of them to be honest, because collaboration, you have your teams. You could
be in a team for SciFest. Communication, because the judges come around and you have
to explain your project and get across to them what your project is about, and the critical
thinking as well. You have to sit down with your team, or by yourself if you’re by
yourself, and think about, what do you want to do? How are we gonna research it? Where
are we gonna get our information from? How are we gonna put everything together to
make a project, and the creative as well. You have your posters, and your different things.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 116
How are you gonna put everything together to make it presentable? (Student M,
interview, April 18, 2018)
Multiple students mentioned communication skills as a 21st-century skill that SciFest
helps to develop. Most cited the need to communicate one’s project to the judges as a way in
which SciFest helps to develop this skill. Another student focused on communication and
collaboration:
All four of them, really. Especially communication and collaboration, that sort of thing,
that’s essentially an edge for office work. . . . You know, when you’re put in a team, you
have to research, and then you have to communicate your ideas to the team, and then you
have to communicate your ideas to the judges, and when you’re collaborating everybody
has different ideas, it depends how much is in the group. Well, us three had very different
ideas at the start, but we all needed to kinda get into one mindset, and it helps in the
working world, and when you’re in a career-based job. (Student N, interview, April 18,
2018)
Teachers agreed that SciFest helps to develop 21st-century skills. One teacher focused on
problem solving:
I think it’s [SciFest] brilliant to get people into the mindset of problem solving and not
just . . . . I think traditionally, Ireland, their education system was a lot of rote learning
and things like that. When you get to the real world and Irish people traditionally
struggled. I do think this [SciFest] is a step in the right direction, where you’re trying to
solve something as opposed to learning it and putting it back on paper, say. (Teacher A,
interview, April 18, 2018)
Another teacher focused on 21st-century skills as a whole:
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 117
I would say again, it’s to do with the collaboration, communication. You’re trying to get
students to be more well rounded, and being able to collaborate, being able to
communicate, they’re two fundamental skills they need for any career. Those two alone,
along with everything else, and creativity, you know, problem solving, creative . . . .
SciFest helps them with everything. As I said, that’s something that, if we’re trying to
really prepare them for the next jobs, jobs that haven’t been created yet, they need those
as building blocks before they can do anything else. (Teacher B, interview, April 18,
2018)
MNC representatives also saw the connection between science competitions such as
SciFest and development of 21st-century skills. A representative from Cisco, in speaking about
SciFest’s contribution to the development of 21st-century skills, said,
I think it’s very important with the development in 21st-century skills. I said just now that
the things they learn in these team competitions is they, one they learn competition, you
strive to be the best and you strive to do well. When you’re in the world of work, you’re
expected to be your best and do your best and put your best foot forward. Also, that these
21st-century skills, how do you work as a team, how to think creatively and how do you
critically solve problems, and how you present and communicate. I think those are very
important, that they’re able to talk and show what they did. We see students that are
involved in those type of activities, even in science and science fairs and competitions
and project-based learning in college, they really come to us much better prepared and
equipped. (Cisco representative, interview, April 20, 2018)
Observations at SciFest in Cork revealed students displaying their communication,
creativity, critical thinking, and collaboration skills through their displays and words. Posters for
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 118
each presentation exhibited the creativity of the student group that put them together. Questions
asked of participant teams resulted in their sharing in the collaborative process and articulating
scientific ideas and methods that they had used. Discussions with students allowed one to
understand the critical thinking required for participating students to develop to fruition their
projects for presentation.
Theme 2
Theme 2 is that SciFest participation contributes to development of skills in STEM
needed to be successful in a STEM career in a globalized Ireland. In the literature review, it was
noted that Bencze and Bowen (2009) conducted a study on science fairs and found that the fairs
can be a crucial educational tool in a knowledge economy as they broaden and deepen students
technological and scientific literacy and therefore provide them access to compete in economies
directly connected to science and technology products and processes. Sahin and Top (2015)
found that students who participated in science fairs and STEM clubs after school had a higher
percentage of postsecondary matriculation into STEM majors than the national average. Walsh
(2015) found that extracurricular science-related activities at schools in Ireland were linked to
better student performance, greater engagement in STEM, and an increase in student self-
efficacy in STEM.
Participants in this study agreed that SciFest participation enhances STEM educational
development in students. Table 22 shows that 69% of students at HCC and 55% of students from
all schools agreed. Also, 60% of teachers at HCC and 96% of all teachers strongly agreed with
this statement (Table 23). All policy makers and MNC representatives agreed with this statement
(Table 24). The survey data affirm the perception that SciFest participation is a positive benefit
to the development of students in STEM education.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 119
Table 22
SciFest Enhances STEM Education, Develops Skills for STEM Careers and Global Economy:
Harrington Community College (HCC) Students and All Students
Survey item and response categories HCC students All students
SciFest participation enhances STEM
educational development in students.
Strongly Agree 3 159
Agree 8 430
Neutral 3 219
Disagree 0 49
Strongly Disagree 0 17
I Don’t Know 4 191
Participants in SciFest demonstrate skills
needed to obtain careers in STEM fields.
Strongly Agree 3 117
Agree 8 405
Neutral 0 215
Disagree 1 53
Strongly Disagree 0 21
I Don’t Know 4 194
SciFest provides opportunities to develop skills
needed in a global economy.
Strongly Agree 4 161
Agree 6 389
Neutral 4 241
Disagree 0 80
Strongly Disagree 1 27
I Don’t Know 3 163
Note. STEM = science, technology, engineering, and mathematics. HCC = pseudonym for the
individual school assigned to the researcher.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 120
Table 23
SciFest Enhances STEM Education, Develops Skills for STEM Careers and Global Economy:
Harrington Community College (HCC) Teachers and All Teachers
Survey item and response categories HCC teachers All teachers
SciFest participation enhances STEM
educational development in students.
Strongly Agree 3 31
Agree 0 36
Neutral 0 2
Disagree 0 0
Strongly Disagree 1 0
I Don’t Know 1 1
Participants in SciFest demonstrate skills
needed to obtain careers in STEM fields.
Strongly Agree 2 32
Agree 3 35
Neutral 0 1
Disagree 0 1
Strongly Disagree 0 0
I Don’t Know 0 1
SciFest provides opportunities to develop skills
needed in a global economy.
