Following approaches consistent with the qualitative research tradition, attempts to capture the essence of the full-time graduate student experience. Using the constant comparative method, analyzes several sources of data to arrive at a grounded theoretical model of the graduate student experience. Findings suggest that stress is at the core of the graduate student experience and is amplified by conflicting demands and internal conflict unique to this type of student. Additionally, international graduate students appear to face some tremendous obstacles that span both their personal and professional lives. Also identified are several of the tactics and mechanisms that students adopt to reduce hardship as they proceed through their respective programs. Finally, implications for current administrative practice and future research are discussed.

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Over the past 30 years, several management educators have urged faculty to reexamine their relationships with students. To do this, many have proposed novel metaphors to reconceptualize the faculty-to-student relationship. These include embracing students not as pupils to be taught but rather as clients, consumers, and even employees. At the heart of these metaphors, though, is a subtle and not-so-subtle pressure to build more intimate, personal, and close relationships with students. As more and more stories surface in the scholarly and practitioner press about "close relationships" that have devolved into sad and disappointing outcomes for students, faculty, and universities, it is necessary to revisit the core assumption that closer is better. In this essay, we describe the forces driving more personal relationships between faculty and students. Next, we question the assumptions along with the unintended consequences of adopting more intimate relationships with students. Finally, we conclude by challenging management educators to rethink the notion of professional calling along with the notion of pedagogical caring. To be sure,

Many authors have highlighted the detrimental aspects of secrecy, particularly as keeping secrets runs contrary to the values of open, democratic societies and institutions. In this view, secrets help the powerful maintain control over the valuable resource of information. In this essay, the authors explore the more positive view, asking what may be virtuous in keeping secrets in organizations. From the perspective of strategy development and implementation, human resource management, and trust development, there are several virtues of secrecy that emerge. Although there are very real costs to keeping secrets, there are also benefits at the organizational and the interpersonal levels.

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