Exploring Graduate Education: A Journey from Hong Kong to California

John von Seggern’s academic journey offers a unique perspective on graduate education across different cultural contexts. Enrolling at the University of Hong Kong in 2000, he found a learning environment that emphasized personal exploration and flexibility, contrasting sharply with his subsequent experience at the University of California, Riverside.

In Hong Kong, von Seggern experienced a leisurely pace of education, supported by a generous stipend that allowed him to focus on his studies and supplement his income through music performances. He pursued a master’s degree in a niche area— the intersection of music and the internet—without the pressure of formal entrance exams. The program’s British model placed significant emphasis on self-directed learning, which suited von Seggern’s desire for intellectual freedom.

During his approximately 18 months at the university, he participated in a few small seminars, but much of his academic work was conducted independently. Weekly meetings with his advisor provided guidance for his research, allowing him to tailor his studies to his interests. This flexibility enabled him to thrive in an environment where most of his peers were local students who exhibited a strong dedication to their work.

As von Seggern navigated his graduate studies, he noted the cultural and educational differences between Hong Kong and mainland China. After the handover of Hong Kong to China in 1997, he observed evolving sentiments regarding the city’s status and its future. Conversations among foreign faculty frequently centered around concerns for Hong Kong’s identity amid changing political landscapes.

Upon returning to the United States, von Seggern encountered a markedly different educational structure. At Riverside, he faced a more rigid curriculum that did not fully recognize the credits he had earned in Hong Kong. The American system required mandatory classes that initially felt limiting. However, he later appreciated the foundational knowledge he gained from this structured approach, which he believed would support his long-term career.

The shift to the US also brought challenges regarding financial support and academic expectations. Von Seggern found that the stipend he received was insufficient to cover living expenses, forcing him to balance his studies with part-time work. He remarked on the difference in the quality of work submitted by undergraduate students in Riverside, noting a level of carelessness he had not encountered in Hong Kong.

Reflecting on his experiences, von Seggern concluded that neither educational approach was superior; each offered distinct advantages. He appreciated the personal connection and freedom he experienced in Hong Kong, while recognizing the rigorous training in the US that pushed him to broaden his knowledge base.

Both educational environments contributed significantly to his development, equipping him with diverse skills and perspectives that have served him well in his career. Although his degrees have not been a focal point in his professional journey, the insights gained from his time in both locations continue to influence his work as the founder of Futureproof Music School.

Von Seggern’s narrative highlights the complexities of graduate education across cultural boundaries, emphasizing the importance of adaptability and openness to different learning environments.