Strongly Agree 2 30
Agree 3 34
Neutral 0 4
Disagree 0 1
Strongly Disagree 0 0
I Don’t Know 0 1
Note. STEM = science, technology, engineering, and mathematics. HCC = pseudonym for the
individual school assigned to the researcher.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 121
Table 24
SciFest Enhances STEM Education, Develops Skills for STEM Careers and Global Economy:
Policy Makers and Representatives of Multinational Corporations
Policy Makers and
Survey item and response categories representatives
SciFest participation enhances STEM educational development in students.
Strongly Agree 3
Agree 2
Neutral 0
Disagree 0
Strongly Disagree 0
I Don’t Know 0
Participants in SciFest demonstrate skills needed to obtain careers in STEM fields.
Strongly Agree 3
Agree 2
Neutral 0
Disagree 0
Strongly Disagree 0
I Don’t Know 0
SciFest provides opportunities to develop skills needed in a global economy.
Strongly Agree 3
Agree 1
Neutral 0
Disagree 0
Strongly Disagree 0
I Don’t Know 1
Note. STEM = science, technology, engineering, and mathematics.
In addition to SciFest being perceived as a benefit to STEM educational development, a
majority of survey respondents agreed that participants in SciFest demonstrate skills needed to
obtain careers in STEM fields: 69% of HCC students and 55% of students from all schools
agreed or strongly agreed with this statement (Table 22). All HCC teachers and 96% of teachers
from all schools agreed or strongly agreed with this statement (Table 23). All policy makers and
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MNC representatives agreed with the statement (Table 24). Finally, survey participants agreed or
strongly agreed that SciFest provides opportunities to develop skills needed in a global economy:
56% of students from HCC and 52% of students from all schools agreed or strongly agreed with
this statement (Table 22), while 100% of HCC teachers and 91% of teachers from all schools
agreed or strongly agreed with this statement (Table 23) and 80% of policy makers and MNC
representatives agreed or strongly agreed with this statement (Table 24).
Stakeholders in this research study perceived a real connection between SciFest
participation and development of skills needed to be successful in STEM careers. Interview data
expanded on perceptions indicated in surveys. One policy maker stated in reference to SciFest,
It’s creating a greater stream of students and ultimately graduates who will move into
those areas that are important for the economy. There is an awareness at our level,
university level and at government level, that the majority of jobs are more likely to be in
the STEM industries, the kind of tech and IT industries. (DCU representative, interview,
April 16, 2018)
This perception that SciFest contributes to the stream of STEM-interested students was
reiterated by a representative from Science Foundation Ireland.
It gives us the talent pipeline, the future, the jobs of the future, the students of the future,
it encourages them, which will help maintain, to keep them in Ireland in the industries
and working in Ireland so it will absolutely definitely help the economy by up skilling,
keeping these students giving them the knowledge that the jobs are here and they don’t
need to leave Ireland. They can stay here to work. (Science Foundation Ireland
representative, interview, April 20, 2018)
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This notion was reinforced by a representative from Boston Scientific, who noted that
SciFest increases the pool of students going into STEM subjects.
I think having a larger pool of students going into STEM subjects is going to create . . . I
suppose it’s going to improve our competitiveness because Ireland’s prosperity is down
to how competitive we are. There are lots of competing countries across the world
competing for companies to move into their country and having a skilled workforce and
especially a skilled workforce in the science and technology field is going to make
Ireland more competitive (Boston Scientific representative, interview, April 20, 2018)
Students agreed with this assessment that SciFest prepares students to participate in
STEM fields that contribute to the Irish economy. This was the perception shared by the majority
of interviewees who provided a response to this question. One student said,
It encourages more people to do STEM subjects definitely, and that’s a huge aspect of it.
I think in Ireland, they said we have a shortage of people doing STEM, so I think the fact
that we’re getting the younger generation to do like SciFest, which is encouraging it, is
definitely gonna be a huge benefit for the workforce world, and the whole economy.
(Student O, interview, April 18, 2018)
Another student connected SciFest with attracting employers to stay in Ireland:
I think it’s influence, cause if you have all these generation growing up with constantly
being pushed towards STEM, it helps because Ireland’s become a country, like a tech
hub, you got Google, Yahoo, all these big companies decide to make their new offices in
Dublin, and it’s such a good job opportunity and I think that we can make our workforce
a lot more qualified to work with STEM. It makes those companies even more likely to
come back here cause they’re gonna see, “Okay, we could go to France, we could go to
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England, but if we go to Ireland, their workforce has got really, really intelligent people
at ages overall.” It’s good for everyone, it’s good for the taxpayer, it’s good for the
people looking for jobs, it’s even good for people like the higher-ups who . . . ‘cause
everyone can profit from them (Student H, interview, April 18, 2018).
From observations at SciFest in Cork it was clear that there was a networking component
to the interactions that students were afforded as MNC representatives and policy makers acted
as judges for the competition. Discussions were observed not only about individual projects but
also about how those projects can or could be connected to work at many MNCs. SciFest at Cork
also allowed the educational system to showcase the talent that current students possess to MNCs
who continually seek qualified candidates to support their work in the knowledge economy.
Discussion Summary for Research Question 4
Upon analyzing the data for Research Question 4, it was clear that participants perceived
SciFest as an effective way to develop 21st-century skills. Some of the largest percentages of
agree and strong agreement were shown in relation to 21st-century skill development as a result
of SciFest participation. In interview data, communication and collaboration were the most
often-cited skills that were developed as a result of participation in SciFest due to the nature of
the teamwork opportunities and the opportunities to present and articulate one’s project to judges
and to the community as a whole. Creativity and critical thinking were also acknowledged as
skills to which SciFest contributed development.
The second theme was that of SciFest participation contributing to development of skills
needed to be successful in STEM careers. The majority of students and teachers who were
interviewed agreed that SciFest contributes to development of STEM education, skills needed to
achieve careers in STEM fields, and skills needed to be successful in a global economy. Policy
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 125
makers and students provided, in interviews, details of that belief by citing participation in
SciFest as an encouraging factor in engagement in STEM disciplines.
Both of these themes provide insight into Research Question 4 in that teachers, students,
and MNC representatives and policy makers saw SciFest as a contributor to STEM education
and thus to development of future STEM workers in the MNCs of Ireland. The perception of a
pipeline or stream was noted in relation to SciFest participation and hope for an increase in
students studying STEM majors and then going on to STEM careers.
Chapter Summary
The data obtained and analyzed as a part of this research study, including interviews,
surveys, and observations, resulted in several themes emerging related to the four research
questions. These themes were brought forth from the foundational frameworks of Friedman
(2007) to understand globalization and its effects on the world, Spring (2008) to understand
globalization in education, Wagner (2008) to understand 21st-century skills, Slough and Milam
(2013) to understand PBL within STEM, Bolman and Deal to understand the four frames of
leadership, and Acker (1987) to understand gender in education. These frameworks were used
during data analysis and data from the various modalities were triangulated, resulting in the
themes presented in this chapter.
