Abstract
Academic libraries are expected to provide current, relevant, adequate and accessible resources, but collection size alone does not demonstrate whether academic user needs are being met. This study assessed collection development practices at a private university library in Rwanda, examined the alignment of available resources with academic user needs, identified constraints and proposed improvement strategies. A descriptive cross-sectional design within a convergent mixed-methods approach was used. The planned sample comprised 92 academic users and five library personnel. Ninety participants provided usable data: 50 students, 35 academic staff and five library personnel, representing a 92.8% response rate. Common closed-ended items were analysed using frequencies, percentages, means and standard deviations. Semi-structured interviews with the Library Director and four librarians, observation and document review were analysed thematically and integrated with the quantitative results. Acquisition, user education and resource organisation were more visible than systematic user feedback and programme alignment. Print books were the strongest resource category (M = 3.53, SD = 1.29), while digital and specialised resources were less accessible. Funding, policy, ICT, participation and staff-capacity constraints were interconnected. The study concludes that collection development was operational but did not yet function consistently as an evidence-based, user-responsive lifecycle. It recommends an annual curriculum- and usage-informed collection review supported by protected funding, defined responsibilities and measurable access outcomes.