-Individual support to ESFRI and other world-class research infrastructures

Executive Summary

• To the extent that is has been theorised, work on DH pedagogy has tended to be very strongly tied to the classroom experience. A classroom experience, however, exists within a particular social and institutional framework (students seeking knowledge, experience or qualification from instructors who master a specific body of knowledge) which is quite different from the operational and distributed nature of Research Infrastructures such as DARIAH. • Research infrastructures seldom possess the kinds of specialised procedures, staff, resources and expertise to deliver formal educational programmes, but the strength of RI's lies in the provision of and reflection upon the experience of acculturation and professionalization in "real" cross-institutional and often cross-cultural projects in which peer learning, skills transfers and network building are a rule rather than an exception.

• Research Infrastructures such as DARIAH have a specific role to play in the European educational landscape by complementing rather than replacing the pedagogical models prevalent in HEIs today. • RI's such as DARIAH should focus not only on DH or even on a discipline in which a student or researcher seeks to use DH methodologies, but also on highlighting how these practices engage interdependent communities of practice with intersecting concerns. • Building on currently identified needs, DARIAH should develop foresight models to predict future needs within the Higher Education sector. Disclaimer DESIR has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 731081. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Introduction

According to the DARIAH Strategic Plan (currently in Draft Version 4.0, hereafter DSP), DARIAH's mission is to empower research communities with digital methods to create, connect and share knowledge about culture and society. As a knowledge network and a service provider, DARIAH plays an important social role: enabling smart research using digital tools, but also contributing to the development of the Digital Humanities as a transdisciplinary community of scholarly practice. Training and education is defined by the DSP as one of DARIAH's four strategic pillars. The DSP recognises that universities and research centres are among DARIAH's closest contributors and that DARIAH should not duplicate the important work done within these contexts. In line with this, DSP states: "we do not want to reinvent ourselves as a university, however, so positioning DARIAH as a unique provider of or collaborator for education and training will be a significant challenge of the model we seek to realise." In other words, DARIAH aims to complement that stakeholder community in many ways, including in the provision of training and education. A second Strategic Action Plan (STRAPL), which builds upon the first with more specific and tangible objectives and actions, elaborates that DARIAH's action to "create a coherent approach to training and education" will involve "systematic cooperation with the University sector" and "the targeted development of new material and quality assurance." This report builds on both of these strategic documents as well as the DESIR D7.2 DARIAH Training Materials Assessment Report, which evaluated the current DARIAH-associated training materials and made a series of recommendations as a way of informing further strategic discussions within DARIAH, including the development of DARIAH-CAMPUS, a brand new DARIAH service which functions as both a discovery framework and a hosting platform for learning resources. DARIAH-Campus, a DESIR outcome, was launched at the end of 2019 as a single entry point to all things related to training and education (T&E) within DARIAH. Thanks to DARIAH-Campus, which has not only fulfilled the need for consolidating and aggregating content, but will also, in the year to come, be used as a generator of community activities around the production of new learning resources, DARIAH is now in a better position to focus on strengthening its relations with higher education institutions (HEIs) and research producing organisations (RPOs). More specifically, this report has a three-fold aim:

1. to assess the challenges of DH pedagogy and the role assigned to RIs in the T&E process; 2. to evaluate the preliminary steps that DARIAH has already taken to meet the DSP's aim to "create a firmer basis for collaboration between RIs and RPOs;" and 3. to provide suggestions on future directions in this area; including recommendations on how to build stronger and formalised relationships with its members and partners in T&E. This report provides an overview of the initial steps that have been taken to include DARIAH training and education resources into structured university curricula. It demonstrates this through case studies involving two separate initiatives, #dariahTeach and PARTHENOS; and a proposed new use case of DARIAH-Campus, which emerged out of a DESIR workshop at the University of Neuchatel in December 2019. While recognising that this process is still in its early stages, the report outlines new directions for DARIAH to take in order to strengthen its role as a provider and disseminator of training and education materials for use in Higher Education curricula.

Challenges of DH Pedagogy

The digital humanities have a systemic tendency toward disruption, of methodologies, of disciplines, of epistemic cultures, and, indeed, of pedagogy. From an early point in the history of the systematic integration of technology into humanities research processes, innovative and integrative approaches to both the conceptualisation and delivery of the necessary skillset for humanities research have appeared. All of this said, the focus on establishing and sharing norms for DH pedagogy established at that first DHSI at UVic did not, ironically, seem to become a common feature of these many and varied successors. In the introduction to his 2012 volume on digital humanities pedagogy, Brett Hirsch refers to what he calls the 'bracketed' status of the topic of his work: "By 'bracketing' I refer to the almost systematic relegation of the word "teaching" (or its synonyms) to the status of afterthought, tacked-on to a statement about the digital humanities after the word 'research'..." (Hirsch, 2012, 5). Matt Gold's assessment of the state of the field is similar: "the digital humanities, as a field, would benefit from a more direct engagement with issues of teaching and learning than it has exhibited thus far." (Gold, 2012, 153) Although some further work has appeared since that time, the phenomenon that Hirsch observes, whereby the way in which DH knowledge is transmitted takes a very subsidiary role to that of how it is created, does appear still to be largely the case.

In addition, to the extent that is has been theorised, work on DH pedagogy has tended to be very strongly tied to the classroom experience: how to embed the digital into the traditional humanities teaching experience, what tools to use (or not), how to balance between theoretical understanding and active participation. This may seem a banal observation, or at best a recognition of something natural and expected, but we should not forget that a classroom experience, no matter how well-constructed, exists within a particular social and institutional framework: students, seeking knowledge, experience or qualification; one or more instructors, with mastery of a body of knowledge; and usually institutional or curricular boundaries, those 'hidden histories' of disciplinary communities (Terras, 2006, 13) and embodiments of a 'political vision' (Simon, cited in Hirsch, 2012, 27). These restrictions can fly in the face of the stated aim of many of the pedagogical experiments described in the literature to "reconfigur[e] the academic journey itself" (Saklofske et. al, 2012, 323).

In the years since the appearance of Hirsch's volume dedicated to DH pedagogy and Gold's four-chapter thematic collection dedicated to DH pedagogy in his Debates in the Digital Humanities series (a topic that is due to return to this series in 2020-2021), additional work has, of course, appeared, though not as much as might have been expected, and with a few strong organising themes dominating. The first of these is the role of libraries in the teaching of DH and the development of appropriate approaches and pedagogies to underpin this (e.g. [START_REF] Varner | Library Instruction for Digital Humanities Pedagogy in Undergraduate Classes[END_REF]Fay and Nyhan,2015;[START_REF] Burns | Role of the Information Professional in the Development and Promotion of Digital Humanities Content for Research, Teaching, and Learning in the Modern Academic Library: An Irish Case Study[END_REF]Hartsell-Gundy et. al., 2014). Another cluster within the work focuses on how to develop pedagogies around specific tools, disciplines or approaches, such as digital storytelling [START_REF] Barber | Digital Storytelling: New Opportunities for Humanities Scholarship and Pedagogy[END_REF], electronic literature (Saum-Pascual, 2017), or VREs [START_REF] Bellamy | The Sound of Many Hands Clapping: Teaching the Digital Humanities through Virtual Research Environment (VREs)[END_REF]. A third interesting set of convergent perspectives appears around the question of how to teach digital humanities without letting it become an end in itself, without losing the essentials of teaching (e.g. [START_REF] Cordell | How Not to Teach Digital Humanities[END_REF][START_REF] Ives | Digital Humanities Pedagogy: Hitting the Wall and Bouncing Back[END_REF]. One of the most interesting examples within this cohort is Paul Fyfe's essay on 'Mid-Sized Digital Pedagogy," (Fyfe, 2016) which, in reflecting on the range of pedagogical spaces between MOOCs and "sequestered learning" comes out strongly in favour of a number of methods by which to foster student-led, and, in particular, experiential approaches to learning.

In taking this focus, Fyfe's work echoes some earlier work by Geoffrey Rockwell and Stefan Sinclair, work that has particular resonance for the question of how research infrastructures might play an expanded role in DH education and training. Rockwell, who had previously observed that in the digital humanities "there are few formal ways that people can train" [START_REF] Rockwell | Inclusion in the Digital Humanities[END_REF], makes a significant contribution to breaking down this barrier in his chapter in From the research infrastructure perspective, for reasons that will be explored in more detail below, of most interest is this third path, because many of the things that digital humanists typically do --"work in interdisciplinary teams, apply digital practices to the humanities, manage projects or collaborate in the management, explain technology and build community" (182) --are more a matter of practice, the "how" rather than the "what", and very much the kind of practices that are best viewed as cultural, rather than a skills, transmission. Rockwell and Sinclair focus very much on how students can engage with real teams and real projects, but the initiatives they describe do still give the impression of being limited, by student scheduling, by the capacity of host organisations to absorb the students' development, by the need for eventual evaluation by the classroom instructor etc.

As we continue to develop our understanding of what it means to teach the digital humanities, we need also to reconsider the utility, responsibility and potential contributions of other actors than universities in this process, and how we integrate them into recognised learning pathways. Doing so will allow us to invent new frameworks for the teaching and learning of the digital humanities; it will enable peer learning, which has been identified as the most desirable and effective way digital humanities skills are transferred (Antonjevic, 2015); it will enable students to see beyond narrow institutional perspectives in the development of resources, possibly contributing to a reduction in the creation of resources that are not properly imagined for reuse by others; and, perhaps most importantly, it will allow students to experience alternative environments for the use and production of DH resources, building not just their skills but their networks, and expanding their imaginations for how they might use these skills in the future. Incorporating contexts such as research infrastructures into DH pedagogy can therefore go beyond the call that "the sage must step off the stage and circulate in real and virtual realms" (Saklofske 319) to a new theatre of learning in which many students circulate with many teachers, working together to deliver something in the wider context of infrastructure provision. Under such a vision, learning will focus not just on DH or even on a discipline in which a student or researcher seeks to use DH methodologies (a distinction already made in [START_REF] Cordell | How Not to Teach Digital Humanities[END_REF], but also on how these practices engage interdependent communities of practice with intersecting concerns. As Diane Jackaci stated in her keynote talk at the CSDH/SCHN 2016 conference in Calgary, the traditional model of having a single instructor (perhaps accompanied by a teaching assistant) doesn't work for DH courses, and needs to change to reflect the complementary skillsets that different experts can bring through an evolving model that allows work to expand (Jackaci, 2016).