The data collected in relation to Research Question 1 produced two themes. The first
theme was that recent changes in the Junior Certificate Science Examination that focuses on
CBAs has positioned SciFest to be utilized as a method of preparation for state examinations.
Recent reform in the Irish educational system has resulted in a fundamental shift in Junior Cycle
certificate examinations from summative assessments to incorporating CBAs as a part of the
examinations (MacPhail et al., 2018). SciFest is clearly seen by teachers as an effective way to
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 126
prepare students for the CBAs that are now a part of the Junior Certificate Science Examination.
Students, in interviews, articulated a connection as well, with the ability of teachers to assist
students in connecting the upcoming CBAs and SciFest before participation seeming to play an
important role in the perceived effectiveness of that preparation. The second theme was that
engagement in inquiry-based learning through SciFest supports students in developing a deeper
understanding of and interest in science during preparation for state examinations. The data
analysis for this theme indicated that many students and teachers made connections in science to
the process or projects of SciFest and reported that students were more interested in science due
to their greater understanding of it.
Data related to Research Question 2 resulted in two themes. The first theme was that
administrators and teacher leaders influence active participation in SciFest through active
support and encouragement of involved students. Bolman and Deal (2017) noted in respect to
motivation that leaders working out of the human resources frame can focus on providing
support and encouragement to those whom they are leading. The data indicated that
encouragement and support by administrators and teachers were the main avenues of support that
students felt that school leadership provided to support their participation in SciFest. The second
theme was that teacher leaders are perceived as providing important leadership as students
actively participate in SciFest. Interviews with students, teachers, and policy makers and MNC
representatives revealed that teachers play an important perceived role in motivating students’
active participation in SciFest. Cited often in the interview data was the need for teacher
enthusiasm for SciFest and science in general as a motivating factor for students.
Data related to Research Question 3 informed two themes. The first theme was that
participation in SciFest provides female students an opportunity to gain confidence and interest
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 127
in science that is perceived to influence positively their future enrollment in senior-level and
third-level STEM courses. This was confirmed by the interview data. Confidence was mentioned
multiple times by teachers and students when discussing what benefits female students gained
from participating in SciFest. The second theme was that schools actively recruit female
participation in SciFest and that participation is perceived as a way to break down barriers and
encourage female students to pursue science as a career. Survey data showed that HCC students
felt more strongly than students as a whole that their school actively recruits female participation
in SciFest. In relation to participation in SciFest being perceived as a way to break down barriers
and encourage future STEM studies, multiple students, teachers, and MNC leaders and policy
makers provided interview data that supported this theme to provide the potential to break
through the beliefs and attitudes about gender roles that contribute to sex-stereotyped subject
choices and sex-stereotyped occupations (Acker, 1987).
Analysis of data related to Research Question 4 resulted in two themes. The first theme
was that SciFest provides participants the opportunity to develop 21st-century skills needed to
obtain careers in STEM fields. Seen universally in surveys and interviews across stakeholders
was the opinion that SciFest contributes positively to development of these skills. The second
theme was that SciFest participation contributes to development of skills in STEM needed to be
successful in STEM careers in a globalized Ireland. The majority of students and teachers who
were interviewed and surveyed agreed that SciFest contributes to development of STEM
education, skills needed to achieve careers in STEM fields, and skills needed to be successful in
a global economy.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 128
CHAPTER 5: SUMMARY, IMPLICATIONS, RECOMMENDATIONS,
AND CONCLUSIONS
Globalization has fundamentally changed the way people live, work, and conduct
business (Spring, 2015). As the world has flattened due to technological advances, opportunities
continue to emerge for smaller countries to become a competitive member of the global economy
(Friedman, 2007). Ireland, having solidified itself as a globalized nation, is striving to maintain
and expand its role in the globalized knowledge economy of the 21st century. While MNCs have
invested heavily in the Irish economy, it will be incumbent on the Irish educational system to
continue to produce a workforce with the 21st-century skills required to meet the needs of an
ever-changing job market. As the Irish educational system has done in the past, it will have to
continue to grow and change to meet the needs of the globalized marketplace. With the recent
changes to more classroom-based hands-on assessments in the sciences in Ireland, SciFest and
other science fair competitions are uniquely positioned to enhance and support development of
the skills in STEM needed to ensure that a rich population of female and male students continues
through STEM pathways and ultimately pursues STEM careers.
This study focused on collecting data from various stakeholders in schools, government
institutions, and MNCs in and around the Dublin area, including students, teachers,
administrators, educational policy makers, political leaders, and MNC leaders. Data were
collected in the form of interviews, surveys, and observations. From these data, the researcher
identified findings in relation to the role that SciFest plays in the educational system and its
perceived value. Also examined was the role of leadership in relation to SciFest participation and
SciFest’s perceived influence on female students in continuing to pursue STEM pathways.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 129
Chapter 1 provided an overview of the study, including the background and problem, the
purpose of the study, the significance of the study, limitations and delimitations of the study, a
definition of terms, and an organization of the dissertation. This chapter also presented the four
research questions that guided this study:
1. How do schools engage in SciFest while preparing 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?
These research questions were developed to understand the role that SciFest plays in the
educational system in Ireland and how SciFest might contribute to the Irish economy as a whole.
Chapter 2 provided a review of literature related to the research questions. This included
understanding the development of globalization and its impact on nations and economies, the rise
of MNCs and FDI, and the impact of globalization on Ireland’s economy and educational
system. The review of Ireland’s history provided context to the current systems in Irish
government, education, and commerce. Literature was reviewed regarding Ireland’s current
educational system and the changes that it has experienced. Research and literature on 21st-
century skills was reviewed to provide the context of what MNCs needed the educational system
to address. STEM, leadership in STEM, gender and STEM pathways, and PBL were reviewed.
