In this chapter, we seek to explore how does adopting SaP approach enhance the institutionalisation of the PRME in higher education. We employ the ordonomic framework and collective autoethnography to contextualise the concept of Students-as-Partners (SaP) within the context of the United Nation’s Principles for Management Education (PRME) initiative. In doing so, this chapter sheds light on responsible education in praxis and introduces a point of departure for business schools to empower students to become future leaders of responsible and sustainable social change. We contend that by restructuring in-class dynamics, educators can better position students to draw on their lived experiences, guide the proliferation of educational content suited to meet the needs of the twenty-first century economy, and in doing so, set the foundation for wider institutional change.