Muralidharan Sundaram highlights an important lesson through his LinkedIn post about the life and contributions of V. Rajaraman: the people who create lasting change are not always those who stand in the spotlight. Sometimes, their greatest achievements happen quietly, through education, research, and the courage to build something that a nation has never experienced before. The story of V. Rajaraman reminds us that India’s technology journey began with people who believed in possibilities long before the industry became a global force.
For Muralidharan Sundaram, this story offers an opportunity to reflect on how vision and knowledge can influence generations. V. Rajaraman was not a celebrity or a political leader. He was an academic who understood that India’s future would increasingly depend on its ability to develop technological knowledge within the country. His contribution was not limited to introducing computers into an educational institution. He helped create the foundation on which India’s computer science education and IT workforce would grow.
Born in 1933 in Erode, Tamil Nadu, V. Rajaraman demonstrated an early interest in academics. His educational journey took him from St. Stephen’s College in Delhi to the Indian Institute of Science in Bengaluru and eventually to the Massachusetts Institute of Technology in the United States. After completing his PhD in 1961, he had opportunities to continue his career abroad. However, he chose to return to India. That decision reflected a belief that knowledge becomes more meaningful when it is used to address the needs of one’s own country.
Muralidharan Sundaram’s post brings attention to this important decision because choosing to return was only the beginning. In 1963, an IBM 1620 computer arrived at IIT Kanpur. The machine was so large that a wall had to be broken to bring it into the building, and it was transported to the campus on a bullock cart. For many people, the computer represented an unfamiliar piece of technology. For V. Rajaraman, it represented an opportunity to introduce an entirely new field of education.
His question was simple but significant: What if India started teaching computer science?
In 1965, he helped establish India’s first Computer Science programme at IIT Kanpur. The initial batch consisted of only 20 students. At that time, there was no established technology industry in India that could demonstrate the full potential of this decision. Nevertheless, he understood that preparing students with technical knowledge would create opportunities that did not yet exist.
Muralidharan Sundaram’s reflection highlights how important it is to recognise the impact of decisions made during the early stages of development. One of the students in that first batch was N. R. Narayana Murthy, who later co-founded Infosys. This connection demonstrates how an educational initiative can influence individuals who subsequently contribute to building major organisations and industries.
However, the contribution of V. Rajaraman extended far beyond a single academic programme. He played an important role in designing the Master of Computer Applications programme, which helped create pathways for students from different educational backgrounds to enter the technology profession. For many middle-class Indian families, computer education eventually became a route towards professional growth and economic opportunity.
Another important contribution was his involvement in the development of C-DAC, the Centre for Development of Advanced Computing. Through his leadership in the committee associated with its creation, he contributed to India’s efforts to develop indigenous computing capabilities and reduce dependence on imported supercomputing technology. This was particularly important for a country seeking technological independence.
Muralidharan Sundaram also draws attention to the importance of sharing knowledge. V. Rajaraman authored 23 books and guided 30 PhD scholars during his academic career. These achievements represent more than individual accomplishments. Books preserve knowledge, research encourages new discoveries, and students carry ideas into different institutions and industries. His influence therefore continued through people who applied and expanded what they had learned.
The Padma Bhushan recognition in 1998 acknowledged his contribution to science and engineering. Yet the broader significance of his work can be understood through the growth of India’s IT industry. The sector’s development was not the result of corporate expansion alone. It also depended on universities, teachers, researchers, engineers, and institutions that invested in technical education when the opportunities were still uncertain.
Muralidharan Sundaram’s post encourages readers to look beyond familiar success stories. People often associate India’s IT growth with major companies, successful founders, and technological innovations. While these contributions deserve recognition, the educational foundations behind them are equally important. Without teachers who introduced new subjects, institutions that encouraged research, and individuals who prepared future professionals, the industry would have developed differently.
There is also a practical lesson for today’s business leaders and technology professionals. Building something valuable requires looking beyond immediate outcomes. Organisations may focus on quarterly results, customer acquisition, and operational efficiency, but sustainable progress also depends on investing in people, developing capabilities, and creating systems that remain useful over time.
As Director of PVS Industry IT Solutions and Services India Pvt Ltd, Muralidharan Sundaram operates in a technology-oriented professional environment where continuous learning and adaptation are essential. The story he shares provides a meaningful reminder that technology is not simply about machines, software, or business growth. It is also about the people who develop knowledge, make it accessible, and use it to solve problems.
Muralidharan Sundaram’s message also reminds the younger generation that meaningful careers do not always begin with extraordinary resources or widespread recognition. Sometimes, they begin with curiosity, consistent learning, and the willingness to explore an unfamiliar field. The first Computer Science batch at IIT Kanpur had only 20 students, but the idea behind that classroom helped shape opportunities for generations.
V. Rajaraman passed away on November 8, 2025, at the age of 92. His absence marks the end of a remarkable academic journey, but the knowledge he created and the people he influenced continue to carry his work forward.
Ultimately, Muralidharan Sundaram’s post presents a powerful perspective on leadership and legacy. A person’s contribution should not be measured only by public attention, professional titles, or immediate achievements. It should also be measured by what continues to grow because of their efforts.
India’s technology story is not only a story of companies and entrepreneurs. It is also a story of classrooms, teachers, researchers, and students who transformed possibilities into reality. Muralidharan Sundaram brings this important truth into focus: sometimes, the people who shape the future are those who quietly prepare others to build it.