The chapter concluded with the six references that made up the conceptual frameworks that
provided the foundation for this study.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 130
Six references made up the conceptual frameworks for this study. The first was the work
by Friedman (2007), which provided a frame of how globalization developed to become the
driving force in today’s economy and resulted in a shift in the demands on the educational
systems of the world. Spring (2008) provided the framework for globalization in education with
the concept of the knowledge economy that has emerged as a result of globalization. He
described the need for nations to adopt policies regarding education that focus on competing
globally and fostering a development of human knowledge skills to ensure that nations can
compete in an idea-based economy. Wagner (2008) contributed to the framework by outlining
the 21st-century skills that students need in order to compete in the knowledge economy, placing
emphasis on critical thinking, collaboration, adaptability, initiative, communication, processing
of information, and creativity/imagination. Slough and Milam (2013) provided the framework
for analyzing PBL within STEM. The four key principles that they stressed in implementation
were accessibility of content by utilizing prior knowledge and scaffolding inquiry, making things
visible by modeling scientific thinking, helping students to learn from others by highlighting
listening, and promotion of autonomy. Bolman and Deal (2017) provided the framework for
leadership through their four frames of leadership: structural, human resource, political, and
symbolic. Work by Acker (1987) provided the frame to examine the socialization of female
students and access to STEM courses and their relation to the social structures of the schools.
Chapter 3 described the methodology utilized for this study, including the rationale
behind a mixed-methods approach, the purposeful sampling method used, and the population and
sample. The chapter also reviewed the instrumentation used in this study and the interview,
survey, and observation protocols that were implemented. Data collection and analysis
procedures were described. The researcher served as the primary instrument to collect data in
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 131
Irish schools, at a SciFest competition, and at various businesses and offices in the Dublin and
Cork, Ireland, areas. Considerations of validity, credibility, trustworthiness, reliability, and ethics
were described.
Chapter 4 reviewed the four research questions and the themes that emerged from the
data analysis for each question. The data were analyzed using Creswell’s (2014) method for
analyzing and coding data. Each thematic finding was presented with connections to literature,
survey data results, interview data from stakeholders, and a discussion of findings from the
observation protocols. Emergent themes for each research question were identified, supporting
data were explained, and conclusions were drawn from the data related to the research questions.
Chapter 5 provides a summary of Chapters 1 through 4. The chapter also reviews the
findings, presents implications for current practices, and suggests recommendations for future
research studies.
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, instructional practices, and student participation in SciFest science competitions. The
study examined how school leadership influences student participation in SciFest while
preparing for the Leaving Certificate Examination. The study also investigated how SciFest
influences female interest in STEM courses and stakeholder perceptions of SciFest’s value in
preparing students to compete in the 21st-century workforce.
Summary of Findings
Analysis of data from the surveys, interviews, and observations resulted in eight themes
related to the four research questions. Below is a summary of those themes.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 132
Research Question 1
Research Question 1 asked, How do schools engage in SciFest while preparing students
for the Leaving Certificate Examination? This question was developed to understand the
relationship between engagement in SciFest and preparation for these milestone examinations.
Considering that these high-stakes tests are important to the Irish education system, it was
important to understand what interactions, positive or negative, were present between
participation in SciFest and preparation for the examinations. Upon data analysis, two themes
emerged from the literature, surveys, interviews, and observations.
The first theme was that, due to recent changes in the Junior Certificate Science
Examination that focused on CBAs, SciFest is being utilized as a method to prepare students for
this portion of the state examination. Considering that the Junior Certificate Science Examination
is seen as a “dry run” for the Leaving Certificate Examinations (MacPhail et al., 2018), this
positions SciFest to contribute positively to preparing students for the future Leaving Certificate
Examinations. Survey data revealed that the majority of students and teachers at HCC and at all
schools as a whole agreed that SciFest prepares students to be successful on state examinations
that lead to the Leaving Certificate Examinations. Interview data from students, teachers, and
educational policy makers spoke to the perceived benefit that SciFest provides in giving students
the opportunity to work through a process of discovery, investigation, and presentation in order
to be prepared to be successful on the CBA portion of state examinations. One observation noted
that students work on SciFest projects as a precursor to preparation for the CBAs.
The second theme that emerged for Research Question 1 was that engagement in the
inquiry learning process that SciFest provides supports students in developing a deeper
understanding of and interest in science while preparing for state examinations. As Bell (2010)
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 133
and Doppelt (2003) found, engagement in PBL inquiry-based learning results in increases in
motivation, engagement, and ultimate achievement. Survey data revealed that students and
teachers agreed that inquiry-based learning was used to encourage participation in SciFest.
Interview data showed that participation resulted in the perception that students were more
engaged, more focused, and understood at a deeper level the science concepts that were being
studied in classes, leading toward the Leaving Certificate Examinations. Educational policy
makers concurred with this perception.
Both themes that emerged from data for Research Question 1 suggest that SciFest is
uniquely positioned to provide students the opportunity to engage in inquiry-based scientific
discovery that serves to prepare them for the CBAs of the Junior Certificate Examinations. No
data were found to describe directly participation in SciFest while students prepared for the
Leaving Certificate Examinations due to when SciFest occurs in the Junior Cycle. However, the
perceptions of teachers, students, and educational policy makers was that increased interest,
engagement, and focus that result from SciFest participation would serve students well as they
continue into Senior Cycle and ultimately the Leaving Certificate Examinations. Observations at
SciFest in Cork and in classrooms at HCC supported these themes.
Research Question 2
Research Question 2 asked, How does school leadership influence participation in
SciFest? This question focused on what impact, if any, school leadership (that of the
administrators or teachers) has on student participation in SciFest. Using Bolman and Deal’s
(2017) human resources frame, which focuses on providing support and encouragement to those
who being led, two themes emerged from the data related to this research question.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 134
The first theme related to Research Question 2 was that school administrators and teacher
leaders influence active participation in SciFest through active support and encouragement of
students. Survey data showed strong support from school leadership in providing time, materials,
support and training for participation in SciFest. The data also showed that the majority of
students and teachers at all schools agreed that school leadership is a positive influence on
SciFest competitions at their schools. Interview data supported the survey data, as
encouragement by school administrators was mentioned often by teachers and students as a
motivating factor in participation. Observation data did not provide evidence to support this
finding.
The second theme related to Research Question 2 was that teacher leaders are perceived
as providing important leadership as students participate actively in SciFest. This emergent
theme came from interview data from students and educational policy makers who described in
interviews how teachers were the encouraging support behind active student participation in
SciFest. The words motivation, encouragement, and enthusiasm were often cited by students to
describe how their teachers supported their participation. Enthusiasm and encouragement were
cited by educational policy makers as the avenues that teachers utilize to motivate student
participation. Observations at SciFest in Cork reinforced this concept as teachers were observed
to provide their students regular encouragement and support throughout the competition.
