Bunmi Isaiah Omodan (PhD)

Greetings! I am Dr. Bunmi Isaiah Omodan, a dedicated NRF-rated researcher and senior lecturer at Walter Sisulu University in South Africa. My academic journey has equipped me with a PhD in Education Management and Leadership, a master's degree in educational management, and a B.A. Ed in English Language. I am passionate about contributing to the scholarly community and have undertaken significant editorial roles, including serving as the Editor-in-Chief of the Interdisciplinary Journal of Sociality Studies and the Interdisciplinary Journal of Education Research. Additionally, I actively participate as an editorial member and have guest-edited for various accredited journals.

My commitment to advancing knowledge extends to my current research grant, where I am focusing on the vital task of decolonising student unrest in South African universities. I am honoured to be associated with esteemed professional organisations such as the South African Education Research Association (SAERA), Higher Education Learning and Teaching Association of Southern Africa (HELTASA), the British Education Leadership, Management and Administration Society (BELMAS), the Nigeria Association for Educational Administration and Planning (NAEAP), and the Commonwealth Council for Educational Administration and Management (CCEAM).

In my capacity as a supervisor, I've had the privilege of guiding numerous postgraduate students at both the University of the Free State and Walter Sisulu University. My academic contributions extend beyond supervision to include the publication of two books and 116 articles in various local and international journals, chapters-in-books, and conference proceedings.

My research interests are diverse, covering qualitative and quantitative research approaches, social and Africanized pedagogy, and conflict management. I am driven by a genuine enthusiasm for fostering a more inclusive and informed educational landscape. Join me on this intellectual journey as we explore and contribute to the ever-evolving realm of education and research.

Publication Statistics

Monograph Book

• Omodan, B. I. (2024). Research Paradigms and Their Methodological Alignment in Social Sciences: A Practical Guide for Researchers (1st ed.). Routledge. https://doi.org/10.4324/9781003484066 

Edited Book

• Omodan, B. I., & Tsotetsi, C. T. (2023). A Compendium of Response to Student Unrest in African Universities. Axium Academic Publishers.

Journal Articles Already Published 

Omodan, B. I. (2024). The Dialectics of Modernity and Tradition: A Decolonial Critique of University’s Role in Shaping Social Consciousness. Journal of Developing Societies, 0(0), 1-21. https://doi.org/10.1177/0169796X241254199

Omodan, B. I. (2024). Decolonising student services: Implications for conflict management in higher education. Routledge Open Research, 3, 1-11. https://doi.org/10.12688/routledgeopenres.18311.1

Omodan, B. I., Manquma, N., & Mafunda, A. (2024). Decolonising Minds, Empowering Futures: Rethinking Entrepreneurial Education for University Students in Africa. Journal Of Curriculum Studies Research, 6(2), 1-19. https://doi.org/10.46303/jcsr.2024.8 

Omodan, B. I. (2024). The roles of epistemology and decoloniality in addressing power dynamics in university education. Globalisation, Societies and Education, 1 16. https://doi.org/10.1080/14767724.2024.2335661 

Mashwama, X. M., & Omodan, B. I. (2024). Breaking Barriers: A systematic review of inclusive practices in higher education for Engineering students with disabilities. International Journal of Learning, Teaching and Educational Research, 23(7), 228-249. https://doi.org/10.26803/ijlter.23.7.12

Omodan, B. I. (2024). Redefining university infrastructure for the 21st century: An interplay between physical assets and digital evolution. Journal of Infrastructure, Policy and Development, 8(4), 1-20. http://dx.doi.org/10.24294/jipd.v8i4.3468 

Omodan, B. I., & Mamaile, D. (2024). The roles of teachers in enhancing effective classroom management strategies in Gauteng high schools, South Africa. Nurture, 18(3), 573-586. https://doi.org/10.55951/nurture.v18i3.682 

Makura, A. H., & Omodan, B. I. (2024). Re-membering the dismembered in university ’politics of process’: Strategies for women’s empowerment and inclusivity in academic leadership. Interdisciplinary Journal of Sociality Studies, 4, 1-16. https://doi.org/10.38140/ijss-2024.vol4.02 

