The accelerating integration of artificial intelligence into professional practice has deepened the theory–practice gap in management education, demanding graduates who are ethically grounded, critically reflective, and AI-literate. This poster presents a student-as-partner (SaP) framework that repositions students as active co-designers of curriculum and assessment rather than passive recipients of instruction.

Grounded in social constructivist theory (Vygotsky, 1978) and the scholarship of evaluative judgement (Tai et al., 2018; Boud et al., 2024), the framework draws on empirical evidence from an MBA teaching intervention in which students co-created assessment rubrics and engaged in structured self-grading. Findings demonstrate that participatory assessment design cultivates higher-order reflective capacity, ethical accountability, and the collaborative governance skills essential for responsible managerial decision-making in AI-augmented workplaces.

Aligned with AACSB accreditation standards (2025) and the Australian Universities Accord (2024), the framework argues that sustainable curriculum transformation requires genuine partnership between students, faculty, industry, and institutions. By shifting evaluative authority from instructor to shared academic governance, this approach produces graduates equipped not merely to use AI tools, but to interrogate them critically and deploy them responsibly.