Introduction

Our last blog entry delved into the advantages of attending world-class universities. However, to succeed in life, various other criteria must be considered. The university’s reputation is not always a significant criterion, as one may believe. While higher-ranked universities are frequently in the spotlight, this article explores three convincing reasons why opting for a lower-ranked university can be advantageous: 1) lower tuition fees and more financial aid initiatives; 2) higher-quality teaching and personalised support; and 3) increased possibilities of achieving high grades.

1. Lower tuition fees and more financial aid initiatives

Affordability becomes a noteworthy advantage when considering lower-ranked universities. While renowned institutions often have hefty tuition costs, their less esteemed counterparts frequently provide more budget-friendly alternatives. As depicted in Table 1 below, the 2024/2025 international tuition fees for the MSc Marketing-related courses offered by the world’s top 200 universities are substantially higher than those outside the top 200. For instance, compared to the LSE’s MSc Marketing course fee (£36,168), the University of Plymouth charges only half the tuition fee (£18,400) for a comparable Marketing postgraduate programme. Low-income students with strong A-level scores are more likely to attend less prestigious universities than students from privileged homes with similar A-level results, as indicated by a study by the Centre for Economic Performance (Doward, 2020).

Table 1. The MSc Marketing-related course tuition fees for UK universities in the academic year 2024/2025

On top of that, many less prominent universities offer dedicated resources to help students overcome financial barriers. Generous financial aid packages, scholarships or work-study programmes are frequently available to support students from low socio-economic backgrounds. These opportunities empower students to pursue higher education without feeling overburdened by financial constraints, enabling them to devote more time to academic pursuits and extracurricular interests.

2. Higher-quality teaching and personalised support

University rankings offer a limited perspective on the actual quality of higher education. Academic institutions can manipulate rankings, either by tweaking minor elements that carry significant weight in the ranking criteria, such as hiring a well-cited professor, or by prioritising research and allocating additional resources for public relations and marketing to impact the ranking metrics without necessarily enhancing overall educational quality (Brent, 2023; Mais, 2023). Conversely, lesser-known universities often focus on teaching excellence and personalised support. Small class sizes and a more intimate atmosphere enable lecturers to dedicate more time to classroom instruction, student learning, and one-on-one mentoring, resulting in a higher-quality educational experience. Recognising that educational quality is complex, it is crucial to understand that no university can be considered excellent if its students are neglected.

Students at lesser-known UK universities express greater satisfaction with their courses than those at well-known ones. Ipsos’s National Student Survey (NSS) 2023, polling over 339,000 UK final-year undergraduates on seven themes: teaching, learning opportunities, assessment and feedback, academic support, organisation and management, learning resources, and student voice, revealed notably high positivity rates among students at lower-ranked universities (Ipsos, 2023; Office for Students, 2023). Table 2 illustrates that the top 20 institutions with the highest positivity rates, such as West London and Surrey, are predominantly lower-ranked universities, showcasing their effectiveness in delivering top-rated teaching and support tailored to the needs and ambitions of students. On the contrary, the bottom 24 universities, including Edinburgh and Manchester, recorded the lowest positivity rates from their students, mainly comprising notable brand-name universities (Jack, 2023a).

Table 2. Results of the National Student Survey 2023 by UK institutions

Table 2. Results of the National Student Survey 2023 by institutions..Table 2. Results of the National Student Survey 2023 by institutions. — Sources: Jack (2023a); Office for Students (2023).

3. Increased possibilities of achieving high grades

Degree grades influence students’ earning potential and further studies more than university prestige. Recent research by the Institute for Fiscal Studies for the Department of Education emphasised the supremacy of degree grades over the university’s reputation (Britton et al., 2022). Graduates with first-class and upper second-class degrees from least selective British universities exhibited higher earning power than those with lower second-class degrees from highly selective institutions in the UK (Adams, 2022; Mitchell, 2022). Additionally, graduate school applicants from less competitive undergraduate universities have an equal chance of acceptance into top-tier graduate school programmes compared to those from competitive bachelor’s universities (Martin, 2023). Admissions committees consider academic grades, standardised test scores, and extracurricular activities in evaluating a robust graduate school application (Martin, 2023). In essence, which university you obtained your undergraduate degree from matters less than the dedication you invested in during your academic journey.

Students at less prominent universities often attain higher grades than those at more distinguished institutions. Renowned universities often feature rigorous academic standards, challenging programmes and heightened expectations from lecturers, potentially making it more demanding for students to achieve top grades. In addition, increased competition among academically competent peers adds to the challenge of distinguishing oneself and securing high grades. On the other hand, lower-ranked universities stand out by providing smaller classes and less competitive atmospheres that enable tailored attention and empower students to concentrate on personal growth. These institutions prioritise teaching excellence over research output, creating a supportive environment conducive to academic success, reflected in higher grades.

The latest data from the Higher Education Statistics Agency (HESA) for undergraduate degrees awarded in the academic year 2021/2022 reveals that the top ten universities granting the most first-class and upper second-class honours were mainly found outside the top 200 in the 2024 global rankings (i.e., THE and QS World University Rankings). Royal Academy of Music students took the lead, with 67% earning first-class honours, followed by the Imperial College of Science, Technology and Medicine, and the Conservatories for Dance and Drama, both at 54% (see Table 3.1). Similarly, St Mary’s University College emerged at the forefront, with 76% of students achieving upper second-class honours and over half of the undergraduate students at AECC University College, Regent College London, Loughborough, Bath Spa, Stranmillis University College, SOAS University of London, and Abertay received upper second-class honours (see Table 3.2). This data challenges preconceived notions and emphasises that exceptional academic achievements can thrive at less prestigious universities.

Tables 3.1 and 3.2 The highest percentages of first-class and upper second-class undergraduate degrees awarded by UK institutions in 2021/2022

Tables 3.1 & 3.2 The highest percentages of first-class degrees and upper second-class degrees awarded by UK institutions in 2021/2022 — Sources: Jack (2023b); HESA (2023).

Conclusion

Although the benefits of attending top-ranking universities are apparent, this exploration demonstrates that opting for a low-ranking university can provide distinct advantages. First, lower tuition fees and extensive financial aid initiatives break financial barriers for students from less affluent families. Second, the emphasis on higher-quality teaching and personalised support at lesser-known universities challenges the restricted perspective provided by rankings and results in greater student satisfaction. Lastly, the higher likelihood of achieving superior undergraduate grades at less renowned institutions contributes to higher earning potential and facilitates acceptance into highly selective graduate programmes. Hence, studying at a lower-ranked institution should not be a determinant of your capabilities or restrict your potential for future success. Pursuing education should involve a holistic evaluation beyond the university’s prestige.

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