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This paper aims to empirically investigate the factors attracting foreign direct investment (FDI) inflows into emerging economies.

This study uses secondary data from the World Bank and the Global State of Democracy Indices of 16 West African countries (WACs) over the period from 1989 to 2018. Fixed- and random-effects econometric regression models are used to assess the nexus between 12 macroeconomic indicators (including political risk and cultural factors) and FDI inflows into WACs.

The critical drivers of FDI inflows into WACs are the richness of natural resources, market size or gross domestic product (GDP), imports and exports of goods and services, trade openness and the currency's strength as measured by the exchange rate. The result also reveals that French-speaking countries attract more FDI than other English-speaking countries. The previously cited determinants of FDI, such as infrastructural development, inflation, tax and political stability, are insignificant in determining FDI inflows into WACs.

This study uncovers the critical drivers explaining the FDI inflows into WACs, where FDI accounts for 39% of external finance. The study's contribution is that Francophone WACs attract more FDI than Anglophone WACs. The most important drivers of FDI are abundant natural resources, GDP, imports, exports, trade openness and exchange rate.

Research has established that 38%, 56% and 66% of training is not transferred to work immediately, six months and 12 months after training, respectively. This has led scholars to advocate the continuous examination of factors that enhance training transfer to have a comprehensive understanding of the factors that enhance it. As a result, this study aims to examine transfer opportunity as a pretraining factor and its influence on assimilated training content (in-training factor); the influence of assimilated training content on motivation to transfer (post-training factor) and training transfer; the influence of motivation to transfer on training transfer; and the mediating role of motivation to transfer in the relationship between assimilated training content and training transfer.

A structural equation model is developed to test the five hypotheses formulated in this study using survey data obtained from 195 respondents who attended various training programs across different organizations. Following the assessment of the measurement model, the determination of the significance of the hypothesized paths is assessed based on the bias-corrected and accelerated confidence intervals obtained from the bootstrapping of 10,000 subsamples.

The findings of this study are that: transfer opportunity positively influences assimilated training content; assimilated training content positively influences motivation to transfer and training transfer; motivation to transfer positively influences training transfer; and motivation to transfer plays a complementary mediation role between assimilated training content and training transfer.

The nature of the work environment regarding the opportunity to transfer training influences trainees’ assimilation of the training content when they undergo training. Hence, organizations need to ensure that employees are always afforded the opportunity to transfer training content assimilated from previously attended training programs to assimilate the content of subsequent training programs. Furthermore, for training to culminate in training transfer, organizations and, more specifically, learning and development practitioners ought to pay attention to trainees’ assimilation of the content of training programs.

To the best of the authors’ knowledge, this is the first study to empirically consider transfer opportunity as a direct antecedent of assimilated training content. More so, it is one of few studies to empirically examine the influence of assimilated training content on training transfer.