Needless to say, not all skills development takes place in the context of dedicated institutional spaces. Research into how and why researchers in the digital humanities acquire the skills they need has already shown that this process is more often than not opportunistic, self-directed or based on personal connections, and need-driven, invoking the digital humanities' strong and enduring tradition of peer learning, which has been identified as the most desirable and effective way digital humanities skills are transferred (Antonjevic, 2015). This peer-instructed approach is not without its challenges, though, as it draws upon the temporal resources of an academic, which as Antonjevic notes, is a scholar's most precious resource. Where peer-instructed learning is not an option, often it is the institutional library that steps in to deliver more formal training, but take-up of these types of workshops is often disappointing (ibid.). Instead, it seems that word-of-mouth is one of the main ways in which scholars at all stages in their career learn about developments in their field, including new techniques that can be learned, through mailing lists, conferences and face-to-face workshops (Antonjevic, 2015;Garnett and Papaki, forthcoming). In all of the above contexts, Research Infrastructures such as DARIAH have an important role to play.

Digital Transferable Skills for Early Career Researchers

Following the Bologna Process, universities and policymakers across Europe began investigating ways of developing a skillset among graduates from higher education programmes, in particular those in which research is the major component of the assessment. Similar to the US model of "taught PhDs" whereby PhD candidates undertake some taught modules as part of their training, European universities began to develop transferable skills programmes that could complement the scholarly practice of early-career researchers in any discipline (Eurodoc, 2004). In 2005, the Salzburg Principles resulted from the Bologna seminar on "Doctoral Programmes for the European Knowledge Society" in which over 300 delegates devised 10 key principles for doctoral education. These were reviewed at a second seminar in 2010. Within Ireland, for instance, this culminated in the publication and adoption in all universities of the PhD Graduate Skills Statement, published initially in 2008 by the Irish Universities Association 4th Level Network which was comprised of Deans of Graduate Studies and Graduate Studies Officers from Ireland's universities. This was then updated in 2015 in the 2nd Edition of the Graduate Skills Statement, published once again by the IUA. Within this skills statement, there was acknowledgement of know-how and skill-range that enabled students to "demonstrate a significant range of the principal skills, techniques, tools, practices and/or materials which are associated with a field of learning; develop new skills, techniques, tools, practices and/or materials." (IUA, 2015, p6) , and to "critically analyse and synthesise new and complex information from diverse sources", yet there was no explicit discussion about skills that require digital approaches or digital data. It is important to note that these skills statements were designed to be universal across both STEM and ASHH disciplines.

In the latter half of this decade, though, focus has shifted towards explicitly recognising digital skills across all disciplines. Within its 2018 Skills Report, Eurodoc specifically mentioned skills relating to 'Digital' competencies, which included: These skills on first glance could be considered specific to the computer sciences and those subjects that include coding and software within their practices. However, nestled elsewhere within this same report were the "cognitive" skills of abstraction and creativity; critical thinking; and analysis and synthesis, as well as the "research" skills that included interdisciplinarity; open access publishing; and open data management (ibid, p4-5), all of which are part of DH scholarly practice. This movement from an implicit definition of transferable digital skills to a more explicit one shows not only an increased recognition of their place within society but also of their place within academe as a whole --and not just for the "digital" scholar. This therefore provides an opportunity for Research Infrastructures to work with Graduate Education officers within HEIs to identify ways in which RI training can be included in transferable skills offerings. This is why, DARIAH, specifically, should consider ways in which it could strengthen its position as an advocate and service provider of transferrable skills beyond the humanities.

RIs and DH training in the humanities

Just as the humanities disciplines and their methods are diverse and therefore difficult to define simply and uniformly, so also are research infrastructures (or RIs) developed according to many and varied models. RIs have been defined in many different ways in terms of their components, functions, and purposes by many different actors, in policy, theoretical and practical terms. Although the visions these many definitions present are also, by default, highly diverse and at times even contradictory, the one thing they seem to converge upon is the nature of RIs to enhance the activities of a broad base of researchers, enabling a more efficient and effective creation and transfer of knowledge. This said, many of the individual definitions one finds maintain at least a figurative association with the conceptualisation of infrastructure as something heavy, physical and durable, such As these organisations consolidate, and their role in the research ecosystem becomes better understood, policies and practices are beginning to shift, however. Research infrastructures are rapidly becoming aware not only of the kinds of knowledge they create, but also of the distinct learning opportunities they can offer, very much along the lines of the idea of acculturation discussed above. The drivers for this shift are many, and include both internal and external, top-down and bottom-up impulses. For example, from the perspective of the European Commission, increasing emphasis within the consideration of the sustainability of RIs is being placed upon the need to having the right people with the right skills in the right places at the right time (ESFRI, 2017;European Commission, 2017). Furthermore, as these very researchers come to take up posts as facilitating or enabling capacity within RIs [START_REF] Edmond | Cultures of Scholarship and Work: Reflections on Infrastructure as the European alt-ac[END_REF], the career paths and perceptions they introduce regarding the researcherinfrastructure relationship have begun to shift attitudes from within. This shift in priorities also leverages the RIs' emphasis on the mobility of people and ideas, in particular in niche areas. In total, these many forces are fostering a growing awareness among research infrastructures of the importance of developing and sustaining human capital.

A number of the specific responses that have emerged from humanities-focussed RIs to the need to foster skills development at a higher level than previously are discussed below. But it is important to clarify that for all of their increased commitment to making the acquisition of skills accessible for new cohorts of scholars, the RIs still do not engage in formal certification of these skills, for the reasons outlined above. While many researchers are adequately served by this differentiated landscape, and do indeed simply want to understand their tools in order to carry out their analyses, others might see the wide variety of opportunities within DH as more integral to their career paths and curricula vitae. For these individuals, a pathway that could combine RI-based knowledge and skills and formal accreditation would be more attractive, and yet this is where a major gap exists.

Case Studies

In the following sections, we will analyse three training and education initiatives in the DARIAH ecosystem and their potential for being embedded in the educational offerings of higher education institutions: #dariahTeach, PARTHENOS Training Suite and DARIAH-Campus.

#dariahTeach 1. instructors teaching Digital Humanities, particularly, but not exclusively, at a postgraduate level who can use these materials as appropriate to their own institutional settings and learning outcomes; 2. instructors in other disciplines can draw on and integrate these materials into more subject-based teaching and; 3. students who are not at institutions that have DH expertise can develop the skills and methods, as well as understand the theoretical basis, to engage in digital humanities research. #dariahTeach "courses" (of proposed 5 and 10 ETC equivalents) and smaller "workshops" (without ETCs attached to them) are designed at the intersections of theory and practice providing ample opportunities for students to develop fundamental skills necessary to create, implement and engage with scholarly digital objects (eg textual, audio, video, 2D, 3D) as well as the tools, services, methods and technologies relevant to a wide range of disciplines within the Digital Humanities. At the same time, the offerings are designed to contribute to the development of critical thinking about areas such as digital preservation, and the exploitation and transformation of cultural heritage as a vital educational goal in a pluralistic, reflective society. The content is tagged using the terms from the NeDiMAH Methods Ontology (NeMo), a CIDOC-CRM compliant ontological model which explicitly maps out the interplay of factors of agency (actors and goals), process (activities and methods) and resources (information resources, tools, concepts) in Digital Humanities scholarly processes. This language- In September 2017, the Centre for Digital Humanities introduced the Digital Scholarship and Skills workshop series in response to a growing demand across campus, and particularly within the Arts and Humanities, interested in developing a literacy of and/or integrated Digital Humanities tools, methodologies and practices into their research. The primary objective of the series was to introduce participants from a diverse range of backgrounds to digital research-related skills and tools with a specific focus on developing a greater understanding and appreciation of how the digital is shaping and influencing scholarship. The workshop series is open to faculty, staff, researchers and postgraduate students from across campus. The module comprises a suite of workshops to support the development of the critical understanding and practical skills needed to make best use of digital research tools in the context of Humanities research. Each term the content focuses on four skill-building tracks, some more theoretical, others focussing on key competencies and environments for digital research. The workshop series is now in its third year. In the years one and two, the workshops were four hours long. In the third year there was a change in the structure of the workshops and they were reduced to three hours to better accommodate the needs of faculty and staff. In the first and second year, it was a struggle to fit the full course content into four hours, with insufficient time for the practical aspect of the workshops. When the workshops were reduced to three hours the "Working with Texts in the Digital Age: Digital Scholarly Editing and TEI" was offered across two workshops totalling six hours with great success. In each of the three years, the #dariahTeach for encoding digital text in the Humanities. It provides an introduction to markup languages, XML, the infrastructure of the Text Encoding Initiative (TEI) Guidelines, and the encoding of common textual phenomena. Participants will have an opportunity to apply the basic elements of TEI-XML to encode a literary text using the oXygen XML Editor. The workshop combines lectures and discussion with practical hands-on exercises. No previous experience with digital text is assumed The #dariahTeach course was the primary resource used in preparing this workshop material and was selected because the workshop facilitator was already familiar with the material having participated in user testing of the #dariahTeach beta content. The aim of Course 2: Text Encoding and TEI is to introduce learners to the theories, practices and methods used for encoding texts in the Humanities. Other sources for the workshop include A Gentle Introduction to XML (https://tei-c.org/release/doc/tei-p5doc/en/html/SG.html) and W3schools.com XML Tutorial (https://www.w3schools.com/xml/). The #dariahTeach course consists of the following material:

• text and figure-based course content

• practical examples, both in-text examples of encoded documents and screencast video tutorials. • video content, including the aforementioned tutorials and discussions of course content such as the Markup and Metadata video (https://youtu.be/E7-g17oL7w0).