Omodan, B. I. (2023). Causes and Institutional Responses of Social Unrest in South African Universities. SAGE Open, 13(4), 1-11. https://doi.org/10.1177/21582440231218775

Omodan, B. I., & Skosana, C. (2023). Addressing Potential Conflict among University Students during Collaborative Tasks. Education Science, 13, 1245. https://doi.org/10.3390/educsci13121245 

Omodan, B. I. (2023). Addressing the dark side of leadership in the university system using community of practice (CoP) approach. Administrative Science, 13(12), 246; https://doi.org/10.3390/admsci13120246 

Omodan, B. I. (2023). Psychological implication of student unrest on student leaders: A social support perspective. Heliyon, e22334. https://doi.org/10.1016/j.heliyon.2023.e22334 

Omodan, B. I. (2023). Decolonising classroom management and its political hegemony in universities. Social Sciences, 12, 1-13. https://doi.org/10.3390/socsci12120644 

Omodan, B. I. (2023). Unveiling Epistemic Injustice in Education: A critical analysis of alternative approaches. Social Sciences & Humanities Open, 8(1), 100699. https://doi.org/10.1016/j.ssaho.2023.100699 

Omodan, B. I., & Dastile, N. P. (2023). Analysis of Participatory Action Research as a decolonial research methodology. Social Sciences, 12(9), 1-11. https://doi.org/10.3390/socsci12090507 

Mguye, N. J. & Omodan, B. I.(2023). Managing Bullying Among Senior Phase Learners in Eastern Cape Province, South Africa. Journal of Social Studies Education Research, 14(3), 52-73.

Omodan, B. I., & Makena, B. (2023). Rural Support Experience of Student-Teachers in South Africa: The need for of supportive infrastructures and Language teaching. World Journal of English Language, 13(2), 224-231. https://doi.org/10.5430/wjel.v13n2p224

Mamaile, D., & Omodan, B. I. (2023). Exploring Challenges Hindering Teachers’ Implementation of Classroom Management Strategies in Gauteng High Schools, South Africa. Research in Educational Policy and Management, 5(2), 245-262. https://doi.org/10.46303/repam.2023.22 

Omodan, B. I. (2023). The role of organisational culture in conflict management among university stakeholders. Humanities and Social Sciences Letters, 11(3), 282–294. https://doi.org/10.18488/73.v11i3.3439

Mguye, N. J., & Omodan, B. I. (2023). Analyzing LGB-based school bullying among senior phase learners in South Africa. Nurture, 17(4), 571–584. https://doi.org/10.55951/nurture.v17i4.433 

Omodan, B. I. Mtsi, N.,  & Mpiti, P. T. (2023). Enhancing virtual teaching and learning through connectivism in university classrooms. Journal of Curriculum and Teaching 12(4), 116-124. https://doi.org/10.5430/jct.v12n4p116 

Omodan, B.I. (2023). Addressing the underside of student unrest in South African universities using collegial leadership as approach. Transformation in Higher Education 8(0), a273. https://doi.org/10.4102/the.v8i0.273

Omodan, B. I., & Mpiti, P. T., & Mtsi, N. (2023). A conceptual analysis of what it means to decolonise the curriculum. International Journal of Learning, Teaching and Educational Research, 22(7), 344-355. https://doi.org/10.26803/ijlter.22.7.18 

Omodan, B. I. (2023). Fostering University Students’ Motivation through Dialogic Classroom Practices: A Conceptual Model. Journal of Curriculum and Teaching, 12(4), 31-39. https://doi.org/10.5430/jct.v12n4p31 

Mahoko, N., & Omodan, B. I. (2023). Factors influencing lecturer’s retention in a South African University. Research in Educational Policy and Management, 5(2), 163-176. https://doi.org/10.46303/repam.2023.15 

Omodan, B. I. (2023). Analysis of connectivism as a tool for posthuman university classrooms. Journal of Curriculum Studies Research, 5(1), 1-12. https://doi.org/10.46303/jcsr.2023.2

Damoah, B., Khalo, X. & Omodan B. I. (2023). Disparities in rural universities transformation: A review from a South African perspective. Prizren Social Science Journal, 7(3), 1-10. https://doi.org/10.32936/pssj.v7i3.449 

