Research on the influence of the rating system on applicants' choice of educational institution: a comparison of Russia and the USA

the study on the influence of university rankings on applicants' choices in Russia and the USA reveals the dynamics between national education systems and global evaluation systems, where rankings, as “symbolic markers” of academic prestige, function both as a reflection of institutional quality and as tools for attracting applicants in different cultural and economic contexts. The Russian model, defined by its reliance on state-approved rankings (which prioritise scholarly output and national priorities), contrasts with the US approach, which reflects a ‘market’ orientation where students emphasise personal and financial gain alongside global reputation, thus creating a two-layered interpretive system. Through a comparative analysis of ranking methodologies and applicants' perceptions, the study reveals how “prestige” operates in a localised but globally influenced environment, pointing to an “academic economy” where rankings shape the competitive environment in ways that transcend national boundaries. The results, based on survey data and statistical comparisons, show that while Russian students focus their decision-making on research results and employer connections (indicating an orientation towards state-supported academic achievements), American applicants prioritise such indicators as employability, financial aid and the reputation of the institution, reflecting the ‘student-centric’ aspects of the decision-making process. The results suggest that universities in both contexts should rethink their strategies, not simply treating rankings as unchangeable assessment tools, but using them as active tools for positioning and global integration.Recommendations for institutions include increasing global visibility while maintaining national relevance (for Russian universities) and improving student-centred indicators (for US universities), with a focus on qualitative factors, such as the quality of the institution's reputation and the quality of its reputation. The analysis suggests that rankings, which are often viewed as rigid indicators, are malleable constructs through which institutions can align their positions in the rapidly evolving global academic market, thus transforming rankings from passive status reflections into tools for institutional growth and attracting applicants.

university rankings, enrolment behaviour, educational systems, comparative analysis, prestige of an institution, global competitiveness, academic economy, student-centric metrics, national education policy, higher education strategy