• quizzes

• practical encoding exercises • other resources including "External Links" and "Further Reading" lists. The quizzes were not used in the workshop. Other resources and bibliographies were prepared by the workshop facilitator. The videos were used in the first year but they were not suited to a classroom teaching scenario and they were therefore dropped from the workshop content in the second and third years (see below). The remaining materials were incorporated into the training in the following ways: installation. Any such slidedeck would have to be flexible, allowing for the addition or omission of material as appropriate to the workshop content. • The practical examples were used successfully in the preparation of workshop and PowerPoint and handouts. • Practical encoding exercises were deemed the most useful of the course material because they included clear, detailed step-by-step instructions that individual students could follow directly in class.

Step-by-step instructions were also seen as a major time saver for the instructor because the preparation of similar exercises by the workshop facilitator would have require a significant time investment.

• Video content has received mixed reviews. The videos were used in the first year but they were not suited to a classroom teaching scenario and they were therefore dropped from the workshop content in the second and third years. The two main challenges with the videos were low audio quality and their unsuitability for a large screen. The use of video content does not allow for free discussion and may not be suited to workshops such as these, but their usefulness to individual students outside of class should be evaluated separately. Through desk research and a series of targeted questionnaires, the following main points were found in relation to the preferences and self-identification of training needs: The conclusions of PARTHENOS D7.5 were as follows:

PARTHENOS

• internships and practical work are highly valued where it is possible to include them; . This was due in part to the essay prompt the students were given, but it is also likely students found the PARTHENOS materials on RIs relevant based on their emerging understanding of RDM as a collaborative and ongoing negotiation of researcher, discipline and institutional needs.

Further evaluation of the module revealed that the online written content proved very popular, although the video content was less popular. The authors proposed that this may be attributed to language barriers: written content allows for more time to digest and fully understand the material. Video content, while more dynamic, does not allow as much time for comprehension, particularly if the topics under discussion are complex, or the user is not so familiar with spoken English.

DARIAH Campus

DARIAH-Campus (https://campus.dariah.eu) is both a discovery framework and a hosting platform for DARIAH and DARIAH-affiliated offerings in training and education.

The goal of DARIAH-Campus is to widen access to open, inclusive, high-quality learning materials that aim to enhance creativity, skills, technology and knowledge in the digitallyenabled arts and humanities.

Unlike #dariahTeach, for instance, which is tied to a Moodle-based content management system, or the PARTHENOS Training Suite, which was published on an adapted WordPressbased blog, DARIAH-Campus learning resources are:

• written in Markdown, a lightweight markup language with easy-to-learn, plain-text formatting syntax;

Conclusion

Taking the challenges of DH pedagogy and the experiences of the initiatives discussed above into consideration, there are some key actions that DARIAH can take in order to ensure that the learning resources it develops are both suitable to a Higher Education context, and more importantly, relevant. This deliverable therefore recommends the following action points.

• DARIAH should establish an active educational partnership network in order to validate a new approach to the skills needs of humanities students and researchers, looking beyond the frame of what is currently available in the context of formal educational programmes

For a new approach to be developed, validated and adopted, DARIAH should develop and nurture partnerships with HEIs to form an active partnership network that ultimately ensures improvement in the training materials developed by RIs to ensure they remain relevant and effective. ERASMUS+ has been identified as a funding framework within which such a robust network of RI's, teachers and students in university-based programs, policy makers and employers could emerge.

• DARIAH should develop a curricular model and, if possible, an internship program, to enable fluid exchange of knowledge and students between university programmes and the applied contexts of the research infrastructure.

Higher education can benefit from the skills and experience generated within research infrastructures by attempting to include a strong element of acculturation in their formal training activities, defined as bridging competencies to use digital humanities skills in an applied context. DARIAH can then make use of this collaboration to produce resources that are better suited for online learning.

• DARIAH should continue to create and maintain essential filtering and contextualising layers for training materials to coordinate and enhance open educational resources.

Research Infrastructures should work with members and co-operating partners to develop new online training materials, and to ensure that these resources are appropriate for use in a structured HE curriculum context. Within DARIAH, the recent development of DARIAH-Campus, which aimed to "capture and consolidate" DARIAH training materials will assist with this aim by making the materials more discoverable, higher quality, more user-friendly, and increasingly reusable.

• DARIAH should aim to apply and test its learning resources in different HE contexts in order to profit from unforeseen synergies and unexpected outcomes.

The transformation of the DARIAH-Campus Event Capturer template into an experimental overlay journal for young researchers participating in face-to-face training events was an unexpected outcome of the DESIR Workshop at the University of Neuchatel, as described above. Infrastructural nodes and services such as DARIAH-Campus or the DARIAH Marketplace may profit from increased interaction with HEIs, which will not only result in better quality control and improved feedback regarding the existing DARIAH resources, but also, potentially, in the adaptation, transformation and further reconfiguration of the resources themselves. Research infrastructures, while stable, cannot remain static.

• Building on currently identified needs, DARIAH should develop foresight models to predict future needs within the Higher Education sector.

While looking at the current needs of researchers at all stages in their career is important, it is equally important to also look beyond the frame of what is currently available in the context of formal educational programmes. This can be done by building on the existing knowledge about user needs as identified in both this deliverable and DESIR D7.1, then using this to undertake and document foresight studies into future and emerging needs within the Higher Education sector.

  DESIR INFRADEV-03-2016-2017 -Individual support to ESFRI and other world-class research infrastructures, Grant Agreement no. 731081.

•

  DARIAH should intensify effort to position itself as pedagogically relevant beyond the individual humanities disciplines in terms of what it can contribute to the development and dissemination of early-career researchers' transferable skills and competences as identified by the Eurodoc 2018 Report. • DARIAH should establish an active educational partnership network in order to validate a new approach to the skills needs of humanities students and researchers, looking beyond the frame of what is currently available in the context of formal educational programmes. • DARIAH should develop a curricular model and, if possible, an internship program, to enable fluid exchange of knowledge and students between university programmes and the applied contexts of the research infrastructure. • DARIAH should continue to create and maintain essential filtering and contextualising layers for training materials, which are now available through DARIAH-Campus, in order to coordinate and enhance open educational resources with other stakeholders in the field. • DARIAH should aim to apply and test its learning resources in different HE contexts in order to profit from unforeseen synergies and unexpected outcomes such as, for instance, the initiative to publish young researchers' data papers using the DARIAH-Campus Event Capture Template, which emerged out of the DESIR Workshop at the University of Neuchâtel. DESIR INFRADEV-03-2016-2017 -Individual support to ESFRI and other world-class research infrastructures, Grant Agreement no. 731081.

  DESIR INFRADEV-03-2016-2017 -Individual support to ESFRI and other world-class research infrastructures, Grant Agreement no. 731081.

  DESIR INFRADEV-03-2016-2017 -Individual support to ESFRI and other world-class research infrastructures, Grant Agreement no. 731081.

  Hirsch's volume (co-written with Stefan Sinclair) on "Acculturation and the Digital Humanities Community." As Rockwell and Sinclair describe the challenge of DH pedagogy, the rethinking of teaching needs to begin at the most fundamental level: "One can think through a digital humanities curriculum in three ways. One can ask what should be the intellectual content of a program and parse it up into courses; one can imagine the skills taught in a program and ensure that they are covered; or one can ensure that the acculturation and professionalization that takes place in the learning community is relevant to the students." (178) DESIR INFRADEV-03-2016-2017 -Individual support to ESFRI and other world-class research infrastructures, Grant Agreement no. 731081.

  DESIR INFRADEV-03-2016-2017 -Individual support to ESFRI and other world-class research infrastructures, Grant Agreement no. 731081.

  DESIR INFRADEV-03-2016-2017 -Individual support to ESFRI and other world-class research infrastructures, Grant Agreement no. 731081.

  as the facilities built to serve research communities such as high-energy physics, or the storage of and access to structured data resources such as are used in macro-level population research. In this context, it may seem surprising that, in spite of the recognised heterogeneity of RIs, little consideration of training and education takes place within them. Some of the reasons for this lie in the relationships between universities (as organisations delivering teaching and research) and other forms of research performing organisation (RPO), including research infrastructures, a differentiation that is very distinct in DESIR INFRADEV-03-2016-2017 -Individual support to ESFRI and other world-class research infrastructures, Grant Agreement no. 731081.some countries (such as France or Italy) and not a consideration at all in others (such as the UK and Ireland). As this model has given rise to a perception that education and accreditation of early career researchers is a role for educational institutions only, research infrastructures seldom possess the kinds of specialised procedures, staff, resources and expertise to deliver formal educational programmes. Indeed, it is the lack of this layer that most distinctly differentiates activities of the research infrastructures, and many other forms of RPO, from those of the more familiar academic context. This gap can be seen in a number of the practices of research infrastructures. A 2016 survey of user needs assessments undertaken by RI and RI projects addressing the skills development needs of their users or potential users came to the following conclusion: "The most striking observation is that research infrastructure projects seldom strategise or theorise explicitly about their training interventions, and how they interact with the wider environment of digital humanities."(Edmond et al., 2016) In fact, with one exception (that of the explicitly training-focussed #dariahTeach project, described below), the many RIs and RI projects surveyed would, in spite of explicitly featuring training activities in their workplans and communications, focus almost exclusively on a definition of skills that reached only as far as an awareness of the specific tools the RI was developing and/or deploying. Any further bridging or boundary competences that might have been relevant seemed to fall very much out of consideration.

