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The purpose of this paper is to examine residual value risk modelling issues with a focus on automotive lease portfolios. Residual value risk is approached through a re‐sampling technique that provides the probability density function of losses and VaR measures for credit portfolios.

The methodology is applied to a portfolio of 37,523 operating leases issued between 1989 and 2001 by a major European financial institution.

The results show that residual value losses are low and sometimes non‐existent. Moreover, the major part of residual value risk is idiosyncratic and can thus be eliminated through adequate diversification. Additionally, this internal model seems to prove that capital requirements stemming from the Basel Committee's proposed new framework are somehow overestimated.

This paper advocates determining a more accurate risk weight for residual value risk in order to better reflect this relatively low‐risk part of leasing activities.

This study aims to examine the impact of the transformation of an assessment on students’ performance and perspectives in an English for Academic Purposes course in Hong Kong. The assessment was changed from the traditional pen-and-paper mode to an unproctored online mode.

Using mixed methods, the research team analysed the differences between the assessment performances of those who took the course before the pandemic (n = 664) and those who took it during the pandemic (n = 702). Furthermore, focus group interviews were conducted with seven students regarding their perspectives on the unproctored assessment.

The results revealed that, although there were no major differences in the overall grades of the two groups, students who were assessed online during the pandemic performed significantly better in terms of their English use. Nevertheless, the shift to online assessment had several negative effects on the students.

Previous studies on unproctored online assessments (UOA) were concerned with potential learning quality issues, such as plagiarism and grade inflation. This study, however, provided empirical evidence that high-quality assessment delivery can be provided via UOA if the question types and assessment arrangements are carefully decided.

The purpose of this paper is to synthesize the fragmented literature on organizational citizenship behavior (OCB), leader–member exchange (LMX), learning, innovative work behavior (IWB) and employee performance across different countries, disciplines and organizations, thereby broadening the literature breath and making gap identification comprehensive. Second, it provides information on how much studies have been concentrated on Africa with the goal of provoking scholarly work in a unique cultural setting on the interrelatedness of these concepts.

Relevant literature search was undertaken using key search terms, “employee performance,” “OCB,” “LMX,” “IWB,” “individual learning” and “team learning.”

The findings show positive relationships between the behaviors and employee performance. They also reveal an interesting diversity in the study across multidisciplinary fields holding both cultural and contextual significance for academia and practitioners.

The limitation of literature to peer-reviewed journals from the authors’ university library might have missed important information not in this domain. Further studies must make use of additional search terms and engines excluded from this study to provide a more comprehensive analysis.

The paper has important managerial implications for practitioners. The analysis can support the understanding of employee performance from a broader and more diverse view points; and help in providing insight into real-life opportunities, constraints and solutions in enhancing performance management.

This systematic literature review highlights important knowledge gaps which need to be explored especially in the African and Ghanaian contexts.