Both themes that emerged for this research question related to school leadership and its
role in influencing active participation in SciFest competitions. School administrators’ role was
seen as providing time, material, support, and encouragement in order to foster active
participation by students. This was reinforced by interview and survey data from students and
teachers. Teachers were seen by students, teachers, and educational policy makers as having an
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 135
integral role in providing enthusiasm, encouragement, and motivation for students who were
participating in SciFest. Both themes reinforce Bolman and Deal’s (2017) notion that focus on
the human resource frame of leadership provides motivation and brings out the best in those in
whom organizations invest.
Research Question 3
Research Question 3 asked, How does participation in SciFest influence female students’
interest in enrolling into senior-level and third-level STEM courses? The purpose of this
question was to determine what influence, if any, SciFest participation had on female students’
interest in enrolling in higher-level STEM courses. The work by Acker (1987) on liberal feminist
theory provided the framework from which the themes related to Research Question 3 were
analyzed, as notions of socialization and gender roles were kept in mind as data were reviewed.
The analysis of data resulted in two themes in relation to Research Question 3. The first
theme was that participation in SciFest provides female students an opportunity to gain
confidence and interest in science that is perceived to influence positively their future enrollment
in senior-level and third-level STEM courses. Survey data collected from student and teachers
were from teachers who agreed that SciFest influences development of female students’ interest
in enrolling in higher-level STEM coursework. While a majority of female students at HCC
agreed with their teachers, slightly under 50% of female students at all schools agreed. Interview
data revealed that confidence was definitely a perceived benefit of SciFest participation.
Confidence in their scientific abilities was noted by female students as a benefit of SciFest
participation; educational policy makers and MNC leaders agreed. Teachers noted that this
confidence was noticed in classes after SciFest participation. This confidence in scientific ability
was observed at SciFest in Cork, as well as in classes at HCC.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 136
The second theme that emerged related to Research Question 3 was that schools actively
recruit female participation in SciFest and that participation is perceived as a way to break down
barriers and encourage female students to pursue science as a career. Survey data from teachers
and students at HCC and all schools in the study showed a strong perception that schools actively
encourage and recruit female participants. Interview data confirmed this perception and provided
evidence that participating in SciFest resulted in many female students envisioning themselves
pursuing careers in science, something that had not considered prior to participation. Teachers
saw SciFest participation as a way to break down barriers as it provides female students the
opportunity to envision a path in the sciences that society does not traditionally encourage female
students to pursue in Ireland.
Both themes that emerged related to Research Question 3 suggest that participation in
SciFest is beneficial for female students as it builds confidence in STEM abilities and allows
them to envision themselves in STEM fields of study and careers. Survey, interview, and
observational data supported these themes. It is evident that SciFest can be an effective method
that Ireland can utilize to encourage female students’ interest in STEM studies and ultimate
STEM careers. The realization that one can succeed in a career path that traditional Irish society
does not encourage female students to pursue can also support breaking down perceived barriers
of entry for these students to enter the STEM pipeline.
Research Question 4
Research Question 4 asked, What perceptions do teachers, principals, parents, students,
civic leaders, college/university professors, and representatives of MNCs have regarding the
value of student participation in SciFest? The goal of this research question was to determine the
value that these stakeholder groups perceived SciFest provides to the educational system and
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 137
thus to the Irish economy as a whole. Spring’s (2008) and Wagner’s (2008) work served as
frameworks for this question to explore the value of SciFest for providing skilled individuals to
participate in a globalized Irish economy.
Two themes emerged from data related to this research question. The first theme was that
SciFest provides participants the opportunity to develop 21st-century skills needed to obtain
careers in STEM fields. Survey data showed that students and teachers strongly agreed that
students benefit from SciFest participation and that participation results in developing 21st-
century skills. Interview data defined those skills as communication, critical thinking, creativity,
problem solving, and collaboration. Communication and collaboration skills were noted most
often in the interview data. Observation data supported the interview and survey findings, with
collaboration, communication, creativity, and communication being observed at SciFest in Cork.
The second theme that emerged in relation to Research Question 4 was that SciFest
participation contributes to development of skills in STEM needed to be successful in STEM
careers in a globalized Ireland. A majority of students and teachers surveyed agreed that
participation in SciFest enhances STEM educational development, that participation in SciFest
allows students to demonstrate the skills needed to obtain careers in STEM fields, and that
SciFest participation provides opportunities to develop skills needed in a global economy.
Interview data from students, teachers, educational policy makers, and MNC leaders confirmed
the survey data that indicated that SciFest contributes to the stream of STEM-interested students
for Ireland. Observational data from SciFest in Cork supported these perceptions as MNC
employers were seen to speak with students and acknowledge in interviews the value that SciFest
provides in preparing current students to be future contributors in STEM fields.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 138
Data analysis for Research Question 4 clearly showed a perception that SciFest
participation is not only an effective way to develop 21st-century schools but also as a way to
develop skills needed to achieve careers in STEM fields and to be successful in a global
economy. Through SciFest participation, students’ inquiry-based STEM learning experience is
perceived by students, teachers, policy makers, and MNC leaders as an opportunity to develop
communication, critical thinking, collaboration, and creativity skills. Through interview, survey,
and observational data, it was evident that this development of skills will support today’s
students to provide a future contribution to the knowledge economy of a globalized Ireland.
Implications for Practice
This study examined the role of SciFest in an educational system in Ireland that is
working to provide a steady stream of innovative workers for the knowledge economy that
MNCs have brought to a globalized Ireland. The Irish educational system has gone through
major changes since its early days of schools operated by Roman Catholic and Protestant
churches (Donnelly, 2011; O’Reilly, 2013). The system has made significant gains in providing
the economy with a highly educated workforce and producing some of the highest rates of
science and engineering graduates in the world (Dorgan, 2006). However, Ireland is keenly
aware of the need to continue to produce students who can contribute to the continued growth of
the Irish economy.
The review of literature presented in Chapter 2 explained the impact of globalization on
the Irish economy and the educational system in Ireland. It presented a history of Ireland’s
educational system and reviewed the components of STEM, 21st-century skills, PBL, and
science and technology fairs.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 139
The first implication for practice for educators, educational leaders, and policy makers is
based on the strong qualitative evidence suggesting that, with recent emphasis on CBAs in state
examinations, SciFest appears uniquely positioned to be embedded into the science curriculum
as an avenue for preparing students for state examinations that include CBAs, which ultimately
could support their preparation for the Leaving Certificate Examinations. Teachers, students, and
policy makers who were interviewed for this study all expressed value in student participation in
SciFest in the Junior Cycle, with the addition of the new CBAs. They emphasized the connection
between the two; teachers, in particular, noted how helpful SciFest participation was in
frontloading students in anticipation of the CBAs. Many students and teachers noted that the
inquiry learning in which students participated through SciFest deepened their understanding of
difficult scientific concepts and strengthened their focus in science classes. The systematic
participation in SciFest type competitions by all schools in Ireland during the Junior Cycle could
provide students the same benefits as those espoused by students and educators in this study.