  DESIR INFRADEV-03-2016-2017 -Individual support to ESFRI and other world-class research infrastructures, Grant Agreement no. 731081.

  #dariahTeach (https://teach.dariah.eu), a full Moodle-based environment for DH courses and workshops tuned for use in university courses so as to strengthen alliances and foster innovative teaching and learning practices (Schreibman et al. 2016), was launched in March 2017 as part of an Erasmus+ funded project. #dariahTeach was developed with sharing, reuse, and localisation (in terms of language and examples) as key design objectives. The teaching materials, as well as the implementation of the platform, were developed with three target audiences in mind:

  DESIR INFRADEV-03-2016-2017 -Individual support to ESFRI and other world-class research infrastructures, Grant Agreement no. 731081. independent method of describing and classifying work processes in the field of Digital Humanities was developed by the "Athena" Digital Curation Unit (DCU), a #dariahTeach partner, and the NeDiMAH Ontology Working group in the context of an ESF research networking program on understanding Digital Humanities in practice. Having a means to formally describe the content of #dariahTeach courses while helping users discover training resources that best match their learning goals is an important step in the push toward creating DH training materials with richer, more consistent metadata and training platforms with efficient cross-linking and navigation possibilities. #dariahTeach Course 2: Text Encoding and Text Encoding Initiative as a teaching aid in workshop settings at Trinity College Dublin This case study seeks to evaluate #dariahTeach Course 2: Text Encoding and Text Encoding Initiative as a teaching aid. The evaluation is based on the use of the course materials in a one-shot workshop entitled "Working with Texts in the Digital Age: Digital Scholarly Editing and TEI". This workshop is part of the Digital Scholarship and Skills Workshop Series coordinated and facilitated by staff of the Trinity College Dublin Centre for Digital Humanities.

  Course 2: Text Encoding and Text Encoding Initiative has been used as a teaching aid in the workshop titled "Working with Texts in the Digital Age: Digital Scholarly Editing and TEI". The workshop description is as follows: This workshop is designed to introduce participants to the theories, practices and methods DESIR INFRADEV-03-2016-2017 -Individual support to ESFRI and other world-class research infrastructures, Grant Agreement no. 731081.

  Text and figure based course content Used in the preparation of workshop PowerPoint and handouts. Practical examples Used in the preparation of workshop PowerPoint Practical encoding Exercises Used in the practical hands-on section of the workshop We received the following feedback: • The text and figure based course content was most useful in the preparation of workshop PowerPoints and handouts. • The preparation of a slidedeck may be useful for educators and trainers who want to use the course material in the classroom as opposed to the full-blown Moodle DESIR INFRADEV-03-2016-2017 -Individual support to ESFRI and other world-class research infrastructures, Grant Agreement no. 731081.

  DARIAH was one of the beneficiaries of the H2020-funded PARTHENOS project (Pooling Activities, Resources and Tools for Heritage E-research Networking, Optimization and Synergies). One of the major outputs of this project was the provision of training and education content around common Digital Humanities and Research Infrastructure-based research.Evaluating contemporary training provisionsIn order to identify the key audiences for PARTHENOS training, and the direction PARTHENOS should take in its training provisions, a survey was conducted to determine a pattern of training provision among 12 major digital humanities-based projects and Research Infrastructures throughout Europe (ARIADNE, CENDARI, CLARIN, DARIAH, DASISH, EHRI, IPERION, DCH-RP, PERICLES, NeDiMAH, AthenaPlus and DigCurV).

  • hosted on GitHub, a popular repository hosting service based on the open-source version control software called git; DESIR INFRADEV-03-2016-2017 -Individual support to ESFRI and other world-class research infrastructures, Grant Agreement no. 731081.

  Work within both #dariahTeach and PARTHENOS confirmed a demand for reusable content that allows course providers to integrate the materials as they see fit within university programmes, and demonstrated this by the case studies described above in which #dariahTeach and PARTHENOS resources were used in HE classroom settings. Research Infrastructures can further this by developing a systematic approach to monitoring the use of any training materials by course instructors, and feeding this back into their development.Research Infrastructures often have extensive networks of communities and researchers, that the RI can make use of to gather feedback. DARIAH, for example, has several member and partner institutions with considerable expertise in the creation and use of online learning materials. DARIAH can collaborate with them to develop relevant materials, and then trial their use in online curricula to support online and distance-learning course providers. In turn, DESIR INFRADEV-03-2016-2017 -Individual support to ESFRI and other world-class research infrastructures, Grant Agreement no. 731081.

  Researchers who are inexperienced with digital techniques "don't know what they don't know" thus they do not see the necessity of guided training programmes and do not articulate training needs.Crucially, this deliverable also provided the opportunity for the practical integration of training material produced by RIs into a Higher Education module: specifically, the recentlydeveloped Research Data Management module at King's College London. This module incorporated elements from the PARTHENOS Training Suite, particularly from the "Introduction to Research Infrastructures" and "Manage, Improve and Open Up Your Research Data" modules. The module was attended by around 40 students, mostly international (see the case study below).

• DESIR INFRADEV-03-2016-2017 -Individual support to ESFRI and other world-class research infrastructures, Grant Agreement no. 731081.

  • Digital Humanities courses need not emphasise a mastery of coding, but should not exclude it either; and,• reusable content that allows for integration of the materials as appropriate to the course is welcome among course providers. PARTHENOS Training Suite in the classroom at King's College London As part of PARTHENOS's work in developing training materials, there was a need to analyse their practical application in a Higher Education environment. In order to do so, the PARTHENOS team worked closely with King's College London to contribute to a new "Research Data Management' module to be rolled out in Autumn 2018. The instructor on the module was Dr. Kristen Schuster, a member of the PARTHENOS team behind some of the training materials that were developed. This meant that Kristen already had good knowledge of what was available in the training Suite, and what she could make use of in her module at KCL. Over the course of ten weeks, students developed strategies for discussing and defining data, institutional repositories and research infrastructures. While gaining theoretical knowledge in the first five weeks of teaching and practical skills in the last five weeks, students used best practice guidelines and models to develop research data management strategies. The PARTHENOS training materials used throughout the module included video lectures with accompanying downloadable presentation slides that were also made available to the students, shorter videos around basic concepts in Research Infrastructures, and links to content in sections of the "Manage, Improve and Open Up your Research Data" PARTHENOS module and the "Introduction to Research Infrastructures" module, which was given as required reading in preparation for lectures in classes. The students participating in the course were mostly non-native English speakers, and many of them came from outside Europe. During assessment and practical work students most frequently referenced PARTHENOS materials that addressed research infrastructures (for example training videos such as "What IS Research Infrastructure?", and the accompanying slides)

	The module introduced postgraduate students to the core concepts and practices of
	research data management (RDM). Lecture themes and seminar activities revolved around
	three educational aims:
	1. discuss the role data management plays in digital humanities work and research;
	2. evaluate the foundational concepts and practices necessary for data management;
	3. apply best practices for selecting and implementing technologies, policies and
	workflows that support data management.

DESIR INFRADEV-03-2016-2017 -Individual support to ESFRI and other world-class research infrastructures, Grant Agreement no. 731081.

  DARIAH-Campus as a publication venue for PhD StudentsBecause DARIAH-Campus is a resource whose beta version was launched only recently, it was beyond the scope of this deliverable to include a full-blown case study on it. It is important to mention, however, that the local organizers of the DESIR Workshop at the University of Neuchatel, which assembled a group of young Swiss researchers interested in sharing DH workflows and learning about data management in December 2019, proposed a unique way of utilizing DARIAH-Campus as a publication venue. The Event Capture template (described above) will be repurposed in lieu of an overlay journal to publish short data papers by workshop participants next year. The papers will be deposited in institutional repositories such as HAL (a DARIAH-FR contribution) or Zenodo, in accordance with best-practice examples, whereas DARIAH-Campus will provide contextualization, information on each author, abstracts etc.The DESIR workshop in Switzerland has demonstrated that close collaboration between RIs such as DARIAH and Higher Education Institutions such as the University of Neuchatel can lead to unexpected results. DARIAH-Campus was designed to serve as a discovery framework and a hosting platform for DARIAH's training materials, but our users in the university setting discovered an even broader potential of the platform: to serve as a conduit for practicing what we preach, i.e. as a service which can not only be used by students to learn, for instance, about data management workflows, but also as an infrastructural node which can be used to help young researchers enact some of the best practices in our field: publishing papers in open access, providing data samples, collecting useful metadata and sharing content produced for training events by the trainees themselves.

DESIR INFRADEV-03-2016-2017 -Individual support to ESFRI and other world-class research infrastructures, Grant Agreement no. 731081.

• There is a tendency towards training that involves face-to-face interactions, in particular small group workshops and hands-on training courses that allow for 'learning by doing'. However, it was also found that these can take a lot of time to coordinate, and also to attend (e.g. summer/winter schools). • Those who do undertake studies in Digital Humanities often do so alongside a 'traditional' humanities subject. • Distance / online learning requires considerable motivation from the student, and often works best when accompanied by webinars or other event-based online training.

• Training needs tend to focus on existing infrastructure provisions in terms of tools and services, and not on more generic-level issues. One of the projects surveyed indicated that offering training on broad topics was not successful for them, however. The two groups at whom the bulk of the initial training was aimed were the researchers and content specialists in CHIs. Three core modules were developed to meet the needs of these groups, with increasing levels of expertise required for each: Training Suite, along with the recorded outputs from five subject-specific expert-led webinars.

Embedding training in Higher Education

In addition to developing training materials within PARTHENOS, the application of these training materials was also something that the project wanted to evaluate. In order to do so, Task 7.4 of the PARTHENOS project, "Definition of Higher Education Curricula" analysed current experiences in higher education concerning digital humanities and digital cultural heritage and established a reference curriculum for such, at undergraduate, postgraduate and doctoral level. Groups. We only link to external resources that are openly available for use and re-use in order to promote and uphold the principles of open science.

