Taylor C. Woodman

Dr. Taylor C. Woodman

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Academic Career Length

8Years (2019-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

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23 February 2024 in Education Sciences
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GWGregory Weaver
Gregory Weaver
PMPaige L McDonald
Paige L McDonald
GLGordon S. Louie
Gordon S. Louie
TWTaylor C. Woodman
Taylor C. Woodman
(1) Background: International virtual exchanges (IVEs) are here to stay. The coronavirus pandemic of 2019 (COVID-19) necessitated global virtual interactions to solve wicked problems. Within industry during the pandemic, the use of online technologies expanded at a never-before-seen rate to form global partnerships At the same time, higher-education institutions lessened traditional international offerings, reimagining “campus” education using “just in time online education”. Still others leveraged international partnerships to fully embrace IVEs. Adopting virtual learning technologies to support global exchange in this way develops the knowledge and skills required in a post-pandemic world. To continue to shape knowledge that supports international collaboration toward addressing increasingly complex societal issues, higher education must learn to leverage IVEs, addressing issues of access, equity, and cost. (2) Methods: This research was conducted according to the “Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews” (PRISMA-Scr) guidelines. It systematically analyzed the literature published since the start of the COVID-19 pandemic, exploring methods, models, and the outcomes of IVE in higher education. (3) Results: The findings demonstrate the potential for IVE to be scaled across higher education to promote the knowledge and skills required by a global ecology.
9 September 2022 in Journal of International Students
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MWMelissa Whatley
Melissa Whatley
TWTaylor C. Woodman
Taylor C. Woodman
CGChris Glass
Chris Glass
This editorial provides context for the articles that appear in this special issue and brings them together thematically. We first examine how special issue authors chose to define the term ‘virtual exchange’ in their work and then explore key take-aways from each article in three thematic groups: access; outcomes; and programmatic concerns. Together, the articles in this special issue speak to key issues in virtual international exchange that will be important for researchers and practitioners alike to contend with as the field develops.
18 March 2019 in Journal of Comparative & International Higher Education
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TWTaylor C. Woodman
Taylor C. Woodman
26 August 2019 in Education Policy Analysis Archives
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TWTaylor C. Woodman
Taylor C. Woodman
Internationalization continues to remain a central focus within the U.S. university environment. The motives of internationalization are under question as neoliberal policies continue to limit sustained, long-term state funding for universities and undermine the academic mission of universities. Universities are leveraging internationalization practices, like study abroad programming, in response to the pressures of neoliberalism. In this study, qualitative case study methods were used to critically examine study abroad programming between the United States (US) and Cuba before, during, and after the Obama Administration’s announcement changing diplomatic relations between the U.S. and Cuba on December 17, 2014. The perspectives of 12 of the main actors in the field, including educational administrators and faculty from U.S. universities, Cuban universities, and study abroad program providers, were captured to provide a more comprehensive view of study abroad implementation in Cuba. The findings illustrate the influences of the neoliberal university environment in which study abroad programming is situated. These findings point to the prioritization of a market-based approach to study abroad programming, which amplifies inequities and power dynamics within north-south study abroad programs.