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The institutional framework of an African country may influence the effectiveness of the International Financial Reporting Standards (IFRS) on foreign investment inflows. The purpose of this paper is to argue that the quality of a country's institutional framework impacts the effectiveness of IFRS to an adopting country and ultimately influences the levels of Foreign Portfolio Investment (FPI).

Employing country-level data. A sample of 15 countries from Africa is used. Data is collected over a period of 22 years (1994–2014). The authors employ the General Method of Moments (GMM) panel regression technique to examine whether the quality of a country's institutional framework has an impact on the relationship between IFRS and FPI and the Propensity Score Matching (PSM) technique to assess the level of impact.

The findings reveal that the quality of a country's institutional framework moderates the strength of the association between IFRS and FPI. Overall, the authors find that the quality of the institutional frameworks in African countries has a negative effect on the IFRS and FPI nexus.

The study focuses exclusively on African countries; using an exclusively African sample limits the generalisation of results to other continents like Latin America with similar environments to Africa.

This study provide evidence that IFRS alone cannot ensure the intended capital market benefits but encourages the development of strong institutions in African countries to realise the most from IFRS adoption. The emphasis on institutional development is an essential contribution that this study makes.

This study is unique since it emphasises the importance of institutional framework quality when considering the impact of IFRS on foreign investment inflows in an African setting.

The field of service-learning (SL) remains obscure as it has been variously defined and often misunderstood by many. There is a confusion in the academic literature and in practice as to what exactly service-learning means, and this confusion has been exacerbated by the way it has been misunderstood and implemented in various institutions. The aim of this volume dedicated to international case studies on service learning is to gain deeper insight into the multifaceted nature of this subject and the perplexities associated with it. The authors of this volume have adopted a holistic approach and have captured various interventions and approaches to find out the most accurate path toward gaining a complete picture of how service-learning impacts students with its emphasis on problem-solving, experiential learning, and community engagement. The volume will shed light on how successfully service-learning has been adopted to the existing curriculum with the emergence of a new breed of students who are aligned with the needs of the community and undertakes collaborative work to solve real-world issues.