An example an externally hosted resource can be seen here: https://campus.dariah.eu/resource/citizen-science-in-the-digital-arts-and-humanities

Hosted resources DARIAH-Campus hosts and version-controls new online learning resources designed for use both by online users and in future face-to-facing training events. Hosted resources include, but are not limited to: training courses, individual lessons, and/or tutorials. These hosted resources cover topics and concepts related to (digital) humanities scholarship, and range from very targeted courses around a particular tool or methodology, such as GIS or TEI, to more universal issues related to current humanities scholarship such as Open Science, or Research Data Management.

To view an example of a hosted resource, click here: https://campus.dariah.eu/resource/xpath-for-dictionary-nerds

Pathfinders

There is an overwhelming number of learning resources available online, so much so that it is sometimes quite difficult for learners to know where to start. In such cases, DARIAH Pathfinders come to rescue as a specially-produced, humanist-friendly guides on a variety of topics relating to digitally-enabled research and teaching. A Pathfinder is a 'hybrid' resource which is written for and hosted by DARIAH-CAMPUS, but which introduces and contextualises a number of other resources, including those that are hosted externally and those that extend beyond those created by members of the DARIAH network. You can see an example of a Pathfinder here: https://campus.dariah.eu/resource/dariahpathfinder-to-data-management-best-practices-in-the-humanities

Events

The ephemeral nature of training events such as webinars, lectures series or training workshops can be tricky to reproduce in an online environment, yet they are a vitally important part of training and education. DARIAH-Campus offers a format that captures live training events such as these to enable learners and trainers to revisit and reuse the outputs of such events. We do this by hosting documentation from these events, which can include programmes, slides, videos, speaker biographies and much more. For this, we have designed a special workflow and a template to compile and structure the content in a learner-friendly way.


Mbiankeu Nguea
email: s.nguea@yahoo.fr

Stéphane Larefa

The Impact of Infrastructure development on Foreign Direct Investment in Cameroon

Keywords: Infrastructure, ARDL, FDI, Cameroon JEL Classification: H41, R42, F21, E22

Better access to improved infrastructure services is one of the components of a favourable investment climate for foreign investors and an important engine for sustainable economic growth. The purpose of this study was to investigate the effects of communication, energy and transport infrastructures development on Foreign Direct Investment (FDI) in Cameroon. This study employs autoregressive distributed lag (ARDL) approach to cointegration and an error correction model based on ARDL approach using time series data for the period 1984-2014. The results revealed that communication infrastructure has a positive and significant impact on FDI in both the long run and the short run. Findings also revealed a negative impact of energy infrastructure in attracting FDI in the long run and in the short run while an insignificant impact of transport infrastructure on FDI is registered in both the long run and the short run. The results suggest that the improvement of business climate trough better infrastructures play a major role in attracting FDI in Cameroon.

Introduction 1.Background

Foreign Direct Investment (FDI) is an important source of capital for investment in developing countries. Like many emerging economies, the level of economic development of Sub-Saharan African (SSA) countries requires continued foreign investment to stimulate the economy and improve the welfare. For SSA countries, the role of FDI has proven all the more essential as it can help to filling the gap between domestic savings and investments while mobilizing the necessary resources to achieve the Sustainable Development Goals (SDGs). For the Organization of Economic Cooperation and Development (OECD 2008), FDI is one of the main drivers of international economic system. When the appropriate host-country policies are in place, it can be a financial stability factor, support the economic development and the social welfare.

According to [START_REF] Nyaosi | The Effect of Infrastructure on Foreign Direct Investment in Kenya[END_REF], FDI provides new technologies and improves the efficiency of existing technologies and brings financial resources to host countries. Foreign Direct Investment also facilitates access to international markets and plays a major role in the development and strengthening the export capabilities of the host economies. FDI has the potential to lead to change in management and corporate governance, enhance domestic competences and transfer modern and "cleaner" technologies in the host country. The importance given to FDI in modernisation, employment, income growth and development process pushed several SSA countries to introduce strategies to attract and promote FDI. However, Sub-Saharan African countries are not performing well than other region in the world in FDI attractiveness process (UNCTAD 2018). FDI does not accrue mechanically, national policies such as development of human capital and infrastructure, macroeconomic and politic stability, financial development matter for attracting FDI in the SSA countries and for reaping the full gain of foreign investment for development.

The availability of infrastructures such as telecommunications, railways, airports, ports and roads reduce operational costs, tariffs and facilitate access to new markets in a specific country. The competitive position of a country is determined by its transportation costs, tariffs and access to a new market [START_REF] Rehman | The Impact of Infrastructure on Foreign Direct Investment: The Case of Pakistan[END_REF]. Poor infrastructure limits access to both local and international markets which ultimately impede FDI growth in SSA countries. Several studies focusing on the determinant of FDI concluded that infrastructures have a positive impact in captivating FDI.

Cameroon FDI inflows

FDI is considered like the main driver behind the economic globalization process and have been considered as the ''the peak'' of globalization process [START_REF] Donciu | Determinants of Foreign Direct Investment Development[END_REF]. Within a favourable framework, it is gainful for developing country like Cameroon. million respectively due to fact that Cameroon's economy experience a structural change with the discovery of crude oil and the increas down sharply with a massive disinvestment amounting to about of $29.2 million, $5.12 million and $7.292 million respectively in 1992, 1993 and 1995 owing mainly to the severe economic crisis, the context of Structural Adjustment Programme between 1986 and 1994.

After the economic crisis, there was a significant increase in the FDI implementation of macro economics policies, the construction of the Chad pipeline and the integration into the world economy. Between 1995and 2006FDI inflows reached $601.746 million in 2002 and drop to $191.017 After the economic crisis, there was a significant increase in the FDI implementation of macro economics policies, the construction of the Chad pipeline and the integration into the world economy. Between 1995and 2006FDI inflows reached $601.746 million in 2002 and drop to $191.017 After the economic crisis, there was a significant increase in the FDI implementation of macro economics policies, the construction of the Chad pipeline and the integration into the world economy. Between 1995and 2006FDI inflows reached $601.746 million in 2002 and drop to $191.017 After the economic crisis, there was a significant increase in the FDI implementation of macro economics policies, the construction of the Chad pipeline and the integration into the world economy. Indebted Poor Country Initiative , Cameroon outlines plan to radically improve its energy transportation, telecommunication and construction facilities through the Growth and Employment Strategy Paper (GESP) to reach to development by 2035 (Republic of Cameroon 2009). AS evidenced from Energy, Physical and ICT infrastructures, the extension of the railways network from mbalam to Kribi by 450km to ensure the easy transportation of iron from Mbalam iron ore to kribi sea port, the Memve'ele and the Lom Pangar hydroelectric dams with capacity of 211 MegaWatts (MW) and 30MW of electricity respectively, Mekin Hydro-power with capacity of 15MW , the Nigeria Cameroon Submarine Cable system (NCSCS) installed in kribi under supervision of Cameroon Telecommunication (CAMTEL), the Africa Coast to Europe (ACE) and South Atlantic Interlink (SAIL) submarine Cable which are ready for service. The GESP does not produce the expected result. The three year Emergency plan (2015-2017) decided by the head of state was the GESP adjustment plan. However, Cameroonian economy is still constrained by infrastructure inadequacy and inefficiencies. These include poor roads and railways quality, expensive and unreliable power supply, uncompetitive mobile sector, weak expansion of the mobile and fixed-line markets and shortages of water supply and sanitation. This therefore raises the following research question: What are the impacts of infrastructure development on the scanty increase in FDI recorded in Cameroon?

The studies of [START_REF] Wekesa | Effects of Infrastructure Development on Foreign Direct Investment in Kenya[END_REF], [START_REF] Seetanah | A Sector-Wise Panel Data Study on the Link between Transport Infrastructure and FDI in Mauritius[END_REF], [START_REF] Asiedu | On the Determinants of Foreign Direct Investment to Developing Countries: Is Africa Different?[END_REF], [START_REF] Rehman | The Impact of Infrastructure on Foreign Direct Investment: The Case of Pakistan[END_REF] and Jaiblai and Shenai (2019) have found significant contribution of infrastructure along with other determinants to attract FDI inflows in SSA countries. Despite these considerations, specific research on the impact of infrastructure on FDI in the Cameroonian context does not exist. Further, empirical studies on the impact of infrastructure on FDI have relied on data from different regions and horizons. Pooling countries in panel data studies is not suitable because policies of infrastructure development and their impacts on the FDI vary across countries. Due to the different operating environments, the results and policy implications are region based and hence the need for country-specific solutions. The results of these studies cannot be generalized to inform policy in Cameroon.

The aim of this paper is to investigate the impact of infrastructure development on Foreign Direct Investment in Cameroon, taking into consideration the communication, transport and energy infrastructures.

Objectives of the Study

The main objective of this study is to examine the impacts of infrastructure development on FDI in Cameroon over the period 1984-2014. This study specifically seeks to:

1. Determine the impact of transport infrastructure development on FDI 2. Investigate the impact of energy infrastructure development on FDI 3. Examine the impact of communication infrastructure development on FDI

Structure of This Paper

This paper is organized in various sections: Section 1 covered the introduction and background of the country with respect to FDI trend and infrastructures development plan and set out the objectives of the current study. In Section 2, the existing empirical literature on the impact of infrastructure on FDI is reviewed. Section 3 describes econometric methodology and data. The results and their interpretations are presented in Section 4, and Section 5 will be reserved for the conclusion and the recommendations.