Damoah, B., & Omodan, B. I. (2023). Tracing the Footprints of Environmental Education in Teacher Education: A Review of Pre-Service Teachers’ Training in Universities. Journal for Educators, Teachers and Trainers, 14(5), 184-196. https://hdl.handle.net/10481/84089

Omodan, B. I. (2022). Deconstructing psychological implication of student unrest among university students through Ubuntu. International Journal Educational Research Open, 3, 1-5. https://doi.org/10.1016/j.ijedro.2022.100211 

Omodan, B. (2022). Ubuntu Politics of Process: An Alternative Conflict Management Culture in Universities. Journal of Ethnic and Cultural Studies, 9(4), 42–54. https://doi.org/10.29333/ejecs/1277

Omodan, B. I., & Abejide, O. S.  (2022). Reconstructing Abraham Maslow’s hierarchy of needs towards an inclusive infrastructure development needs assessment. Journal of Infrastructure, Policy and Development, 6(1), 1-12. http://dx.doi.org/10.24294/jipd.v6i2.1483 

Omodan, B. I. (2022). The Potency of Ubuntugogy as a Decolonised Pedagogy in Universities: Challenges and Solutions. African Perspectives of Research in Teaching & Learning, 6(2), 96-111. https://www.ul.ac.za/aportal/application/downloads/Article_7_Oct_2022.pdf 

Omodan, B. I. (2022). A Model for Selecting Theoretical Framework through the Epistemology of Research Paradigms, African Journal of Inter/Multidisciplinary Studies, 4(1), 275-285. https://doi.org/10.51415/ajims.v4i1.1022 

Omodan, B. I. (2022). Transformational Leadership Approach as a Productive Management Process in Universities. Journal of Advocacy, Research and Education, 9(1), 27-35. https://doi.org/10.13187/jare.2022.1.27 

Damoah, B., & Omdoan, B. I. (2022). Determinants of effective environmental education Policy in South African Schools. International Journal Educational Research Open, 3, 1-10. https://doi.org/10.1016/j.ijedro.2022.100206 

Makena, B. & Omodan, B. I. (2022). Subscribing to diverse subjects in different classes: language development dichotomy. Journal of Research on English and Language Learning, 3(2), 79-88. http://dx.doi.org/10.33474/j-reall.v3i2.16504 

Addam, B., & Omodan, B. I. (2022). Students’ learning experiences with synchronised emergency remote online education. Innovative Journal of Curriculum and Educational Technology, 11(1), 47 - 58. https://doi.org/10.15294/ijcet.v11i1.55001 

Omodan, B. I. (2022). Transformative Pedagogy as a Decolonised Teaching Philosophy. Journal of Educational and Social Research, 12(3), 70-79. https://doi.org/10.36941/jesr-2022-0067 

Omodan, B. I. (2022). Analysis of "Hierarchy of Needs" as a Strategy to Enhance Academics Retention in South African Universities. Academic Journal of Interdisciplinary Studies, 11(3), 366-376. https://doi.org/10.36941/ajis-2022-0089 

Omodan, B. I., & Makena, B. (2022). Positioning ubuntu as a strategy to transform classism in university classrooms. EUREKA: Social and Humanities, 3, 104-111. https://doi.org/10.21303/2504-5571.2022.002392 

Omodan, B. I. (2022). The challenges of Student-Teachers in Rural Places of Teaching Practice: A decolonial Perspectives. International Journal of Learning, Teaching and Educational Research, 21(3), 127-142. https://doi.org/10.26803/ijlter.21.3.8 

Omodan, B. I. (2022). The Potency of Social constructivism on Classroom Productivity in Universities. Studies in Learning and Teaching, 3(1). https://doi.org/10.46627/silet.v3i1.97 

Omodan, B. I. & Mtshatsha, N. (2022). Reinventing Students' Self-esteem in Classrooms: The Need for Humanistic Pedagogy. Journal Of Education, Teaching and Learning, 7(2), 10-17. https://dx.doi.org/10.26737/jetl.v7i2.3243 

