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While the construct of character is well grounded in philosophy, ethics, and more recently psychology, it lags in acceptance and legitimacy within management research and mainstream practice. Our research seeks to remedy this through four contributions. First, we offer a framework of leader character that provides rigor through a three‐phase, multi‐method approach involving 1817 leaders, and relevance by using an engaged scholarship epistemology to validate the framework with practicing leaders. This framework highlights the theoretical underpinnings of the leader character model and articulates the character dimensions and elements that operate in concert to promote effective leadership. Second, we bring leader character into mainstream management research, extending the traditional competency and interpersonal focus on leadership to embrace the foundational component of leader character. In doing this, we articulate how leader character complements and strengthens several existing theories of leadership. Third, we extend the virtues‐based approach to ethical decision making to the broader domain of judgement and decision making in support of pursuing individual and organization effectiveness. Finally, we offer promising directions for future research on leader character that will also serve the larger domain of leadership research.

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Business schools strive to develop leadership excellence in their students. In this essay, we suggest that educators should find ways to help students develop and deepen leader character, a fundamental component of exemplary leadership. Frequently, business school students have preconceived ideas of leadership, often neglecting leader character. We argue that educators can and should teach students that leader character is pivotal to leadership excellence and that they should actively develop students' leader character. The foundational learning theories of Piaget and Kolb provide a useful framework to help achieve the development of leader character. We propose that leader character development arises from using accommodation learning strategies of crucible experiences, paired with assimilation learning methods of critical reflection, and further developed through equilibrium learning strategies where students can incorporate new information and work toward their personal character growth. While numerous teaching approaches can be used, we describe an experiential course, codesigned with members of the Canadian Forces, using these learning strategies to foster leader character development.

Women are increasingly represented in high status organizational positions. While the advancement of women into high status roles offers them many organizational benefits, the spillover and crossover effects of these high status positions on their marital relationships remain under explored. In this study, we focus on potential costs to the marital relationship when women in high status positions hold higher job status roles than their husbands. First, we examine the spillover effects of wives’ job status relative to their husbands’ on marital instability. We suggest that this relationship is indirect and mediated by negative thoughts and feelings toward their partners’ lower job status (which we refer to as “wives’ status leakage”) and decreased relationship satisfaction. Second, we investigate plausible crossover effects on husbands’ marital instability when wives have higher job status and suggest that husbands’ spousal support can moderate the indirect relationship between wives’ job status and wives’ marital instability. We explored these questions on 209 women in positions of high job status, a sample of 53 matched husband–wife dyads, and 92 of the wives who also completed questionnaires three years later. Full cross-sectional and longitudinal support emerged for the indirect spillover effects of wives’ job status on marital instability of wives, and direct crossover effects on husbands’ marital instability. In addition, the indirect relationship between wives’ job status on marital instability of wives was moderated by instrumental support. Theoretical contributions, practical implications, and future research suggestions are discussed. The online appendix is available at https://doi.org/10.1287/orsc.2017.1120 .

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Objectives Gender inequities are deeply rooted in our society and have significant negative consequences. Female physicians experience numerous gender-related inequities (e.g., microaggressions, harassment, violence). These inequities have farreaching consequences on health, well-being and career longevity and may result in the devaluing of various strengths that female emergency physicians bring to the table. This, in turn, has an impact on patient healthcare experience and outcomes. During the 2021 Canadian Association of Emergency Physicians (CAEP) Academic Symposium, a national collaborative sought to understand gender inequities in emergency medicine in Canada. Methods We used a multistep stakeholder-engagement-based approach (harnessing both quantitative and qualitative methods) to identify and prioritize problems with gender equity in emergency medicine in Canada. Based on expert consultation and literature review, we developed recommendations to effect change for the higher priority problems. We then conducted a nationwide consultation with the Canadian emergency medicine community via online engagement and the CAEP Academic Symposium to ensure that these priority problems and solutions were appropriate for the Canadian context. Conclusion Via the above process, 15 recommendations were developed to address five unique problem areas. There is a dearth of research in this important area and we hope this preliminary work will serve as a starting point to fuel further research. To facilitate these scholarly endeavors, we have appended additional documents identifying other key problems with gender equity in emergency medicine in Canada as well as proposed next steps for future research.