The second implication for practice is based on the expressed belief that support from
school administrators and teacher leaders was an important component to SciFest participation.
Students, in particular, found great value in their school leadership providing support and
encouragement for their SciFest participation. Equally important, the data suggest that teacher
enthusiasm and support are just as vital. As Robinson et al. (2008) found, there is a strong
correlation between participatory leadership and student-teacher outcomes. Ireland’s focus on
school and teacher leadership in inquiry-based learning experiences has the potential to influence
student participation in STEM fields of study. As Ireland’s need to provide knowledge workers
for MNCs in these fields continues, active participation by administrators and teachers is crucial.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 140
The third implication for practice is based on strong quantitative data that indicated that
participation in SciFest increased student confidence in STEM fields. These data were evident
for all students, but specifically for female students. Many female students described increased
confidence in STEM that had the effect of envisioning themselves in STEM fields in the future.
These perceptions were supported by teachers, educational policy makers, and MNC
representatives. As Ireland continues to work toward the goal of increasing the number of female
students staying in the STEM pipeline, SciFest participation appears to provide one method of
breaking down barriers to achieve that goal.
The fourth implication for practice is based on qualitative and quantitative data that
revealed a strong perception that SciFest participation prepares students to obtain the skills
needed to be successful in a globalized Ireland. Interviews with students, teachers, educational
policy makers, and MNC representatives supported the concept that the skills needed by MNCs
in a knowledge economy are the very skills that students develop in SciFest participation. Chief
among them are the skills of communication, collaboration, and critical thinking. The act of
presenting and defending one’s investigative process and conclusions to industry leaders and
peers was regularly connected by interviewees as an important component in today’s globalized
world. Ireland is continuing to find ways to support student acquisition of these 21st-century
skills through participation in programs such as SciFest, which should in turn support
development of knowledge-based workers who are capable of continuing to strengthen the Irish
globalized economy.
Recommendations for Future Research
This study explored the interaction of SciFest participation with preparation for Leaving
Certificate Examinations, school leadership, gender in STEM, and SciFest’s overall contribution
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 141
to preparing students for careers in a globalized Ireland. The data collected for this study were
delimited to 13 schools and stakeholders resulting from a limited number of contacts in Ireland.
All schools in this study had active participation in SciFest. Due to this limited number of
participants, the results are not generalizable to larger populations. A larger study looking at a
cross-section of schools that participated in SciFest, some that participated in other science
competitions, and some that did not participate in science competitions at all could be beneficial
in highlighting the importance of these competitions to a larger population. This would be an
important area of focus as the current research literature on science competitions is limited in
scope.
Research of a longitudinal nature, focused on the path that students actually took after
participation in SciFest, could provide validity to the perceptions found in this study. Of
particular interest would be longitudinal research on female enrollment in senior-level and third-
level STEM pathways and eventual careers in STEM fields. This kind of study could provide
answers as to whether SciFest participation truly results in an eventual increase in female STEM
professionals.
Another area of research is in relation to the new CBAs of the Junior Cycle. A study
focused on comparing schools’ Junior Cycle examination scores on the CBA portion between
those who participated in SciFest with those who did not could provide telling data on the value
of SciFest in preparing students for these new assessments. As the CBAs are so new to the Irish
schools at this point (within their first 2 years of implementation), only perceived importance
was gained in the present study.
The emergent theme in this study of confidence that students described from participation
in SciFest warrants further study. As confidence affects everything from engagement to focus to
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 142
self-efficacy, a study focused on understanding how inquiry learning opportunities such as
SciFest result in an increase in confidence could have profound implications for the educational
system as a whole. While this study focused on confidence gained by female students in STEM
fields, a focused study on connections between confidence and learning opportunities could add
to the research on this topic.
Conclusion
Ireland is uniquely positioned as a country to benefit from a globalized economy, and it
has already enjoyed economic prosperity as a result. Along with this success comes the pressure
of continuing to provide the MNCs in Ireland with highly skilled knowledge workers to ensure
that the Irish economy stays strong. The responsibility for this falls on the Irish school system,
which has made great strides in reforming practices to support the changes in need. Currently,
the educational system is shifting toward CBAs to evaluate students’ content knowledge, as well
as their ability to exhibit 21st-century skills (MacPhail et al., 2018).
This study examined the relationship between SciFest participation in 13 schools and
preparation for the Leaving Certificate Examinations, school leadership, female participation in
STEM pathways, and preparation of students with skills for knowledge-based careers. It was
concluded that SciFest is perceived by stakeholders as an excellent method of preparing students
for the new CBAs of the Junior Cycle Examinations, that school and teacher leaders’
encouragement and support positively influence SciFest participation, that female students who
participate experience increased confidence and an ability to envision continuing in STEM
fields, and that SciFest provides rich opportunities to develop 21st-century skills that are valued
by MNCs. As one student noted when talking about SciFest, “I think the fact that we’re getting
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 143
the younger generation to do like SciFest, which is encouraging it, is definitely gonna be a huge
benefit for the workforce world, and the whole economy” (Student S, interview, April 18, 2018).
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 144
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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 state examinations?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into senior-level
and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/university
professors, and multinational corporations (MNCs) have regarding the value of student
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
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 154
APPENDIX B
POLITICAL LEADER/EDUCATIONAL POLICY MAKER INTERVIEW PROTOCOL
Interviewer: ____________________________ Date: _______________________________
Interviewee: ____________________________ Location: ___________________________
Job Title: _______________________________ Contact Information: __________________
Length of Time in Your Position: _________________________________________________
Start Time: _____________________________ End Time:___________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the state examinations. Additionally, this study
investigates how SciFest influences female students’ interest in STEM courses and stakeholders’
perceptions of SciFest’s value in preparing students to compete in the 21st-century work force.
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 work force and
economy; these 21st-century skills include critical thinking, collaboration, effective oral and
written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes among the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the state examinations
1. What is the ideal way to prepare students for the state examinations while participating in
SciFest at the same time?
2. What strategies should schools employ to prepare students for SciFest while preparing
students for the state examinations?
3. How does participation in SciFest influence preparation for the state examinations?
4. Some principals say that SciFest takes away from the core instruction and preparation for the
state examinations. How would you respond to that?
