This paper discusses experiences of a student-ambassador network within one UK-based Centre for Excellence in Teaching and Learning, problematising key issues in relation to transience in staff-student partnerships in high education, and highlighting the importance of the educational developer in facilitating institution-wide partnership models. Theoretical explorations are supported by data gathered throughout the Network's operation, including student evaluations following the first year of operation, and a final "impact study" conducted with staff and students. The article develops the notion of a "collective conscience" model of student engagement, which supports all students via a variety of activities, incorporating short, mid-range, and long-term goals, and enabling a range of collaborative and individual opportunities for success.