Tsotetsi, C. T., & Omodan, B. I. (2022). Transforming socio-economic development in QwaQwa community of South Africa. International Journal of Research in Business and Social Science, 11(3), 184–194. https://doi.org/10.20525/ijrbs.v11i3.1762 

Omodan, B. I. & Addam, B. (2022). Analysis of Transformational Teaching as a Philosophical Foundation for Effective Classrooms. Journal of Curriculum Studies Research, 4(2), 15-29. https://doi.org/10.46303/jcsr.2022.9 

Madonsela, T. P., Omodan B. I., & Tsotetsi, C. T. (2022). Causes of the alarming rise of false sexual allegations against teachers in South African schools. Journal Of Education, Teaching and Learning, 7(2), 1-5. https://dx.doi.org/10.26737/jetl.v7i2.3238 

Omodan, B. I. (2022). Emancipatory tendencies of Ubuntu-like Classrooms as an Enhancer of Student Academic Prowess. E-Journal of Humanities, Arts and Social Sciences, 3(3), 66-76. https://doi.org/10.38159/ehass.2022334 

Omodan, B. I. (2022). Analysis of emancipatory pedagogy as a tool for democratic classrooms. International Journal of Research in Business and Social Science, 11(2), 348–354. https://doi.org/10.20525/ijrbs.v11i2.1662 

Omodan, B. I. (2022). Virtual Management of Students' Unrest During the COVID-19 New Normal: The Need for an Innovative Approach. Journal of Culture and Values in Education, 5(1), 1-12. https://doi.org/10.46303/jcve.2022.2 

Adewale, S., Omodan, B. I., & Awodiji, O. A. (2022). A Systematic Review of Post-Covid-19 Pandemic Strategies to Improve Instruction of Technical and Vocational Education and Training in Nigeria. E-Journal of Humanities, Arts and Social Sciences, 3(11), 19-35. https://doi.org/10.38159/ehass.2022sp3113 

Mtshatsha, N. & Omodan, B. I. (2022). Positioning male teachers in the foundation phase in South Africa: A case of one Education District. International Journal of Theory and Application in Elementary and Secondary School Education, 4(2), 27-36. https://doi.org/10.31098/ijtaese.v4i2.984 

Damoah, B., & Omdoan, B. I. (2022). Post Covid-19 teaching and learnings strategies in South African schools. E-Journal of Humanities, Arts and Social Sciences, 3(11), 90-103. https://doi.org/10.38159/ehass.2022sp3118 

Moloi, J. Tobi, E. & Omodan, B. I. (2022). Strategies of Teaching English as a Second Language: Findings from a Mixed-Method Research. Journal of Studies in Social Sciences and Humanities, 8(1), 1-19.

Makena, B. & Omodan, B. I. (2022). Digital influences on academic attainment: A case of one secondary school in a rural Education District. International Journal of Research in Business and Social Science. 11, (4), 342-347. https://doi.org/10.20525/ijrbs.v11i4.1784

Adebola, O. O. & Omodan, B. I. (2022). Addressing the challenges Hindering COVID-19 protocol Compliance among University Students, Prizren: Social Science Journal. 6(3), 1-10. https://doi.org/10.32936/pssj.v6i3.353 

Omodan, B. I. (2021). Deconstructing the Challenges of COVID-19 on First-Year Rural University Students in South Africa. African Journal of Inter/Multidisciplinary Studies, 3(1), 229–242. https://doi.org/10.51415/ajims.v3i1.930 

Omodan, B. I. (2021). Addressing Students’ Unrest in South African Universities: The Need for a Facilitative Management Approach. Journal of Social Sciences, 69(1-3), 1-8. https://doi.org/10.31901/24566756.2021/69.1-3.2282

Omodan, B. I. & Khanare, F. P. (2021). Coloniality or Cultural Pedagogy: The Hegemony of African Children-Youths in Social Development. Journal of Human Ecology, 76(1-3): 61-71. https://doi.org/10.31901/24566608.2021/76.1-3.3331

Madimabe, M. P. & Omodan, B. I. (2021). Investigating the Effects of E-Learning as A Method of Curriculum Dissemination for Rural TVET College Students. Research in Social Sciences and Technology, 6(3), 82-92. https://doi.org/10.46303/ressat.2021.27

