There is a global trend toward improving the student learning experience in higher education through the incorporation of an authentic experience of practice. PLM and BIM have the potential to provide the practice setting for a diverse range of applied disciplines. Through an educational partnership, PLM was employed as a mechanism to update and sequence the subject-and work-based elements more coherently by establishing a learning community where engagement in practice is a source of critical and innovative thinking such that graduates have the skills, motivation and knowledge to take practice forward. This paper foregrounds the role of pedagogy within PLM implementation in higher education. The data from this study is summarized then synthesized into an initial signature pedagogy as a discursive tool. This paper argues for the consideration of pedagogic frameworks to support PLM implementation in education and to realize the transformational potential of PLM through the skills and knowledge of the next generation.