# Facilitating Successful Smart Campus Transitions: A Systems Thinking-SWOT Analysis Approach
## 2 Literature Review
### Characteristics of a Smart Campus  
Certain characteristics are expected to be present in a campus before it can be described as a Smart Campus. As with the definition of the Smart Campus concept, there is a lack of a uniform framework for identifying these characteristics. For instance, [PERSON] [42] identified three elements which need to be present before a campus can be labelled as a Smart Campus. These elements include the concept of the university as a collection of people, amenities, and assets which respond to and are shaped by the values, expectations, and shifting demands of its \"citizens\". The availability of a robust connectivity between the operational and transactional capabilities associated with such campuses was identified as the second element. Such capabilities include sensor-based smart parking facilities and interactive learning spaces, more accessible and safer facilities through the deployment of digital lighting, and the use of relevant technologies to enhance spaces for brokering new and more nuanced relationships between students and staff, alumni, business, and community partners. These capabilities are comprised of skills required to build and sustain more complex co-design and co-production relationships across the campus or multiple campuses and beyond the campus with business, government, and start-up or innovation hubs. According to [PERSON] [42], the third element involves significant investment in infrastructure and services upon which the other elements are premised. Reiterating the significance of the third element, [PERSON] et al. [40] maintained that aside from the stakeholder, a Smart Campus was mainly underpinned by the infrastructure, technology, and service layers, respectively. Any attempt at the design of a Smart Campus must consider the interplay between these layers and the influence thereof on the ability of the Smart Campus to meet stakeholder expectations. The presence of relevant technologies and infrastructure remains critical to Smart Campus transitions. Although there is a plethora of technologies available to universities for this purpose, there seems to be a consensus among scholars on the criticality of the following technologies: Cloud computing, sensor networks, Internet-of-things (IoTs), augmented and virtual reality, and artificial intelligence in Smart Campus development [21; 39; 40]. Similarly, [PERSON] et al. [39] identify a set of Smart Campus characteristics, namely the ability to rapidly adapt and respond to changes in a manner that allows for meeting stakeholders' expectations leveraging on the intelligence embedded in the plethora of supporting systems. Furthermore, [PERSON] et al. [39] assert that aside from providing an intelligent learning environment, a Smart Campus should be supportive of the customization of services based on user roles and attributes. For [PERSON] et al. [40], a Smart Campus should be context-aware, data-driven, imbued with forecasting capabilities, immersive, collaborative, and ubiquitous. To achieve these features within the Smart Campus context, the authors highlight the salience of certain considerations during the design and implementation phase. They posit that successful Smart Campus must be human-centered, learning-oriented, and with appropriate structures to support interdisciplinarity [40]. Therefore, a Smart Campus can be described as a campus which enables an alignment of \"university as city or collective\" aspirations and stronger connections across and outside the campus with the necessary investments in requisite technology assets and capabilities to bring about value creation and capture for its stakeholders. This will involve a combination of the physical and digital assets, services, and platforms to improve the total university experience across the following facets: iLearning, iGovernance, iGreen, iHealth, iSocial, and iManagement [39]. However, [PERSON] et al. [26] opine that the iLearning facet was most critical considering the fundamental role of universities as purveyors of knowledge.