Is it my job to get to know each student "as a person"? This is the focus of Chory and Offstein's (2016) thoughtful essay. This article examines the many ways that changes in education over recent decades have affected core assumptions around the relationships faculty are expected to have with students. Chory and Offstein (2016) explore one core assumption--"closer is better" when it comes to the faculty/student relationship--and ask if this assumption should be the dominant logic when conceptualizing, preparing for, and engaging in faculty-student interactions. In considering this assumption, the essay focuses on the driving forces for this assumption, the empirical evidence to support this assumption, the consequences of striving to have a personal relationship with our students, and some recommendations for how we might approach management education in the face of such assumptions.