Job Description
Minimum qualifications:
- Bachelor’s degree or equivalent practical experience.
- 8 years of experience in a technical project management or a customer-facing role.
Preferred qualifications:
- 5 years of experience in sales engineering or technical consultancy.
- Experience with AI/ML technologies and their application in education.
- Experience supporting technology adoption and change-management initiatives with customers.
- Understanding of K-12 IT infrastructure and identity management (SSO).
About the job
The Google for Education Solutions Engineering team is at the forefront of managing technology integration and innovation in schools and universities. We provide the technical expertise to design, architect, and implement Google solutions at scale.
As a Solutions Engineer, you will develop and execute the technical GTM strategy for Google for Education, with a focus on strategic accounts and new technology adoption (e.g., Gemini AI). You will act as a technical trusted advisor to key institutions.
As a Solutions Engineer, you will develop and execute the technical GTM strategy for Google for Education, with a focus on strategic accounts and new technology adoption (e.g., Gemini AI). You will act as a technical trusted advisor to key institutions.
Responsibilities
- Identify customer business and academic requirements to design and architect solutions that integrate Gemini into their existing infrastructure.
- Act as a technical advocate for Gemini, promoting its capabilities in customer-facing meetings, workshops, and public events.
- Partner with product, engineering, and sales teams to provide customer feedback, influence the product roadmap, and stay ahead of industry trends.
- Present demonstrations of Gemini, and address technical questions that arise throughout the business and adoption process.
- Manage technical aspects of solutions, including bid responses, product and solution briefings, partner training, proof-of-concept work, and the coordination of supporting technical resources.
