A growing body of literature on students as partners in learning and teaching offers evidence on which academic developers can draw when supporting, advocating for, or engaging in partnerships. We extend a previous systematic review of the partnership literature by presenting an analysis and discussion of the positive and negative outcomes of partnership, and the inhibitors to partnership. Implications include the importance of academic developers supporting: the relational processes of partnership; institutional or structural change to address resistance; and the potential of partnership to make institutions more equitable and empowering spaces.