Document Type
Doctor of Education Capstone
Original Publication Date
2026
Client
Virginia Commonwealth University Libraries
Location
Virginia Commonwealth University
Date of Submission
May 2026
Abstract
This study examined undergraduate students’ non-use of physical spaces and services within Cabell Library at a large, urban public university. While academic libraries are widely associated with student success, patterns of engagement remain uneven, with a subset of students not utilizing these resources at all. This study sought to understand which students do not use the library and why, with particular attention to identifying systemic barriers and opportunities to improve equitable access and engagement. Grounded in Ecological Systems Theory and informed by improvement science, the study employed a mixed-methods research design to capture both patterns of behavior and lived experiences. Quantitative data were collected through a survey of 185 undergraduate students, including 19 identified non-users who reported not physically entering the library during the study period. Qualitative data were gathered through three focus groups and one individual interview with eight non-users. Survey data were analyzed using descriptive statistics and found that non-users were more likely to be older, transfer students, part-time, employed full-time, and living farther from campus, suggesting that non-use is closely tied to patterns of campus integration and access. Qualitative data were analyzed through thematic coding using both deductive and inductive approaches. Findings indicate that non-use is not driven by a single factor, but rather by a combination of influences organized across six themes: environmental perception, spaces, constraints, relevance, awareness, and sensory discomfort. Although students generally described the library as welcoming and inclusive, non-users were more likely to perceive the environment as distracting, less comfortable, and misaligned with their study preferences. Structural constraints, including commuting distance, employment, and limited time on campus, further shaped patterns of non-use. Additionally, many students demonstrated partial awareness of library services and limited understanding of how those services connected to their academic work. Overall, non-use is best understood as a mismatch between institutional design and student needs rather than a lack of motivation. The study provides system-level, equity-focused recommendations to improve alignment between the library and undergraduate students’ academic experiences, with implications for increasing engagement and supporting student success.
Rights
© The Authors