Literature Review

Empirical studies on the relationship between infrastructure and FDI have been increasing over the recent years. In these studies infrastructure is differentiated between hard and soft infrastructure [START_REF] Bakar | The Impact of Infrastructure on Foreign Direct Investment: The Case of Malaysia[END_REF][START_REF] Seetanah | A Sector-Wise Panel Data Study on the Link between Transport Infrastructure and FDI in Mauritius[END_REF]. Hard means physical infrastructure (such as roads, telephone connections, airports, roads, fast distribution networks, electricity transmissions, and railroads) and Soft infrastructure implies marketoriented institutions, governance structures and such. [START_REF] Wheeler | International Investment Location Decisions: The Case of U.S. Firms[END_REF], researching the investment location decisions of US firms, examined the impact of infrastructure quality on investment in 42 developing countries between the year 1982 and 1988. They found that quality of energy, communication, and transport infrastructures have a highly positive and significant impact on the volume of investment in the countries under study. [START_REF] Fung | Hard or Soft? Institutional Reforms and Infrastructure spending as Determinants of foreign direct investment in China[END_REF] examined which type of infrastructure (hard or soft) draws the attention of foreign investors and attracts FDI to China. The empirical results shows that both soft and hard infrastructure have a positive and significant effect on FDI inflows although soft infrastructures outpace hard infrastructure in attracting FDI. They also found that Soft infrastructure was found to be the main factor for attracting FDI to China. [START_REF] Seetanah | A Sector-Wise Panel Data Study on the Link between Transport Infrastructure and FDI in Mauritius[END_REF] examined the relationship between FDI and physical infrastructure in attracting FDI to the manufacturing and services sector of Mauritius from the period 1981-2005. The findings showed that both non-transport and transportation infrastructure are important determinants of FDI inflow to the sectors of the Mauritius economy. However, manufacturing sector investors pay more attention to physical infrastructure while services sector investors paid less attention to it. [START_REF] Chakrabarti | Infrastructure and FDI: Evidence from District-Level Data in India[END_REF] also examined the relationship between infrastructure and FDI in India between the year 2002 and 2007. They found that there is a positive relationship between physical infrastructure and FDI inflows. However, this relationship depends on the level of infrastructure. [START_REF] Behname | Foreign Direct Investment and Urban Infrastructure: An Evidence from Southern Asia[END_REF] used cross-sectional data of Southern Asia countries between 1980 and 2009 to investigate the link between infrastructure and FDI flows and found that urban infrastructure impacts FDI positively. [START_REF] Hakro | FDI Flows and Governance in MENA Region Countries[END_REF] found that governance infrastructure has a positive and significant impact on FDI inflows in Mena region countries. [START_REF] Rehman | The Impact of Infrastructure on Foreign Direct Investment: The Case of Pakistan[END_REF] investigated the impact of infrastructure on FDI in Pakistan from the period 1975-2008 and found that infrastructure and market size were positively related while exchange rate is related negatively to FDI inflows in the long-run and in the short-run. [START_REF] Bakar | The Impact of Infrastructure on Foreign Direct Investment: The Case of Malaysia[END_REF] found that the both hard and soft infrastructures were positively correlated to FDI inflows in Malaysia. [START_REF] Asiedu | On the Determinants of Foreign Direct Investment to Developing Countries: Is Africa Different?[END_REF] examined the determinants of FDI in 70 developing countries, 35 of which are from the Sub-Saharan Africa region, over the period 1988-1997 using OLS estimation method. The results revealed that infrastructural development, high return on investment and economic openness were key to attracting FDI. [START_REF] Essia | Determinants of Foreign Direct Investment in Nigeria[END_REF] also found that improved infrastructure (energy supply, improvements in infrastructures for transportation and communication, and maintaining flexible institutional frameworks) is a necessary condition for better FDI inflows in Nigeria. [START_REF] Babatunde | Trade Openness, Infrastructure, FDI and Growth in Sub-Saharan African Countries[END_REF] used panel data on Sub-Saharan African countries over the period 1980 and 2003 and found that trade openness, infrastructure and GDP per capita were important for FDI inflows. [START_REF] Wekesa | Effects of Infrastructure Development on Foreign Direct Investment in Kenya[END_REF] determined the effects of transport, energy, communication and water and waste infrastructure development on FDI inflows in Kenya. Using annual time series data and multiple regression analysis, they found that improved transport infrastructure, communication infrastructure, water and waste infrastructure are important determinants of FDI inflows into Kenya. Jaiblai and Shenai (2019) explored the determinants of FDI in ten Sub-Saharan economies. Using a set of cross-sectional data over the period 1990-2017, they found that the higher FDI inflows attracted by countries with better infrastructure.

To summarize, review of the literature on relationship between infrastructure and FDI inflows found a positive and significant role of infrastructure in inviting FDI inflows, nevertheless studies neglected developing countries individual cases particularly middle income developing country like Cameroon. Therefore, this study seeks to fill in this gap and hence adds in literature on FDI inflows.

Data and Methodology

This study aims to investigate the impact of infrastructure development on FDI in Cameroon. Due to data constraints, the study used annual secondary data spanning from 1984 to 2014. Data are obtained from the World Bank's World Development Indicators (WDI) and the United Conference on Trade and development (UNCTAD).

The dependent variable is the ratio of FDI net inflows over Gross Domestic Product (FDIGDP). The independent variable is infrastructure. In this study three indicators of infrastructure are used namely Communication Infrastructure (CI) which is proxied by fixed telephone subscription per 100 people; Energy Infrastructure (EI) which is measured by Electric power consumption per kWh and Transport Infrastructure (TI) which is captured by Rail lines. The choice of these infrastructure indicators is based on the fact that they are among the major infrastructures that drive production in the key sectors of the Cameroonian economy.

From literature, it has been proven that investment decisions are hinged on availability and quality of infrastructures. Thus, better infrastructural facilities reduce the transaction cost and hence improve the investment climate. Communication infrastructure is a measure of availability and cost of telecommunication, which is important for multinationals to coordinate cross-border activity. Energy Infrastructure is important for efficiency in manufacturing sector. Transport infrastructure is crucial for access to the new market and reduces operational cost. It is expected that Communication, Transport and Energy infrastructures are positively related to the FDIGDP. The sources of data collected for dependent and independent variables are summarized in Table 1 below The aim of this study is to investigate the impact of transport, energy, communication infrastructure on FDI inflows in Cameroon. The hypothesis is that with better infrastructures, a middle-income country likes Cameroon is more attractive to Multinational Enterprises (MNEs).

Therefore, the model for the research is specified as below:

=∝ +∝ +∝ +∝ + (1)
Where is the foreign direct investment, net inflows (% of GDP); is the Transport Infrastructure;

is the Energy Infrastructure; is Communication infrastructure. ∝ is the Intercept; ∝ ,...,∝ are the coefficients; is the error term and the time.

This study employs the Autoregressive Distributed Lags (ARDL) developed by [START_REF] Pesaran | Bounds Testing Approaches to the Analysis of Long-Run Relationships[END_REF]. The choice of this method is justified by the advantages following: first, the ARDL is more flexible and presents the advantage of being applicable when all variables are I (0), I (1), or are mutually integrated [START_REF] Pesaran | Bounds Testing Approaches to the Analysis of Long-Run Relationships[END_REF]. Secondly, the ARDL is robust in the case of small sample [START_REF] Solarin | Trivariate causality between economic growth, urbanization and electricity consumption in Angola: Cointegration and causality analysis[END_REF]. Thirdly by applying the ARDL method we can't obtain biases estimators in the long-term model [START_REF] Harris | The Determinants of FDI in Sub-Saharan Economies: A Study of Data from 1990-2017[END_REF]. Considering the above benefits of ARDL approach to cointegration, the following model is specified as below:

∆ =∝ + ∆ + ∆ + ∆ + ∆ + + + + + ( 2
)
Where ∆ is the first difference operator; is the optimal lag length; , , and represents the short run dynamics and , , and represents long run elasticities. Before applying the ARDL approach of [START_REF] Pesaran | Bounds Testing Approaches to the Analysis of Long-Run Relationships[END_REF], it is imperative to carry out the stationarity test in order to be sure that no variable is integrated into a higher order than 1. In this study, the unit root test of Augmented Dickey-Fuller (ADF) and Phillips-Perron (PP) test statistic are used.

In order to determine the existence of long run relationship as given in equation ( 1), bound test of equation is carried out (2) using value of the computed F-statistic. The null hypothesis assumes no cointegration among variables. The rule of ARDL Bounds test of cointegration states that the null hypothesis should be rejected if the value of the F-statistic is greater than the upper bounds value and accepted if the F-statistic is less than the lower bounds. The ARDL cointegration test will be said to be inconclusive if the F-statistic falls between the lower and upper bound.

Since the study utilizes time series data with 31 years of observation, the model lag length was determined using Schwartz-Bayesian Information Criterion (SBIC). An error correction version of equation 2 is given as below:

∆ =∝ + ∆ + ∆ + ∆ + ∆ + + (3)
Where is the speed of adjustment parameter and represent error correction term derived from long run relationship as given in equation (2).

Empirical Results and Discussion

Unit Root Test

Before applying the ARDL approach to cointegration, the Augmented Dickey-Fuller (ADF) test and Phillips-Perron (PP) test statistic were done at levels and differences to determine the order of integration. Results of unit roots under Augmented Dickey-Fuller (ADF) and Phillips-Perron tests are summarized in Table 2. As per results, transport infrastructure, communication infrastructure and energy infrastructure were found to be integrated of first order, I (1), while FDI is found to be integrated of order zero, I (0). This meant that transport infrastructure, communication infrastructure and energy infrastructure are stationary at first difference. The FDI is stationary at level, meaning that the null hypothesis for the presence of unit roots is rejected at 1 per cent for this variable. Thus, the requirements to determine the cointegration test between FDI and independent variables are satisfied.

Bounds Test Approach to Cointegration

To determine the existence of cointegration between the dependent and independent variables, this study applied the Bound testing approach proposed by [START_REF] Pesaran | Bounds Testing Approaches to the Analysis of Long-Run Relationships[END_REF]. The results show that Computed value of F-statistics (8.5) is greater than the upper bound critical value (Table 3). Therefore, the H0 assumption of absence of cointegration is rejected which implies that there is a long-run relationship among the variables.

