Trends Page

Chart

Current Market Share

This bar chart highlights active products with over 1% of market share, based on the number of implementations. Products with less than 1% of the market share are grouped together under the “Others” category, providing a clear overview of the most significant players and their competitive standing.

Current Market Share by Enrollment Bands

This horizontal bar chart presents the current market share of active products, segmented by enrollment bands to reflect adoption trends across institutions of varying sizes. Market share is calculated based on the number of implementations, with products below 1% grouped under “Others” in each band. This segmentation provides a more nuanced perspective, highlighting differences in product adoption across small, medium, and large institutions.

Historical Market Share (Based on implementation numbers)

This line graph illustrates the historical market share of active products over the past decade, based on the number of implementations. Products with less than 1% market share are grouped under “Others” for clarity. This visualization highlights trends and shifts in product adoption over time, offering insights into long-term market dynamics and the competitive evolution of key players.

Historical Market Share (Based on enrollment numbers)

This table displays the historical market share of products based on total enrollment numbers at institutions using each product. It includes products with over 1% market share, showing both total enrollment and percentage of the market. Products with less than 1% market share are grouped under “Other Products.” This format provides a detailed breakdown of product adoption in relation to institutional enrollment over time.

New Implementations

This area graph depicts the percentage of product implementations based solely on new implementation dates, illustrating trends in adoption over time. Each segment represents the share of new implementations per year, offering insights into the pace and distribution of product uptake. This graph does not include upgrades. For clarity, an upgrade is defined as a transition within the same product category, where an institution switches from one product to another offered by the same company.

Accompanying this is a graph showing the number of records used to generate the area graph. This ensures transparency in the data source and provides additional context for interpreting implementation trends.

Decommissions

This chord diagram visualizes decommissioning trends by illustrating the transitions from one product to another. Each arc represents a product, with connecting bands indicating which products were replaced and their corresponding replacements. The size of the bands reflects the volume of transitions, providing insights into product migrations and the adoption of new solutions over time. This visualization highlights the dynamics of product replacement in a clear and impactful way.

Average Age per Product

This bar chart displays the average age of each product, calculated based on the number of active years since its implementation. It provides a comparative view of product longevity, helping to identify which solutions have been in use the longest and which are relatively newer in the market.

Active Systems by Institution Enrollment

This box-and-whisker graph illustrates the client base of each product in terms of institutional enrollment, highlighting the distribution of enrollment sizes among institutions using the product. Additionally, the graph displays the total number of institutions for each product, providing context for the product’s market reach and client diversity. This view offers valuable insights into the scale and breadth of each product’s adoption.

Implementation time

This horizontal box-and-whisker graph shows up to three key stages of the implementation process: RFP to Purchase, Purchase to Implementation, and RFP to Implementation. For each stage, the graph presents the median time, offering a clear overview of the typical duration of each phase. The box-and-whisker format highlights the variation in implementation times, helping to identify trends and benchmarks across different products and institutions.

Local vs Cloud Hosting (New Implementations)

This area graph illustrates the distribution of hosting types—Local versus Cloud—for new implementations within a specific product category over the past decade. It visually tracks trends in hosting preferences, showing how the adoption of cloud hosting has evolved over time compared to local hosting, providing valuable insights into the shift towards cloud-based solutions.

Contract Pricing

This box-and-whisker graph displays the range of contract pricing for products within a specified product category, comparing two distinct time periods: the past five years and the five years prior. By dividing the data into these two periods, the graph offers a clear view of potential shifts in contract pricing trends, helping to identify whether there has been a significant change in pricing over time.

Degree Type 

Higher Education 

2-year 

Programs requiring at least 2 years but less than 4 years of full-time equivalent college level work, including associate’s degrees and programs that can be completed in at least 1,800 but less than 3,600 clock hours to obtain a degree, diploma, certificate, or other recognized postsecondary credential.

4-year and Above 

A postsecondary institution that offers programs of at least 4 years duration or one that offers programs at or above the baccalaureate level. Includes schools that offer postbaccalaureate certificates only or those that offer graduate programs only. Also includes free-standing medical, law or other first-professional schools. 

School District 

A school district is a geographical administrative area within which a local government or an elected school board oversees public education. The purpose of a school district is to manage and operate public schools within its boundaries. The structure, organization, and responsibilities of school districts can vary between countries and regions.

Institution Type 

Private 

An educational institution controlled by a private individual(s) or by a nongovernmental agency, usually supported primarily by other than public funds, and operated by other than publicly elected or appointed officials. These institutions may be either for-profit or not-for-profit. 

Public

An educational institution whose programs and activities are usually operated by publicly elected or appointed school officials, and which is supported primarily by public funds. 

World Region

The World Region filter allows user to view data for specific regions. Users can select multiple continents at once.