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 155
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 any?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 156
APPENDIX C
BUSINESS AND INDUSTRY (MNCs) INTERVIEW PROTOCOL
Interviewer: ____________________________ Date: _______________________________
Interviewee: ____________________________ Location: ___________________________
Job Title: _______________________________ Contact Information: __________________
Length of Time in Your Position: _________________________________________________
Start Time: _____________________________ End Time: ___________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the state examinations. Additionally, this study
investigates how SciFest influences female students’ interest in STEM courses and stakeholders’
perceptions of SciFest’s value in preparing students to compete in the 21st-century work force.
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 work force and
economy; these 21st-century skills include critical thinking, collaboration, effective oral and
written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the state examinations
1. What is your opinion of the ideal way to prepare students for the state examinations while
participating in SciFest at the same time?
2. What strategies should schools employ to prepare students for SciFest while preparing
students for the state examinations?
3. How does participation in SciFest influence preparation for the state examinations?
4. Some principals say that SciFest takes away from the core instruction and preparation for the
state examinations. How would you respond to that?
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 157
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 any?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 158
APPENDIX D
SCHOOL LEADER INTERVIEW PROTOCOL
Interviewer: ____________________________ Date: _______________________________
Interviewee: ____________________________ Location: ___________________________
Job Title: _______________________________ Contact Information: __________________
Length of Time in Your Position: _________________________________________________
Start Time: _____________________________ End Time: ___________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the state examinations. Additionally, this study
investigates how SciFest influences female students’ interest in STEM courses and stakeholders’
perceptions of SciFest’s value in preparing students to compete in the 21st-century work force.
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 work force and
economy; these 21st century skills include critical thinking, collaboration, effective oral and
written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the state examinations
1. What is the ideal way to prepare students for the state examinations while participating in
SciFest at the same time?
2. What strategies are employed to prepare students for SciFest at your school while preparing
students for the state examinations?
3. How does participation in SciFest influence preparation for the state examinations?
4. Some principals say that SciFest takes away from the core instruction and preparation for the
state examinations. How would you respond to that?
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 159
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 any?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 160
APPENDIX E
TEACHER INTERVIEW PROTOCOL
Interviewer: ____________________________ Date: _______________________________
Interviewee: ____________________________ Location: ___________________________
Job Title: _______________________________ Contact Information: __________________
Length of Time in Your Position: _________________________________________________
Start Time: _____________________________ End Time: ___________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the state examinations. Additionally, this study
investigates how SciFest influences female student’s interest in STEM courses and stakeholder
perceptions of SciFest’s value in preparing students to compete in the 21st-century work force.
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 work force and
economy; these 21st-century skills include critical thinking, collaboration, effective oral and
written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the state examinations
1. What is the ideal way to prepare students for the state examinations while participating in
SciFest at the same time?
2. What strategies are employed to prepare students for SciFest at your school while preparing
students for the state examinations?
3. Are you finding that participation in SciFest influences preparation for the state
examinations? Please describe this influence.
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 161
4. Some teachers might say that SciFest takes away from the core instruction and preparation
for the state examinations. How would you respond to that?
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 any?
3. If I were a student at this school and I were trying to decide on a college major (third-level
course of study), how would SciFest influence my decision?
4. What is your opinion of SciFest’s contribution to Ireland’s economic prosperity?
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 162
APPENDIX F
STUDENT/PARENT INTERVIEW PROTOCOL
Interviewer: ____________________________ Date: ______________________________
Interviewee: ____________________________ Location: ___________________________
Select One: Student______ Parent _______ Contact Information: _________________
(Child’s) Gender:_____________________ (Child’s) Grade:______________________
(Child’s) School:______________________________________________________________
Start Time: _____________________________ End Time: __________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the state examinations. Additionally, this study
investigates how SciFest influences female students’ interest in STEM courses and stakeholders’
perceptions of SciFest’s value in preparing students to compete in the 21st-century work force.
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 work force 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?
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 163
I. Schools’ engagement in SciFest while preparing students for the state examinations
1. What is the ideal way to prepare students for the state examinations while participating in
SciFest at the same time?
2. What strategies are utilized to prepare students for SciFest at your (child’s) school while
preparing students for the state examinations?
3. How does participation in SciFest influence students’ preparation for the state examinations,
if at all?
4. Some say that SciFest takes away from the core instruction and preparation for the state
examinations. How would you respond to that statement?
II. The influence of school leadership on SciFest participation
1. Talk to me about instances, if any, when school leadership has influenced your (child’s)
participation in SciFest.
2. What leadership qualities are important in getting your (child’s) school to participate in
SciFest?
3. What challenges do school leaders face in supporting their school’s participation in SciFest?
4. Suppose I am a new principal and I am considering implementing SciFest at my school.
What would you say?
III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses.
1. How has SciFest affected female students’ interest in continuing their study in STEM courses
in the senior level and/or third level, if at all?
2. Why do you believe that female students participate in SciFest?
3. What do you see as some of the advantages of female students’ participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?
IV. The value of student participation in SciFest
1. How does student participation in SciFest benefit students, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if any?
3. How does SciFest influence students’ college and career choices?
4. Why do you (does your child) participate in SciFest?
5. (Parent Only) How does SciFest contribute to Ireland’s economic prosperity, if at all?
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 164
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:
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 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
Entrepreneurialism
Promoting
Autonomy and
Lifelong
Learning
Effective Oral and
Written
Communication
Accessing and
Analyzing
Information
Curiosity and
Imagination
Other Observations
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 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 state examinations?
4. RQ1: How does the teacher integrate elements of SciFest during the lesson?
5. RQ3: How are female students engaged in STEM activities in the classroom?
6. RQ1: What is the nature of student interactions in class?
7. RQ1: How is the teacher engaging students in STEM education?
8. Are there additional questions for the teacher?
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 167
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:
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 168
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
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 169
Reflection Questions:
1. RQ1: What evidence exists of STEM education and 21st-century skill development?
2. RQ1: What evidence exists of inquiry-based learning strategies?
3. RQ1: What evidence is there in preparing students for the state examinations?
4. RQ1: How does the teacher integrate elements of SciFest during the lesson?
5. RQ3: How are female students engaged in STEM activities in the classroom?
6. RQ1: What is the nature of student interactions in class?
7. RQ1: How is the teacher engaging students in STEM education?
8. Are there additional questions for the teacher?
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 170
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 work force 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 state examinations. SA A N D SD DK
2. School leadership encourages participation in SciFest to support
student success on the state examinations. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to support
student success on the state examinations. SA A N D SD DK
4. School leadership employs strategies to positively influence
school participation in SciFest. SA A N D SD DK
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 171
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:
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 172
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 state examinations. SA A N D SD DK
7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates 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
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 173
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
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 174
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 work force 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 state examinations. SA A N D SD DK
2. School leadership encourages participation in SciFest to
support student success on the state examinations. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to
support student success on the state examinations. SA A N D SD DK
4. School leadership employs strategies to positively influence
school participation in SciFest. SA A N D SD DK
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 175
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:
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 176
5. Teachers at my school employ strategies to positively influence
school participation in SciFest. SA A N D SD DK
5a. Check all strategies that teachers employ: Yes No Don’t
Know
Inquiry-based learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:
6. School leadership works with teachers to align SciFest activities
with the state examinations. SA A N D SD DK
7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates a shared vision
to all stakeholders for implementing SciFest 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
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 177
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
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 178
APPENDIX K
SURVEY PROTOCOL FOR PARENT OF SECOND-LEVEL STUDENT
Date:____________________ Location of Survey:____________________________________
Your child’s gender: Female_____ Male_____
Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.
STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global work force 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
state examinations. 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
state examinations. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to support
student success on the state examinations. SA A N D SD DK
4. The school leadership at my child’s school employs strategies
to positively influence school participation in SciFest. SA A N D SD DK
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 179
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)
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 180
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:
6. School leadership works with teachers to align SciFest
activities with the state examinations. SA A N D SD DK
7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK
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
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 181
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
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 182
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 work force 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
state examinations. SA A N D SD DK
2. The school leadership at my school encourages participation
in SciFest to support student success on the state examinations. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to support
student success on the state examinations. SA A N D SD DK
4. The school leadership at my school employs strategies to
positively influence school participation in SciFest. SA A N D SD DK
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 183
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:
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 184
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 state examinations. SA A N D SD DK
7. School leadership develops a shared-vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates 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
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 185
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
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 186
APPENDIX M
IMFORMATION 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
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 187
students pursuing studies in Science, Technology, Engineering and Maths (STEM) while
acquiring 21
st
Century Skills necessary for all citizens.
PAYMENT/COMPENSATION FOR PARTICIPATION
There is no payment for your involvement in the study. However, the co-investigator to your
site, might provide tchotchkes (swag) from the University of Southern California or create a
lottery for your participation in the study.
CONFIDENTIALITY
Survey and observation data will be anonymous for all groups. Interview protocols for teachers,
principals and students collect identifiers. However, any identifiable information obtained in
connection with this study will remain confidential. Responses will be coded with a false name
(pseudonym) and maintained separately. The audiotapes of interviews will be destroyed once
they have been transcribed.
Interview protocols for business leaders, government officials and educational policy makers
collect identifiers (participant names/job titles/time in position and contact information). Only
names and titles will be identifiable in the study. The audiotapes of interviews will be destroyed
once they have been transcribed.
The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research
studies to protect the rights and welfare of research subjects.
INVESTIGATOR CONTACT INFORMATION
Principal Investigator:
Dr. Michael Escalante, Clinical Professor, University of Southern California, mescalan@usc.edu
Co-investigators:
Jonathan Blackmore, Director, Covina-Valley Unified School District, jblackmo@c-vusd.org
Roger Brossmer, Assistant Superintendent, Downey Unified School District, brossmer@usc.edu
Elizabeth Eminhizer, Assistant Superintendent, Covina-Valley Unified School District,
eminhize@usc.edu
Raquel Gasporra, Assistant Superintendent, Whittier City School District, gasporra@usc.edu
Jennifer Graziano, Director, Compton Unified School District, jgrazian@usc.edu
Jason Hasty, Director, Los Angeles County Office of Education, jhasty@usc.edu
Chris Hollister, Assistant Superintendent, Chaffey Joint Union High School District,
chollist@usc.edu
Veronica Lizardi, Director, Downey Unified School District, vlizardi@usc.edu
Robert McEntire, Assistant Superintendent/CBO, Covina-Valley Unified School District,
rmcentir@usc.edu
Josh Randall, Assistant Superintendent, Sulphur Springs Union School District,
jirandal@usc.edu
Wayne Shannon, Assistant Superintendent, Downey Unified School District, twshanno@usc.edu
Marc Trovatore, Director, West Covina Unified School District, trovator@usc.edu
Diana Velasquez, Director, Los Angeles County Office of Education, vela983@usc.edu
SCIFEST AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS 188
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
Ireland has experienced phenomenal economic growth due to globalization and an increase in multinational corporations (MNCs) and foreign direct investment (FDI) in the Irish state. In order to continue to provide MNCs with knowledge-based workers in the science, technology, engineering, and mathematics (STEM) fields, the Irish educational system must ensure that all students are afforded the opportunity to develop 21st-century skills through inquiry-based learning experiences such as SciFest. SciFest and like efforts provide students experiential project-based learning opportunities and contribute to the Irish educational system’s goal of increasing the number of students who stay in the STEM pipeline. ❧ This study examined the relationship between SciFest participation and preparation for the Leaving Certificate Examinations, explored how leadership affects SciFest participation and the perceived contribution of SciFest to the Irish economy. The study also examined participation in SciFest and its perceived influence on female students enrolling in senior-level and third-level STEM courses. ❧ The findings indicated that, with recent changes in state examinations, SciFest is positioned to contribute positively to the STEM educational curriculum. Principal and teacher leadership was perceived as an important factor in active participation. Confidence in STEM abilities among female students was noted by study participants as a positive effect of SciFest participation. Reflected in the qualitative and quantitative data, study participants expressed the opinion that SciFest prepares students to work in STEM fields in a globalized economy.
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Asset Metadata
Creator
Randall, Joshua Ivar
(author)
Core Title
SciFest and the development of 21st-century skills, interest in coursework in science, technology, engineering, and mathematics, and preparation of Irish students for a globalized Ireland
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
04/25/2019
Defense Date
03/15/2019
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
21st Century,21st century skills,foreign direct investment,Globalization,Ireland,multinational corporations,OAI-PMH Harvest,project based learning,Science,science competition,science fair,SciFest,STEM
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
jirandal@usc.edu,joshscapes@gmail.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c89-145768
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UC11660415
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etd-RandallJos-7258.pdf (filename),usctheses-c89-145768 (legacy record id)
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Document Type
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University of Southern California Dissertations and Theses
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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...
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Tags
21st century skills
foreign direct investment
multinational corporations
project based learning
science competition
science fair
SciFest
STEM