Omodan, B. I., & Diko, N. (2021). Conceptualisation of Ubuntugogy as a Decolonial Pedagogy in Africa. Journal of Culture and Values in Education, 4(2), 95-104. https://doi.org/10.46303/jcve.2021.8

Omodan, B. I. (2021). Enhancing Children’s Critical and Inquisitive Skills in Culturally Informed Communities of South Africa. Journal of Sociology and Social Anthropology. 12(1-2): 57-66. https://doi.org/10.31901/24566764.2021/12.1-2.367

Omodan, B. I. (2021). Promoting Collaborative Pedagogy in Classrooms: Challenges and Solutions. Journal of Education, Teaching and Learning, 6(2), 102-109. https://dx.doi.org/10.26737/jetl.v6i2.2598

Olawale, B. E., Mutongoza, B. H., Adu, E. & Omodan, B. I. (2021). COVID-19 induced psychosocial challenges in South African higher education: Experiences of staff and students at two rural universities. Research in Social Sciences and Technology, 6(3), 179-193. https://doi.org/10.46303/ressat.2021.37

Omodan, B. I, Tsotetsi, C. T., & Ige, O. A. (2021). Managing the Culture of COVID-19 "New Normal” as a Motivation for University Students in South Africa. Research in Social Sciences and Technology, 6(2), 37-51. https://doi.org/10.46303/ressat.2021.10

Omodan, B. I. & Ige O. A (2021). Managing diversity in schools: The place of democratic education and Ubuntuism in South Africa. Journal for transdisciplinary research in Southern Africa. 17(1), a854. https://doi.org/10.4102/td.v17i1.854

Omodan, B. I. & Ige, O. A. (2021). Analysis of Ubuntu as a Transformative Strategy to Mitigate Social Unrest in the University system. Journal of Studies in Social Sciences & Humanities. 7(2), 76-86

Omodan, B. I., & Ige, O. A. (2021). University Students' Perceptions of Curriculum Content Delivery During COVID-19 New Normal in South Africa. Qualitative Research in Education, 10(2), 204-227. http://dx.doi.org/10.17583/qre.2021.7446 

Omodan, B. I. (2021). Kenimani-Kenimatoni Organisational Practice: An Africanised Construct of Superordinate-Subordinate Relationships. African Journal of Development Studies, 11(1), 107-125. https://doi.org/10.31920/2634-3649/2021/v11n1a5

Omodan, B. I. & Ige O. A. (2021). Sustaining Collaborative Learning among University Students in the Wake of COVID-19: The Perspective of Online Community Project. International Journal of Learning, Teaching and Educational Research, 20(1), 356-371. https://doi.org/10.26803/ijlter.20.1.20

Omodan, B. I. (2021). A Decolonial Strategy to Reconstruct Student-Management Relationships in a University System. Academic Journal of Interdisciplinary Studies, 10(2), 10-23. https://doi.org/10.36941/ajis-2021-0034 

Omodan, B. I. & Ige, O. A. (2021). Re-Constructing the Tutors-Tutees Relationships for Better Academic Performance in Universities Amidst Covid-19 New Normal. Mediterranean Journal of Social Sciences, 12(2), 30-40. https://doi.org/10.36941/mjss-2021-0010 

Omodan, B. I. (2020). Managing the Psycho-Social Vacuum of COVID-19 among Rural Learners through Ubuntu. Journal of Educational and Social Research, 10(6), 266-278. https://doi.org/10.36941/jesr-2020-0125

Omodan, B. I. (2020). Assessment of Group Tasks as a Decolonial Pedagogy in University Classrooms. Universal Journal of Educational Research, 8(11), 5479-5488. http://doi.org/10.13189/ujer.2020.081151

Omodan, B. I., Dube, B. & Tsotetsi, C. T. (2020). Politics of process and Social Crises in Nigeria Universities: Challenges and Solutions. African renaissance. 17(4), 119-139. https://hdl.handle.net/10520/ejc-aa_afren_v17_n4_a7 

Omodan, B. I. (2020). The Trajectory of Transformative Research as an Inclusive Qualitative Research Approach to Social Issues. Multicultural Education. 6(3), 34-44. https://doi.org/10.5281/zenodo.4071952 

