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The gap between what a university intends for its students and what those students actually experience is where Cadmus operates. The Learning Support 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. The Learning Support Manager is central to making that difference real inside the institutions we work with. 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: 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. 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. You have become a trusted point of contact for the academics you support – not just when something goes wrong. The relationship with your institutions has moved from support to trusted advisorship. Academic staff bring you into conversations early because your perspective on assessment design is worth having. 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.