Impact Analysis

The long-run ARDL estimated were selected based on the Schwarz Bayesian Information Criterion (SBC). The optimal lag-length selected for model is ARDL (1, 0, 0, 0). The long-run and short-run coefficients are presented in tables 4 and 5. (2) R-squared = 0.5403, adjusted R-squared = 0.3931, F (4, 25) = 5.72, p = 0.006. The regression results (see Table 4) show that the F-statistic (5.72) is statistically significant at 1 percent level, meaning that all the independent variables as a group explain 39 per cent of the total variations in FDI. The model has a trend at 23.093, meaning that in the absence of all the model variables, FDI increases with a constant factor, equivalent to the trend (see Table 4).

From the results, The Communication Transport (CI) (see Table 4 and5) is statistically significant at 5 per cent level of significance in the long run and as well as in short run and its coefficients (0.69 and 0.77) depict that five percent increase in CI increases FDI by 0.696% and 0.77% respectively in Cameroon. This result means that Communication Infrastructure is important in attracting FDI. These findings are in line with research by [START_REF] Wekesa | Effects of Infrastructure Development on Foreign Direct Investment in Kenya[END_REF]Jaiblai and[START_REF] Harris | The Determinants of FDI in Sub-Saharan Economies: A Study of Data from 1990-2017[END_REF].

The coefficient of energy infrastructure is negative and significantly correlated to FDI in the long run and in the short run. This result suggests that energy infrastructure discourages FDI in Cameroon. This may due to the fact that unreliable power supply, decrepit metering systems, burgeoning illegal connections, and outmoded billing software have deteriorated the situation. Investment climate surveys noted that firms in Cameroon encountered around 128 outages in 2009, almost as twice the average for Africa's middleincome countries, enduring blackouts of four hours each time (Dominguez-Torres and Foster 2011).

The transport infrastructure (TI) is not statistically significant in the both long run and short run, meaning that transport infrastructure has no effect on FDI in Cameroon. This means that rail line does not play a major role in attracting FDI to Cameroon. This result is plausible in that the railways line is deteriorated with a narrow gauge of 1,000 mm. 6). The Durbin Watson statistic of 1.76 lies in the indecision quadrant (is closer to 2 and far from the extreme values, 0 and 4); hence, the model is considered as having no serial correlation problem. Applying White's test, the error term was found to be homoscedastic with a calculated chi-square value of 8.01 with probability 0.888, implying that the null hypothesis of constant variance could not be rejected at 5 per cent level of significance, as the probability was greater than 0.05 (see Table 6). Model specification tests were done using the Ramsey's test (RESET) and the null hypothesis is that the model had no omitted variables. The test results indicated that the model had no omitted variables [F (0, 46) = 0.71, p > 0.05)], while a test of model specification showed that the model fitted well (p= 0.727) (see Table 6). Hence, the null hypothesis that the model had no omitted variables and fitted well could not be rejected at 5 per cent level of significance. The cumulative sum of recursive residuals (CUSUM) and cumulative sum of squares residuals (CUSUMSQ) show that parameter constancy in the model is maintained for the entire study period (see Figures 2 and3).

Conclusion and policy implications

The purpose of this study was to investigate empirically the impact of infrastructure development on Foreign Direct Investment in Cameroon. The study used time series data from 1984 to 2014 and applied autoregressive distributive lag (ARDL) approach to cointegration. Both stationarity test and co-integration test in the long run for the variables were verified with Augmented Dickey-Fuller (ADF), Phillips-Perron (PP) test statistic and [START_REF] Pesaran | Bounds Testing Approaches to the Analysis of Long-Run Relationships[END_REF] methods respectively.

The results from this study revealed that communication infrastructure has a positive and significant impact on FDI in both the long run and the short run in Cameroon. Afterwards, energy infrastructure has a negative and significant impact in the long run and the short run. At last, transport infrastructure has a negative but insignificant impact on FDI in both the long run and the short run.

The findings imply that the impact of infrastructures on FDI is sensitive to the infrastructure measure used. In Cameroon, infrastructure plays an important role in attracting FDI inflows as evidenced by communication infrastructure of which the impact on FDI is positive and significant in the long run and in the short run.

The results imply that the government should endeavour to increase more kilometres of rail line and improve the railways network in order to attract FDI inflows.

Government policy makers need to speed up the development of its hydropower sites, which would significantly improve the domestic power situation. This will improve energy power structure and thus attracting FDI inflows.

Cameroonian government should improve the quality of ICT goods and services, increase fixed telephone subscriptions as they play a major role in attracting foreign investments.

Figure 1

 1 Figure 1 Source: Constructed by author from Cameroon FDI and this until half of the years 1980 with a s 1985 where are recorded $135.391 million, $213.821 million and $316.229 million respectively due to fact that Cameroon's economy experience a structural change with the discovery of crude oil and the increas down sharply with a massive disinvestment amounting to about of $29.2 million, $5.12 million and $7.292 million respectively in 1992, 1993 and 1995 owing mainly to the severe economic crisis, the context of Structural Adjustment Programme between 1986 and 1994. After the economic crisis, there was a significant increase in the FDI implementation of macro economics policies, the construction of the Chad pipeline and the integration into the world economy. Between 1995 and 2006 FDI inflows reached $601.746 million in 2002 and drop to $191.017 million in 2 drastically between 2007 and 2008 due to global financial crisis. Foreign direct investment net inflows steadily rose from 2008 to 2009 and declined sharply from the year 2011 to 2015 with a record level about $739.177 million in 2012 before slightly decreasing to $627.441 million in 2015 (see Figure FDI inflows to Cameroun, traditionally low compared to the potential Cameroon has the potential to become one of the most prosperous and best countries to receive FDI in Africa. However the Cameroon's business climate such as inadequate infrastructure, low skilled labor, corruption, high political risk and o Cameroon. Cameroonian authorities among which infrastructures development. Since the year 2001, Cameroon aspects of infrastructure. power, water and sanitation supply and Information and Communication Technologies (ICT) networks.

  229

Figure 1 :

 1 Figure 1: FDI trend in Cameroon from 1970 to 2015 (Current US$ in Millions) Constructed by author from Cameroon FDI and this until half of the years 1980 with a s 1985 where are recorded $135.391 million, $213.821 million and $316.229 million respectively due to fact that Cameroon's economy experience a structural change with the discovery of crude oil and the increas down sharply with a massive disinvestment amounting to about of $29.2 million, $5.12 million and $7.292 million respectively in 1992, 1993 and 1995 owing mainly to the severe economic crisis, which combined with the application of a number of measures taken within the context of Structural Adjustment Programme between 1986 and 1994. After the economic crisis, there was a significant increase in the FDI implementation of macro economics policies, the construction of the Chad pipeline and the integration into the world economy. Between 1995 and 2006 FDI inflows reached $601.746 million in 2002 and drop to $191.017 million in 2 drastically between 2007 and 2008 due to global financial crisis. Foreign direct investment net inflows steadily rose from 2008 to 2009 and declined sharply from the year 2011 to 2015 with a record level about $739.177 million in 2012 before slightly decreasing to $627.441 million in 2015 (see Figure FDI inflows to Cameroun, traditionally low compared to the potential Cameroon has the potential to become one of the most prosperous and best countries to receive FDI in Africa. However the Cameroon's business climate such as inadequate infrastructure, low skilled labor, corruption, high political risk and o Cameroon. In order to attract more FDI, significant programs are being implemented by Cameroonian authorities among which infrastructures development. Since the year 2001, Cameroon aspects of infrastructure. power, water and sanitation supply and Information and Communication Technologies (ICT) networks. During this decade, g infrastructure, equivalent to 5.6 percent of its GDP After having got to the finishing line of the Heavily (HIPCI) in 2006, Cameroon outlines plan to radically improve its energy transportation,

:

  FDI trend in Cameroon from 1970 to 2015 (Current US$ in Millions) UNCTAD (2018) net inflows have been low and stable from 1970 to 1977 when it shot up and this until half of the years 1980 with a spectacular rise for the Eighties, 1981, 1983 and 1985 where are recorded $135.391 million, $213.821 million and $316.229 million respectively due to fact that Cameroon's economy experience a structural change with the discovery of e in agricultural output. Between 1985 and 1995 FDI inflows went down sharply with a massive disinvestment amounting to about of $29.2 million, $5.12 million and $7.292 million respectively in 1992, 1993 and 1995 owing mainly to the severe which combined with the application of a number of measures taken within the context of Structural Adjustment Programmes (SAPs) which wreck the national economy After the economic crisis, there was a significant increase in the FDI implementation of macro economics policies, the construction of the Chad pipeline and the integration into the world economy. Between 1995 and 2006 FDI inflows reached $601.746 million in 2002 and drop to $191.017 million in 2 drastically between 2007 and 2008 due to global financial crisis. Foreign direct investment net inflows steadily rose from 2008 to 2009 and declined sharply from the year 2011 to 2015 with a record level about $739.177 million in 2012 before slightly decreasing to $627.441 million in 2015 (see Figure FDI inflows to Cameroun, traditionally low compared to the potential Cameroon has the potential to become one of the most prosperous and best countries to receive FDI in Africa. However the Cameroon's business climate such as inadequate infrastructure, low skilled labor, corruption, high political risk and o In order to attract more FDI, significant programs are being implemented by Cameroonian authorities among which infrastructures development. ian government authorities power, water and sanitation supply and Information and Communication Technologies overnment infrastructure, equivalent to 5.6 percent of its GDP After having got to the finishing line of the Heavily , Cameroon outlines plan to radically improve its energy transportation, 1988 1991 1994 : FDI trend in Cameroon from 1970 to 2015 (Current US$ in Millions) net inflows have been low and stable from 1970 to 1977 when it shot up pectacular rise for the Eighties, 1981, 1983 and 1985 where are recorded $135.391 million, $213.821 million and $316.229 million respectively due to fact that Cameroon's economy experience a structural change with the discovery of e in agricultural output. Between 1985 and 1995 FDI inflows went down sharply with a massive disinvestment amounting to about of $29.2 million, $5.12 million and $7.292 million respectively in 1992, 1993 and 1995 owing mainly to the severe which combined with the application of a number of measures taken within (SAPs) which wreck the national economy

