Why "Top-Ranked" Falls Flat: Aligning Messaging to Goal-Oriented Learners’ Needs
Why "Top-Ranked" Falls Flat: Aligning Messaging to Goal-Oriented Learners’ Needs
Blog Article
When we lean into rankings before we know what the prospective learner cares most about, we tell them that rankings should always matter whether they should or not. If your program is not the best in its category—and most aren’t—this will backfire.
A prospective learner may search “best online mba” because that is how they have been trained to search for products, services and solutions throughout life. But while they are using the word “best” what they really mean is “best for them.”
Take Sarah, for example. At 35, she’s juggling a demanding career, family life, and her ambition to grow as a leader. Building a network with local business leaders and immediately applying new skills to her current role are her top priorities. With no employer reimbursement program, she’s focused on getting the best return on her investment—not in prestige, but in practical, career-changing skills. She’s not even sure she’ll mention her MBA to her boss or peers; she’d rather let her sharper strategies and improved confidence speak for themselves.
But when Sarah started researching programs, she was met with a flood of rankings and accolades, none of which spoke to her unique goals. It left her wondering, “Should I prioritize rankings over how well the program fits with my goals?”
Every program claiming to be the “top ranked” option fails for three key reasons:
- A lack of differentiation or ai detection
- A mismatch with the learner’s goals
- The fact that a reputation does not equal fit
Lack of Differentiation
The higher education industry is over-saturated with institutions boasting rankings and accolades. When every institution claims to be "top-ranked" or "best in the field," the message loses its impact and becomes mere noise to prospective students. Prospects are bombarded with similar claims from various institutions, leading to ranking fatigue and skepticism. The term "top-ranked" no longer serves as a compelling differentiator but rather blends into the background of generic marketing messages.
Mismatch with Learner Goals
While a lack of differentiation makes it hard to stand out, failing to align with a prospective learner’s goals creates an even deeper disconnect. Today’s learners are increasingly pragmatic, driven by specific outcomes like career advancement, skill-building, or affordability. Messaging that leads with rankings assumes that prestige is a universal motivator, which can alienate those with more immediate and practical priorities.
For example, a "top-ranked" program might be seen as too traditional, inflexible, or overly academic for someone like Sarah, a mid-career professional focused on ROI and immediate application of skills. By emphasizing prestige, you risk overshadowing the unique qualities of your program that might actually match her needs—such as hands-on learning or alignment with local industry demands. In essence, the program fails to communicate its fit, leaving learners questioning whether it’s the right choice for them.
Reputation ≠ Fit
A strong reputation or high ranking can signal quality, but it can also unintentionally create barriers for some learners. Prestige often implies exclusivity, rigor, or a competitive admissions process, which might discourage prospective students who are unsure of their qualifications or worried about balancing the demands of a top-tier program with their other commitments.
For example, a "top-ranked" program might intimidate someone like Sarah, a mid-career professional juggling family and work, who values accessibility and practical outcomes over academic prestige. The focus on reputation could leave her wondering, “Am I even the kind of student they’re looking for?”
Fit, on the other hand, is about alignment. It reassures learners that the program is designed with their needs, circumstances, and goals in mind—not just as an accolade to add to their résumé. By leading with messaging that highlights flexibility, relevance, and support, you make the program feel attainable and welcoming, addressing concerns about competitiveness and making it easier for learners to see themselves succeeding. Report this page