Omodan, B.I., Tsotetsi, C.T., & Dube, B. (2020). Analysis of human relations theory of management: A quest to re-enact people’s management towards peace in university system. SA Journal of Human Resource Management, 18(0), a1184. https://doi.org/10.4102/sajhrm.v18i0.1184 

Dube, B. & Omodan, B. I. (2020). ‘Struck from all sides’ – Reliving the Lived Experiences of Immigrant Youths in the Context of Mafiarised Religions: Towards a Rehumanisation of Theology. Alternation, 34, 219-237. https://doi.org/10.29086/2519-5476/2020/sp34a12

Omodan, B. I. (2020). Combatting the Imperativeness of Modernity in Students’ Unrest: The Need to Decolonise the Minds through Ubuntu. International Journal of Higher Education, 9(4), 310-319. https://doi.org/10.5430/ijhe.v9n4p310 

Omodan, B. I. (2020). The Vindication of Decoloniality and the Reality of COVID-19 as an Emergency of Unknown in Rural Universities. International Journal of Sociology of Education. 20, 1-26. http://doi.org/10.17583/rise.2020.5495 

Omodan, B. I. & Dube B. (2020). Towards De-colonial Agitations in University Classrooms: The Quest for Afrocentric Pedagogy. International Journal of Learning, Teaching and Educational Research, 19(4), 14-28. https://doi.org/10.26803/ijlter.19.4.2 

Tsotetsi, C. T., Omodan, B. I. & Dube B. (2020). Decolonising practical space in teacher education: The vehicle of peer assessment. Alternation, 7(2), 150-171. https://doi.org/10.29086/2519-5476/2020/v27n2a8 

Omodan, B. I. (2020). Deconstructing Social Unrest as a Response to Redefine Strained Relationships between Students and University Authorities. International Journal of Higher Education, 9(6), 178-189. https://doi.org/10.5430/ijhe.v9n6p178 

Omodan, B. I. (2020). Managing students’ unrest in universities: Unmasking the threat and success implication through Ubuntu. Multicultural Education, 6(2), 27-38. http://doi.org/10.5281/zenodo.4023124 

Omodan B. I. & Tsotetsi C. T. (2020). Decolonisation of Knowledge Construction in University Classrooms: The Place of Social Constructivism. Journal of Gender, Information and Development in Africa, 9(2), 183-204. https://hdl.handle.net/10520/EJC-1e2b6c2864 

Tsotetsi, C. T. & Omodan, B. I.  (2020). School-Based Support Teams' Trajectories in rural contexts of South Africa. E-Bangi: Journal of Social Science and Humanities, 17(3), 194-207. http://ejournals.ukm.my/ebangi/article/view/39978/10551 

Tsotetsi, C. T. & Omodan, B. I.  (2020). Deconstructing power differentials in a supervision process: Mentoring in Ubuntu perspective. Ubuntu: Journal of Conflict transformation, 9(1), 105-129. https://hdl.handle.net/10520/EJC-1d58bd11c1

Adebola O. O, Tsotetsi, C. T. & Omodan B. I. (2020). Enhancing Students’ Academic Performance in University System: The Perspective of Supplemental Instruction. International Journal of Learning, Teaching and Educational      Research, 19(5), 217-230. https://doi.org/10.26803/ijlter.19.5.13 

Omodan, B. I. (2019). Defacing Machiavellianism in University Politics: A Discourse to Reconstruct Leadership through Ubuntu. African Renaissance, 16(4), 33-51. https://hdl.handle.net/10520/EJC-13753ce1ae 

Omodan, B. I., Tsotetsi C. T. & Dube, B. (2019). Decolonising Rural-Urban Dichotomy in South Africa: An Asset-Based Approach. Progressio: South African Journal for Open and Distance Learning Practice, 41(1), 1-17. https://doi.org/10.25159/2663-5895/5665

Omodan, B. I. (2019). Democratic Pedagogy in South Africa: A Rethinking Viewpoint for knowledge Construction. Journal of Social Studies Education Research, 10 (2), 188-203. https://jsser.org/index.php/jsser/article/view/650/375 