:

  FDI trend in Cameroon from 1970 to 2015 (Current US$ in Millions) net inflows have been low and stable from 1970 to 1977 when it shot up pectacular rise for the Eighties, 1981, 1983 and 1985 where are recorded $135.391 million, $213.821 million and $316.229 million respectively due to fact that Cameroon's economy experience a structural change with the discovery of e in agricultural output. Between 1985 and 1995 FDI inflows went down sharply with a massive disinvestment amounting to about of $29.2 million, $5.12 million and $7.292 million respectively in 1992, 1993 and 1995 owing mainly to the severe which combined with the application of a number of measures taken within (SAPs) which wreck the national economy

  2000 2003 2006 net inflows have been low and stable from 1970 to 1977 when it shot up pectacular rise for the Eighties, 1981, 1983 and 1985 where are recorded $135.391 million, $213.821 million and $316.229 million respectively due to fact that Cameroon's economy experience a structural change with the discovery of e in agricultural output. Between 1985 and 1995 FDI inflows went down sharply with a massive disinvestment amounting to about of $29.2 million, $5.12 million and $7.292 million respectively in 1992, 1993 and 1995 owing mainly to the severe which combined with the application of a number of measures taken within (SAPs) which wreck the national economy After the economic crisis, there was a significant increase in the FDI inflows with the implementation of macro economics policies, the construction of the Chad-Cameroon oil pipeline and the integration into the world economy. Between 1995 and 2006 FDI inflows 007. It later declined drastically between 2007 and 2008 due to global financial crisis. Foreign direct investment net in 2010. Thereafter, it rose sharply from the year 2011 to 2015 with a record level about $739.177 million in 2012 before FDI inflows to Cameroun, traditionally low compared to the potential of its economy. Cameroon has the potential to become one of the most prosperous and best countries to receive FDI in Africa. However the Cameroon's business climate such as inadequate thers discourages FDI in In order to attract more FDI, significant programs are being implemented by has made significant progress in ma managed to developed roads, rails, power, water and sanitation supply and Information and Communication Technologies around $930 million per yea Torres and Foster 2011 Indebted Poor Country Initiative , Cameroon outlines plan to radically improve its energy transportation, 2006 2009 2012 net inflows have been low and stable from 1970 to 1977 when it shot up pectacular rise for the Eighties, 1981, 1983 and 1985 where are recorded $135.391 million, $213.821 million and $316.229 million respectively due to fact that Cameroon's economy experience a structural change with the discovery of e in agricultural output. Between 1985 and 1995 FDI inflows went down sharply with a massive disinvestment amounting to about of $29.2 million, $5.12 million and $7.292 million respectively in 1992, 1993 and 1995 owing mainly to the severe which combined with the application of a number of measures taken within (SAPs) which wreck the national economy inflows with the Cameroon oil pipeline and the integration into the world economy. Between 1995 and 2006 FDI inflows 007. It later declined drastically between 2007 and 2008 due to global financial crisis. Foreign direct investment net in 2010. Thereafter, it rose sharply from the year 2011 to 2015 with a record level about $739.177 million in 2012 before of its economy. Cameroon has the potential to become one of the most prosperous and best countries to receive FDI in Africa. However the Cameroon's business climate such as inadequate thers discourages FDI in In order to attract more FDI, significant programs are being implemented by has made significant progress in many managed to developed roads, rails, power, water and sanitation supply and Information and Communication Technologies around $930 million per year on Torres and Foster 2011).

Figure 2 .

 2 Figure 2. CUSUM Test Source: Constructed from CUSUM test results by the authors'.

Figure 3 .

 3 Figure 3. CUSUM Squared Test Source: Constructed from CUSUM test results by the authors'.

million in 2 drastically between 2007 and 2008 due to global financial crisis. Foreign direct investment net inflows steadily rose from 2008 to 2009 and declined sharply from the year 2011 to 2015 with a record level about $739.177 million in 2012 before slightly decreasing to $627.441 million in 2015 (see Figure

  FDI inflows to Cameroun, traditionally low compared to the potential Cameroon has the potential to become one of the most prosperous and best countries to receive FDI in Africa. However the Cameroon's business climate such as inadequate infrastructure, low skilled labor, corruption, high political risk and oIn order to attract more FDI, significant programs are being implemented by Cameroonian authorities among which infrastructures development.

	Since the year 2001, Cameroonian government
	Cameroonian authorities
	power, water and sanitation supply and Information and Communication Technologies
	During this decade, government

infrastructure, equivalent to 5.6 percent of its GDP After having got to the finishing line of the Heavily , Cameroon outlines plan to radically improve its energy transportation,

  million in 2 drastically between 2007 and 2008 due to global financial crisis. Foreign direct investment net inflows steadily rose from 2008 to 2009 and declined sharply sharply from the year 2011 to 2015 with a record level about $739.177 million in 2012 before slightly decreasing to $627.441 million in 2015 (see Figure1). FDI inflows to Cameroun, traditionally low compared to the potential Cameroon has the potential to become one of the most prosperous and best countries to receive FDI in Africa. However the Cameroon's business climate such as inadequate infrastructure, low skilled labor, corruption, high political risk and oIn order to attract more FDI, significant programs are being implemented by Cameroonian authorities among which infrastructures development.

	ian government has made significant progress in ma
	have managed to developed roads, rails,
	power, water and sanitation supply and Information and Communication Technologies
	overnment spent around $930 million per yea
	(Dominguez
	After having got to the finishing line of the Heavily-Indebted Poor Country Initiative

, Cameroon outlines plan to radically improve its energy transportation,

  Between 1995 and 2006 FDI inflows reached $601.746 million in 2002 and drop to $191.017 million in 2007. It later declined drastically between 2007 and 2008 due to global financial crisis. Foreign direct investment net sharply in 2010. Thereafter, it rose sharply from the year 2011 to 2015 with a record level about $739.177 million in 2012 before FDI inflows to Cameroun, traditionally low compared to the potential Cameroon has the potential to become one of the most prosperous and best countries to receive FDI in Africa. However the Cameroon's business climate such as inadequate infrastructure, low skilled labor, corruption, high political risk and others discourages FDI in In order to attract more FDI, significant programs are being implemented by Cameroonian authorities among which infrastructures development.

	has made significant progress in ma
	managed to developed roads, rails,
	power, water and sanitation supply and Information and Communication Technologies
	around $930 million per yea
	Dominguez-Torres and Foster 2011

Indebted Poor Country Initiative , Cameroon outlines plan to radically improve its energy transportation,

Table 1 .

 1 . Variables in the Models and Data Sources

	Variables	Meaning	Data Source
	FDIGDP Foreign direct investment, net inflows (% of GDP)	UNCTAD (2017)
	CI	Fixed telephone subscriptions (per 100 people	WDI (2017)
	EI L	Electric power consumption (kWh per capita)	WDI (2017)
	TI L	Rail lines (total route-km)	WDI (2017)

L Variable in natural logarithms.

Table 2 .

 2 Unit Root Test

	Variables	Augmented Dickey Fuller		Phillip Perron
		Level	First	Order of	Level	First	Order of
			Difference	Integration		Difference	Integration
	FDIGDP	-4.895*	-10.942*	I(0)	-4.958*	-14.689*	I(0)
	CI	-2.131	-6.243*	I(1)	4.605	-6.352*	I(1)
	EI	-0.801	-5.181*	I(1)	-1.053	-5.288*	I(1)
	TI	-1.294	-5.836*	I(1)	-1.241	-5.872*	I(1)
	* imply statistical significance at 1 percent

Table 3 .

 3 Result of ARDL Bounds Test Approach to Cointegration

	Critical Value Bounds	Lower bound value	Upper bound value	Computed F-statistics
	1%	4.29	5.61
	2.5%	3.69	4.89	8.5
	5%	3.23	4.35
	10%	2.72	3.77
	Source: Authors' computation

Table 4 .

 4 Estimated Long-run coefficients

	Variable	Coefficient	Std Error	t-statistic	Prob
	CI	0.696**	0.326	2.13	0.043
	EI	-3.567*	1.847	-1.93	0.065
	TI	-0.212	5.375	-0.04	0.969
	Constant	23.093	39.624	0.58	0.565
	Notes: (1) *** p < 0.01, ** p < 0.05 and * p <0.1.

Table 5

 5

	. Error Correction Model
	Variable	Coefficient	Std Error	t-statistic	Prob
	ECM(-1)	-0.5715	0.192	-5.80	0.000
	CI	0.778**	0.377	2.06	0.050
	EI	-3.989*	2.148	-1.86	0.075
	TI	-0.237	6.012	-0.04	0.969
	Note: *** p < 0.01, ** p < 0.05 and * p <0.1.

Table 6 .

 6 Summary of Diagnostic Tests ResultsThe diagnostic tests that were conducted include the Durbin Watson statistic, test for omitted variables, model specification, serial correlation, model fit and test for homoscedasticity (see Table

	Diagnostic Tests	Description	t-statistic	p-value
	Breush-Godfrey LM Test	Test for Serial Correlation	0.538	0.4632
	Ramsey Reset Test	Test for omitted variables	0.46	0.7122
	Durbin-Watson Test	Test for serial correlation	1.764
		(if lies close to 0 and 4, then
		presence of collinearity)
	Link Test	Test for model fit	-0.35	0.727
	White Test	Test for homoscedasticity	8.01	0.8888