The gap between what a university intends for its students and what those students actually experience is where Cadmus operates. The Academic Success Manager is the person who closes it.

Cadmus is used by students in 50+ countries, and university adoption is expanding across APAC, the UK, Europe, the Middle East and Canada. The platform works. The evidence for what good assessment design produces, in learning outcomes, in student engagement, in academic integrity, is real and growing. What makes the difference between an institution that adopts Cadmus and one that is genuinely changed by it is this role.

You will spend most of your time with academics: running workshops, consulting on assessment redesign, and supporting teachers through pilot and enterprise rollouts. You are pedagogy-first, AI-literate, and credible in a room full of people who have spent their careers thinking about what it means to educate. You do not need to have every answer. You need to be genuinely curious, forensically honest, and impossible to rattle.

WHAT SUCCESS LOOKS LIKE

In your first year, you will have:

1. Academic staff at your institutions running measurably better assessment. You can point to specific briefs that changed, specific workshops that shifted practice, specific academics who came in sceptical and left differently. The outcomes are real, not reported.
2. Your institutions renew — and the reason is outcomes, not relationship. The case for renewal is built on evidence of what changed for students and staff, not on how well you managed the account. That distinction is the standard Cadmus holds itself to.
3. You are the person academics call when something is hard — not just when implementation goes wrong. The relationship with your institutions has moved from support to trusted advisorship. Senior academic leaders bring you into conversations early because your perspective on assessment design is worth having.
4. Your field experience has made Cadmus smarter. What you see and hear in practice has shaped how the product team and the learning team think about at least one significant problem. The knowledge flows both ways.

WHO YOU ARE

• 5+ years building and running learning experiences for learners — as a teacher, learning designer, trainer, or in a closely related role.
• Deep grounding in pedagogy, especially assessment design — the kind that shapes how you see a problem, not just how you talk about it.
• Experience supporting users through software adoption in a complex organisational environment.
• A warm, confident presence one-on-one and in front of a room. Strong writing. The ability to move between institutional leaders and frontline academics without losing your thread.

• You care about the craft of teaching. Assessment overhaul is not a feature of this job — it is the point.
• You can win over sceptical academics — not through charm, but through genuine credibility and intellectual honesty.
• Hard institutional environments are interesting to you, not exhausting. You move toward complexity rather than around it.
• The mission is personal. The difference between a student who learns and one who doesn't is not abstract to you.

WORKING AT CADMUS

Cadmus is a small, globally distributed team operating at the pace of a growth-stage company with the intellectual rigour of an academic one. In this role, you will carry real autonomy — your institutions are yours to understand, develop, and be accountable for. You will be connected to a learning team that takes pedagogy seriously, and to a product team that wants to hear what you are seeing in the field. The role is remote-friendly, but the work is inherently relational. Expect to be in rooms with academics regularly, and to be the person who bridges what Cadmus knows and what institutions need.