Omodan, B. I. & Dube, B. (2019). Bridging the Dichotomous Gaps between Trade Unions and Management of Tertiary Institutions in Nigeria. Journal of Social Studies Education Research, 10 (1), 285-300. https://files.eric.ed.gov/fulltext/EJ1213185.pdf 

Omodan, B. I. & Tsotetsi, C. T. (2018). Student-Teacher Relationships as Panacea for Students' Academic Performance in Nigeria Secondary Schools: An Attachment Perspective. Journal of Social Studies Education Research, 9 (4), 82-101. https://files.eric.ed.gov/fulltext/EJ1199100.pdf

Omodan, B. I., Ekundayo, H. T. & Bamikole, O. I. (2018). Enhancing students' academic performance in secondary schools: The Vicissitude of Classroom Management Skills. The International Journal of Business & Management, 6(11), 106-112.

Ekundayo, H. T, Omodan, B. I. & Omodan, C. T. (2018). Dynamics of organisational behaviour: A case of principals' activities and teacher effectiveness in secondary schools in Ekiti State, Nigeria. The International Journal of Humanities & Social Studies. 6(8), 225-332.

Omodan, B. I. & Odunlami, A. A. (2017). School size and academic performance of secondary school students in Osun State, Nigeria. International Journal of Current Studies in Education, 2(1), 26-34.

Omodan, B. I., Kolawole, A. O. & Fakunle, F. A. (2016). School climate as correlates of teaching effectiveness of secondary school teachers in Osun State. International Journal of Educational Foundations and Management, 10 (1), 60-67.

Ogunlade, A. L., Ekundayo, H. T. & Omodan B. I. (2015). Funding and educational facilities as determinants of staff-management dichotomy in tertiary institutions in Ekiti State. African Journal of Studies in Education, 10(2), 102-109.


Chapters in Books

Omodan, B. I., & Dhlamini, J. P. (2024) Financing higher education. In Foundations of Education: The Contemporary Social Perspectives for Education. In E.O. Adu, M. P. Mavuso, N. S. Duku, & C. C. Wolhuter (eds.), Fundations of Education: Contemporary Social Perspectives (pp. 127-148). Pitso Publications.

Omodan, B. I., Maphosa, C. & Bhebhe, S. (2024) Ubuntu as an Africa Philosophy of Education. In E.O. Adu, M. P. Mavuso, N. S. Duku, & C. C. Wolhuter (eds.), Foundations of Education: The Contemporary Social Perspectives for Education. (pp. 56-67). Pitso Publications.

Omodan. B. I. (2023). Decolonising the students-management dichotomies in South Africa universities: Challenges and Solutions. In B. I. Omodan & C. T. Tsotetsi (Eds.), A Compendium of Response to Student Unrest in Africa Universities. (pp. 1-23). Axiom Academic Publishers

Omodan, B. I. & Makura, A. H. (2023). Exploring the Conditions for Effective Management of Student Unrest in South African universities. In B. I. Omodan & C. T. Tsotetsi (Eds.), A Compendium of Response to Student Unrest in Africa Universities. (pp. 91-108). Axiom Academic Publishers

Okeke, C. C., Omodan, B. I. & Dube, B. (2022). Ethical Issues in Humanities, Social Sciences and Science Education. In EO Adu & CIO Okeke (eds), Fundamentals of Research in Humanities, Social Sciences and Science Education - A Practical Step-By-Step Approach to a Successful Journey. Van Schaik Publishers. Chapter 19.

Larey, D. P. , Tsotetsi, C. T. , Omodan. B. I., & Dollebo, M. M. (2021). An international perspective on education in rural environments. In C. C. Wolhuter, L. Jacobs, & H. J. Steyin (Eds.), Reflecting on Education Systems. An African perspective. (pp. 161–177). Keurkopié.

Dube, B., Omodan, B. I, & Tsotetsi C. T. (2021). From Bible Knowledge to Family and Religious Studies and Crisis of Nationalism in Zimbabwe. In B. Dube (eds) Postcolonial Religio-Politics and Religious Education in Crisis. Cluster Publications.