• Africa: Algeria, Angola, Benin, Botswana, Burkina Faso, Burundi, Cameroon, Cape Verde, Central African Republic, Chad, Comoros, Congo, Cote d’Ivoire, Democratic Republic of Congo, Djibouti, Egypt, Equatorial Guinea, Eritrea, Eswatini (Swaziland), Ethiopia, Gabon, Gambia, Ghana, Guinea, Guinea-Bissau, Kenya, Lesotho, Liberia, Libya, Madagascar, Malawi, Mali, Mauritania, Mauritius, Mayotte, Morocco, Mozambique, Namibia, Niger, Nigeria, Réunion, Rwanda, Saint Helena, São Tomé and Príncipe, Senegal, Seychelles, Sierra Leone, Somalia, South Africa, South Sudan, Sudan, Togo, Tunisia, Uganda, United Republic of Tanzania, Zambia, Zimbabwe.
• Asia: Afghanistan, Armenia, Azerbaijan, Bangladesh, Bhutan, Borneo, Brunei Darussalam, Cambodia, China, Democratic People’s Republic of Korea, Hong Kong, India, Indonesia, Japan, Kazakhstan, Kyrgyzstan, Laos, Macao, Malaysia, Maldives, Mongolia, Myanmar, Nepal, Pakistan, Philippines, Republic of Korea, Russia, Singapore, Sri Lanka, Taiwan, Tajikistan, Thailand, Timor-Leste, Turkmenistan, Uzbekistan, Vietnam.
• Europe: Albania, Andorra, Austria, Belarus, Belgium, Bosnia Herzegovina, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Faroe Islands, Finland, France, Georgia, Germany, Gibraltar, Greece, Hungary, Iceland, Ireland, Republic of Ireland, Italy, Kosovo, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta, Monaco, Montenegro, Netherlands, Norway, Svalbard, Poland, Portugal, Republic of Moldova, Republic of North Macedonia, Romania, San Marino, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Ukraine, United Kingdom.
• North America: Canada and USA (including Puerto Rico).
• Latin America: Anguilla, Antigua and Barbuda, Argentina, Aruba, Bahamas, Barbados, Belize, Bolivia, Bonaire, Brazil, British Virgin Islands, Cayman Islands, Chile, Colombia, Costa Rica, Cuba, Curaçao, Dominica, Dominican Republic, Ecuador, El Salvador, Falkland Islands, French Guiana, Grenada, Guadeloupe, Guatemala, Guyana, Haiti, Honduras, Jamaica, Martinique, Mexico, Montserrat, Netherlands Antilles, Nicaragua, Panama, Paraguay, Peru, Saba, Saint Barthelemy, Saint Kitts and Nevis, Saint Lucia, Saint Martin, Saint Vincent and the Grenadines, Sint Eustatius, Sint Maarten, Suriname, Trinidad and Tobago, Turks and Caicos, Uruguay, US Virgin Islands, Venezuela.
• Middle East: Bahrein, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon, Oman, Qatar, Saudi Arabia, Syria, Turkey, United Arab Emirates, and Yemen.
• Oceania:American Samoa, Australia, Christmas Island, Cook Islands, Federated States of Micronesia, Fiji, French Polynesia, Guam, Kiribati, Marshall Islands, Nauru, New Caledonia, New Zealand, Niue, Northern Mariana Islands, Palau, Papua New Guinea, Pitcairn, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu, Vanuatu.

Purchase Data Page (for industry only)

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Products Page

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Network Page

Selectors

Nodes

A node is the circle representing a product. It is used to display connections within a technology ecosystem. When rolling over the node, users can see the number of active implementations for the solution, based on the selected filters.

Links

A link represents a relationship between two nodes, indicating that both systems are implemented together. The strength of the link is visually represented by its color, which reflects the proportion of institutions using both products. It is calculated using the formula: the number of institutions using both solutions divided by the smallest number of active implementations of the two systems.

Communities

Refer to groupings of related products based on their function within an institution’s technology ecosystem. These groupings help users explore product relationships within specific categories, making it easier to analyze trends and connections.

For example, communities may include:

• Enterprise Systems: Core administrative tools such as SIS, CRM, finance, and HR systems.
• Instructional Systems: Teaching and learning tools like LMS, ePortfolios, and conferencing platforms.

By selecting a community, users can filter the visualization to focus on relevant product interactions within a specific functional area.

Degree

For the network chart, the degree type is simplified between HigherEd and School Districts. This allows a comprehensive view of one edtech ecosystem.

Institutions Page

City

The city in which the institution resides. 

Country 

Country where the institution resides. 

Current Enrollment Total 

The total enrollment number (all students regardless of student status).

Current Enrollment Year 

The year the current enrollment total is effective.

