| Curriculum responsiveness within the context of decolonisation in South African higher education KG Fomunyam, D Teferra Faculty of Education, University of the Free State, 2017 | 103 | 2017 |
| Education and the Fourth Industrial Revolution: Challenges and possibilities for engineering education KG Fomunyam International Journal of Mechanical Engineering and Technology 10 (8), 271-284, 2019 | 97 | 2019 |
| Decolonising the Engineering curriculum in a South African University of Technology KG Fomunyam International Journal of Applied Engineering Research 12 (17), 6797-6805, 2017 | 61 | 2017 |
| Curriculum theorizing and individualism: An exploration of the curriculum’s relation to the social, personal and political dimensions of schooling KG Fomunyam Mevlana International Journal of Education (MIJE) 4 (2), 122-131, 2014 | 51 | 2014 |
| Theorising the# MustFall student movements in contemporary South African higher education: A social justice perspective MN Hlatshwayo, KG Fomunyam Journal of Student Affairs in Africa 7 (1), 61-80, 2019 | 42 | 2019 |
| Student protest and the culture of violence at African universities: An inherited ideological trait KG Fomunyam Yesterday and Today, 38-63, 2017 | 41 | 2017 |
| Decolonising the future in the untransformed present in South African higher education KG Fomunyam Perspectives in Education 35 (2), 168-180, 2017 | 39 | 2017 |
| Decolonising teaching and learning in engineering education in a South African university KG Fomunyam International Journal of Applied Engineering Research 12 (23), 13349-13358, 2017 | 27 | 2017 |
| Deconstructing quality in South African higher education KG Fomunyam Quality Assurance in Education 26 (1), 44-59, 2018 | 25 | 2018 |
| The ideological ware as key to improving learner performance KG Fomunyam Journal of Educational Studies 16 (1), 108-125, 2017 | 22 | 2017 |
| Views from the margins: Theorising the experiences of black working-class students in academic development in a historically white South African university MN Hlatshwayo, KG Fomunyam AOSIS, 2019 | 20 | 2019 |
| Theorising student constructions of quality education in a South African university KG Fomunyam Southern African Review of Education with Education with Production 22 (1 …, 2016 | 20 | 2016 |
| Student teachers experiences of teachers’ professional identity within the context of curriculum change KG Fomunyam Global Journal of Human-Social Science Research 14 (8), 2014 | 20 | 2014 |
| Deterritorialising to Reterritorialising the Curriculum Discourse in African Higher Education in the Era of the Fourth Industrial Revolution. KG Fomunyam International Journal of Higher Education 9 (4), 27-34, 2020 | 19 | 2020 |
| Student teachers negotiating the teachers’ professional identity KG Fomunyam International Journal of Educational Sciences 13 (2), 186-193, 2016 | 19 | 2016 |
| Can alignment of digital resources with needs produce a new curriculum theory for teaching? SB Khoza, KG Fomunyam Curriculum Theory, Curriculum Theorising, and the Theoriser, 219-236, 2020 | 16 | 2020 |
| Teaching STEM education in Nigeria: Challenges and recommendations DKG Fomunyam International journal of mechanical Engineering and Technology 10 (12), 85-93, 2019 | 16 | 2019 |
| Pure and Applied Research as the Epicenter of Research in Engineering Education KG Fomunyam International Journal of Engineering Research and Technology 13 (9), 2402-2408, 2020 | 14 | 2020 |
| Theorising Machine Learning as an Alternative Pathway for Higher Education in Africa. KG Fomunyam International Journal of Education and Practice 8 (2), 268-277, 2020 | 11 | 2020 |
| Temperament as a determinant of success in formative assessment in engineering education KG Fomunyam, T Mnisi Int. J. Appl. Eng. Res 12, 4152-4161, 2017 | 11 | 2017 |
Thoko MnisiThoko Esther MnisiVerified email at ukzn.ac.za
Thoko MnisiThoko Esther MnisiVerified email at ukzn.ac.za