2016 growth of bootcamp model market header1111

2016 Growth of the Bootcamp Model

Bootcamps teaching UX/UI Design, Data Science, Product Management, Digital Marketing, and Sales expected to graduate 4,058 Students and Grow by 64% in 2016, according to our latest Course Report research.

Lauren Stewart Wednesday - Dec 07, 2016

While “coding bootcamps” initially focused narrowly on web and mobile development, the bootcamp model has expanded to other digital skills like UX/UI DesignData ScienceProduct Marketing, Digital Marketing, Sales and Cybersecurity. This category of bootcamps will graduate over 4,000 students in 2016.

Wondering where to start? Check out our Ultimate Guide to Choosing a Coding Bootcamp!

In the second market sizing study of this category, Course Report found:

  • In 2016, the Data Science, UX/UI Design, Sales, Product Management, Digital Marketing, and Cybersecurity Bootcamp market will grow to an estimated 4,058 graduates from 55 different courses, up from 2,475 in 2015.
  • As a point of comparison, we estimate that Web & Mobile Development Bootcamps will graduate17,966 developers in 2016.
  • Average tuition price of qualifying courses is $12,147, with an average program length of 13.5 weeks.
  • We estimate that tuition revenue from qualifying US/CA schools will be $49.3MM in 2016 (up from $31.5MM in 2015), excluding scholarships.
  • UX/UI Bootcamps are the most common of this bootcamp category. UX/UI is taught in 50% of courses, followed by Data Science with 42% of courses.
  • New to this sector in 2016 are Cybersecurity Bootcamps– while this still a new and small category, the emergence of Cybersecurity Bootcamps is notable. 

Participating Schools

The following 16 bootcamps participated in this year's report:

 

Bit Bootcamp participated in our 2015 report, but was unresponsive to the 2016 survey. However, as the school continues to operate, we applied the average growth rate from responsive schools to Bit Bootcamp's reported 2015 graduates.

Data Science for Social Good was unresponsive to our initial survey. However, data about their 2015 graduates and 2016 graduates was obtained from their website.

3Shillington School participated in our 2015 report, but was unresponsive to the 2016 survey. However, as the school continues to operate, we applied the average growth rate from responsive schools to Shillington School's reported 2015 graduates.

Missing from 2016 Study:

Closer Academy, Insight Data Science, and SecureSet Academy.

About Course Report

Course Report, founded in 2013 by Adam Lovallo and Liz Eggleston, operates https://www.coursereport.com/, which helps potential students find and research coding bootcamp programs. Course Report offers a directory of schools, course schedules, reviews, and interviews with teachers, founders, students, and alumni.

Methodology

In Course Report’s 2nd annual research into UX/UI Design, Data Science, Product Management, Digital Marketing/Sales, and Cybersecurity bootcamps, we surveyed a total of 19 US/Canada-based schools, commonly referred to as “bootcamps” or “accelerated learning programs.” Of the 19 schools surveyed, which had to meet the set of criteria described below, 16 completed the survey, for a response rate of 84% percent. The surveys were sent to school representatives and graduation figures are self-reported by the respondents.

Criteria. To qualify for inclusion in the survey, a school must (a) offer full-time, in-person instruction of 40 or more hours of classroom time per week, (b) be non-degree granting, (c) provide curriculum with a focus in UX/UI Design, Data Science, Product Management, Sales/Business Development, Digital Marketing/Growth, or Cybersecurity and (d) be based in the United States or Canada. Many schools offer courses at multiple campuses across a wide range of curricula. Respondents were asked to only report on courses meeting the above criteria (full-time, in-person, non-accredited, programming-specific, United States/Canada).

Response. Surveys were sent to school representatives and graduation figures are self-reported by the respondents. In 3 cases, school representatives were unresponsive, but in those cases, data was either available publicly on the school’s website or the school participated in the 2015 study, and we applied the average growth rate.

2016 forecast. All respondents reported the number of students who graduated in 2015 and all respondents provided estimates of their expected, 2016 graduate total.

Course analysis. In addition to survey responses, we utilized the Course Report database of individual course sections to identify a sample of 55 courses (used in Table 2 and Table 3). For this study, digital marketing and sales courses were categorized together. To qualify for our sample, the course needed to meet all of the above criteria and have a start date in 2016.

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