Defunct on Year 

The year the institution stopped existing.

Degree Type 

Higher Education 

2-year 

Programs requiring at least 2 years but less than 4 years of full-time equivalent college level work, including associate’s degrees and programs that can be completed in at least 1,800 but less than 3,600 clock hours to obtain a degree, diploma, certificate, or other recognized postsecondary credential.

4-year and Above 

A postsecondary institution that offers programs of at least 4 years duration or one that offers programs at or above the baccalaureate level. Includes schools that offer postbaccalaureate certificates only or those that offer graduate programs only. Also includes free-standing medical, law or other first-professional schools. 

Administrative Unit

The system or central office in a multi-campus environment. 

CEGEP

CEGEP stands for Collège d’enseignement général et professionnel in French, which translates to “College of General and Vocational Education” in English. CEGEP is a unique educational institution found in the province of Quebec, Canada. It bridges the gap between secondary school (high school) and university or the workforce. CEGEP education typically spans two to three years, depending on the program. 

Further Education

Further education (FE) refers to education that occurs after the completion of compulsory or statutory education, which typically covers primary and secondary schooling. 

The specific structure and terminology of further education can vary between countries. In the United Kingdom, for example, further education is distinct from higher education and is often provided by further education colleges or sixth form colleges. In other countries, similar concepts might be covered by terms like vocational education, adult education, or community college education. 

Less than 2 years

A postsecondary institution that offers programs of less than 2-years duration below the baccalaureate level. Includes occupational and vocational schools with programs that do not exceed 1800 clock hours. 

Sixth Form College 

A Sixth Form College is an educational institution in the United Kingdom and some other countries that provides post-16 education, typically for students aged 16 to 18. The term “Sixth Form” itself refers to the final two years of secondary education, where students prepare for advanced-level qualifications, such as A-levels (Advanced Level General Certificate of Education). 

School District 

Alternative School District 

An alternative school district might have a range of programs or schools that offer alternative educational methods, flexible schedules, or targeted support services. These districts may aim to provide diverse educational options to cater to the individual needs of students.  

Charter School District 

Charter school districts are publicly funded schools that operate independently of traditional school districts and are granted more flexibility in terms of curriculum, teaching methods, and organizational structure. 

School District 

A school district is a geographical administrative area within which a local government or an elected school board oversees public education. The purpose of a school district is to manage and operate public schools within its boundaries. The structure, organization, and responsibilities of school districts can vary between countries and regions. 

Separate School District 

In Canada, a separate school is a type of school that has constitutional status in three provinces (Ontario, Alberta and Saskatchewan) and statutory status in the three territories (Northwest Territories, Yukon and Nunavut).

The constitutionally provided mandate of a separate school jurisdiction and of a separate school is to provide education in a school setting that the separate school board considers reflective of Roman Catholic (or, rarely, Protestant) theology, doctrine, and practices.

Description

The institution’s short description. 

Institution Type 

Private 

An educational institution controlled by a private individual(s) or by a nongovernmental agency, usually supported primarily by other than public funds, and operated by other than publicly elected or appointed officials. These institutions may be either for-profit or not-for-profit. 

Private For-Profit

A private institution in which the individual(s) or agency in control receives compensation other than wages, rent, or other expenses for the assumption of risk. 

Private Not-For-Profit 

A private institution in which the individual(s) or agency in control receives no compensation, other than wages, rent, or other expenses for the assumption of risk. These include both independent not-for-profit schools and those affiliated with a religious organization.

Public

An educational institution whose programs and activities are usually operated by publicly elected or appointed school officials, and which is supported primarily by public funds. 

Parent Institution

An institution that reports some or all data for another institution, known as the child institution.

Region

Region where the institution resides – state in U.S.A.; province or territory in Canada; counties in the United Kingdom; etc. 

Report Under Parent 

True, if the institution in question does not compute its own enrollment.

Statewide System 

A grouping of institutions who are administratively linked together.

UNITID 

The institution’s governmental ID – in U.S.A. = IPEDS or NCES; in U.K. = UKPRN; etc. 

Website 

The institution’s main URL. 

Year Founded 

The year the institution was founded.

Peers Page (for institutions only)

Peer Institutions

Peer institutions are institutions that are selected to be used for comparative analysis and benchmarking of institutional qualities. Peers usually have common qualities such as level of resources, student headcount, and institutional goals.
Source: University of Arkansas – Little Rock

Technology Stack (Tech Stack)

Technology stack—or institutional technological infrastructure—refers to the various systems and applications required to manage and deliver higher education. 

The exact layout of systems can vary greatly among institutions, depending on the size and purpose of the organization. Nonetheless, successful institutions maintain a similar and consistent layout—which you’ll learn below.
Source: ModernCampus.com

RFP Page (for institutions only)

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Reports Page

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