Dr. Radhika Seshan (RAH-dika SAY-shen) became the Dean of the College of Continuing and Professional Studies (CCAPS), effective July 29. Dean Seshan holds a PhD in Economics from the University of Houston and a BA from the University of Chennai, India. She was previously dean of the College of Professional Studies at Northeastern University and dean of San Diego State University Global Campus. Before she officially started, we had the opportunity to ask her seven questions about her new role and moving to Minnesota.
What attracted you to this position and the College of Continuing and Professional Studies?
I've worked in the public and private sectors over my career, and in higher education, I spent six years in the public university system in California. I have seen public university systems' importance for a state's sustainable growth. A talented workforce is vital for the long-term development of our state’s economy. The University of Minnesota has played an essential role in preparing this workforce for over a century. It is a privilege to be part of this ecosystem, especially with a college like CCAPS, since we focus on expanding equitable access to higher education.
What will you be focusing on during the first year?
My first priority is meeting and getting to know everyone in the college and our community of students and supporters. Additionally, continuing education is designed to respond to change and opportunity as fast as possible. So we’ll want to come up with a collective vision around which we can coalesce, while also identifying new opportunities to build on our strengths and innovate with new ideas and initiatives.
Given the fast-moving trends of AI, for example, we can’t reasonably predict what the world of work will be a year from now. Our programs may become less relevant to a changing workforce if we are not looking out into the labor market, connecting with employers and rejuvenating programs with content enhancements. In the face of these trends, some of our work may become less relevant, and other parts may have incredible growth and value. We need to proactively define our approach and ideas to meet the emerging needs and trends of professional, lifelong, and nontraditional learners.
In past roles in higher ed, you’ve often held listening sessions. Can you talk a little bit more about that idea?
There are vital stakeholders whose voices can provide insights and input into our work. First, the students. It’s essential to seek students out and hear what works for them. I have been asking them three questions. The first one is, why did you come here? The second question is, why did you pursue this credential or program, and how will this benefit your career or life? The third question is, tell us one thing you love about your experience so far and one you would change.
With staff, I want to hear about their goals and experiences and gather input for our collective mission. I would welcome hearing about ideas for skill-building, recognition, career paths, ideas for new programs and initiatives, process improvements, and their professional journey.
With faculty and instructors, it's really about their expertise and experience with our college. What can you tell us about your journey with us? What is one thing we can do for you? How is their experience working and teaching with us? Where is the field going? Many faculty are industry practitioners, so let's tap into them to figure out where we need to be.
Additionally, let’s expand our listening to the key academic and functional leaders across the University system with whom we work—academic leaders, administrative stakeholders in enrollment marketing, student affairs, facilities, etc.
What would you like the CCAPS and university community to know about you?
I would like to share the impact that access to education had on my personal and professional journey. I came to the US as a young graduate student. My first ever flight was an international flight, and I had no idea what to expect. What I did know was that I needed to study more. I did not have an intention of what I was going to do with my terminal degree.
I went from a job as an economist in Bell Labs to being a technologist. I learned a little programming through distance education, and then I went to the UK to launch a wireless software unit. I was constantly learning new technologies and looking at market opportunities. I was that continuing education professional learner that CCAPS serves, and I didn't even know it then! Looking back, I have been lucky to have access to the benefits of continuing education that we could offer to everybody.
Higher education serves a mission that is student-centered and knowledge-driven. From the lens of a social scientist, it has been an interesting juxtaposition to consider market challenges and innovation and apply that to higher education. But it takes all of us to bring this to life, and in the end, it is about the people who serve this mission. I am so grateful to be part of a team dedicated to this cause!
What did you want to be when you were a kid?
I grew up in a very small house with lots of people in it. I would escape into books because there was little privacy and we didn't have much money.
I wanted to become a graphic designer long before studying design was popular. I also wanted to be a media producer, auditioning for the local radio station. Then I studied economics, and I learned to appreciate people, systems, and processes, as well as how the world functions through the blend of economic policies, resources and markets, and individual choices.
So I think about situations in two ways. I could sit down and exchange creative ideas about books or music for a day or two and, in parallel, consider data and discuss how to create a multiyear plan for going from an idea to implementation.
That's why I enjoy this work. I feel like continuing education is both ideas and imagination, implementation and outcomes. It's an excellent combination of future creativity and a complex market and student needs.
What books would you recommend?
I read mystery and historical nonfiction. The Maisie Dobbs series by Jacqueline Winspear combines both. Mysteries are great because they help you solve problems. What I love about Maisie Dobbs is that she starts as a scullery maid in the 1930s, and then someone sponsors her to study at Cambridge, and she becomes a psychologist who solves problems by understanding people. Education can enable foundational ideas of our society, such as economic empowerment, opportunity, and mobility.
World War II history books: You learn not just about history but also how people and economies behave. These insights are essential to consider our society's complex realities, like access to education, homelessness, refugees, food deserts, infrastructure, etc.
Team of Rivals by Doris Kearns Goodwin: I have read it about three times, and every time, while no one is perfect, I wonder what Lincoln would have achieved over a longer arc of leadership. I love learning from the lessons of leaders who have tackled essential and complex problems of addressing human dignity and equality.
A Long Walk to Freedom by Nelson Mandela: I am inspired by leaders who lived with wisdom and grace in the face of impossible odds and their strategies to achieve a consensus.
Do you have a list of things you want to do and places to visit in Minnesota?
The Arboretum has been a favorite place for a long time during my previous visits to the city. I want to go to the Boundary Waters. Look at fall colors. I want to do something crazy when it's cold. I have the jacket for it; I just need the attitude! I want to invest some time in learning more about photography. I also want to get into more actual art, paint, and attend the theater. I want to experience the arts in Minneapolis as a person exploring and learning rather than as a tourist. I'm a big, live music person. I'm going to be asking everybody for suggestions!