Ekundayo, H. T. & Omodan, B. I. (2018). Managing human capital for better productivity in Nigerian universities. In C. A. Daramola. A. N. Duyilemi, O. S. Alimi, F. O. Alabi, G. I. Osifila & A. I. Oyetakin (eds.) Educational Development in Africa, A Book in Honour of Professor Williams Olusola Ibukun. (pp. 131-142). Daroye Publishers.

Fakunle, F. A. & Omodan, B. I. (2017). Promotion and workload as determinants of job performance among academic staff in tertiary institutions in Ekiti State. In J. A. Adegun, J. B. Babalola & I. A. Ajayi (eds) Dynamics of Education, (3: 28-35).

Articles in Conference Proceedings

Omodan, B. I. (2024, May). Cultivating Autonomous Learning Skills in Socially Diverse Classrooms: Challenges and Solutions. In Proceedings of the 3rd International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2023 (pp. 15-16) December 2023, Ruteng, Flores, Indonesia. http://dx.doi.org/10.4108/eai.15-12-2023.2345620 

Cekiso-Smith, N., Omodan, B. I., & Kariyana, I. (2023, November). Advancing postgraduate research supervision and publication for the future of higher education institutions. In The 10th Focus Conference (TFC 2023) (pp. 214-234). Atlantis Press. https://doi.org/10.2991/978-2-38476-134-0_15

Omodan, B. I. (2022). The Connectedness of Posthumanism as a tool for Sustainable Post-COVID-19 Era. In E. O. Adu, M. Fabunmi & V. Mncube (Eds). Education for Sustainable Development in Post COVID-19. 11th Conference of Global Education Network (GEN) 2022, Ba Isago University Botswana.

Omodan, B. I. (2022). Transformative Research in Context: An argument of Relevant Methods. South Africa International Conference on Education. 26 – 28 October 2022. Pretoria.

Omodan, B. I. & Ige, O. A. (2021). Ameliorating Students' Predicament during COVID19 Shift in South African Universities through Ubuntu. In E. O. Adu, M. Fabunmi & V. Mncube (Eds). 10th Global Education Network (Gen) 2021. A Multi-Disciplinary International Conference. Tsogo Sun Hotel, South Africa. https://globaledunet.org/wp-content/uploads/2021/11/GEN-FINAL-1.pdf

Omodan, B. I. & SeyiOderinde D. R. (2020). Comparative Analysis Navigating the Hurdles of Crisis Management in Africa: Implication for University Productivity and Performance. Conference. In M. Motseke, M. Chitiyo, U. I. Ogbonnaya, O. C. Dada & G. Charles-Ogan (Ed.). South Africa International Conference on Education (20 – 21 October 2020). Rethinking Teaching and Learning in the 21st Century (pp. 58-72). Pretoria: African Academic Research Forum. http://aa-rf.org/wa_files/saiced%202020%20proceedings_(1).pdf

Madimabe, M. P., Omodan, B. I. & Tsotetsi, C. T. (2020). Indigenous knowledge as an alternative pedagogy to improve student performance in the teachings and learning of Mathematical Geometry in TVET College. In F. Uslu. Pp 504-512. Proceedings of ADVED 2020- 6th International Conference on Advances in Education, 5-6 October 2020. https://doi.org/10.47696/adved.2020186

Gwama, U. M., Omodan B. I. & Tsotetsi (2019). The dynamics of a school's performance in a rural ecology of South Africa: A case of school governing bodies. In Proceedings of Researchfora International Conference on Management, Economics and Social Science, Lagos, Nigeria, 29th - 30th November 2019.

Mahoko N., Omodan, B. I. & Tsotetsi. C. T. (2019). "Managing Teachers' Passion in Rural Secondary School: An Asset-based Approach." In Proceedings of 247th the IIER International Conference Johannesburg, South Africa, edited by P. Suresh, 16–23. Bhubaneswar: R. K. Printers.

Omodan, B. I., Dube, B. & Tsotetsi, C. T. (2018). Collaborative Governance and Crisis Management in Nigerian Universities: An Exploration of Students' Activism. In M. M. Dichaba & M. A. O. Sotayo (Ed.), Rethinking Teaching and Learning in the 21st Century (pp. 48-68). Pretoria: African Academic Research Forum.