Building a team that grows itself: micro-learning for ICT staff development in resource-constrained universities

Abstract

Abstract

Purpose This study aims to examine how a leadership-embedded micro-learning routine, the five-minute presentation (5MP), supported professional capability development within the information and communications technology (ICT) department of Galala University under conditions of digital transformation, operational intensity and resource constraints. The study explores how structured, short-format learning embedded within a weekly workflow can strengthen organisational learning, communication practices and professional growth in technology-driven higher education environments. Design/methodology/approach A qualitative case study was conducted over six months within a university ICT department. Data were drawn from observations of 24 weekly 5MP sessions, internal documentation and reflective input from 15 staff members and three interns. Thematic analysis was used to identify recurring patterns related to knowledge sharing, leadership modelling, communication practices, psychological safety and organisational learning. Findings The structured five-minute learning routine strengthened cross-role understanding, improved communication clarity and enhanced professional confidence among staff members. Repeated participation supported psychological safety, reduced knowledge silos and generated cumulative knowledge artefacts contributing to institutional memory. Reciprocal learning between interns and experienced staff further reinforced digital capability development and team cohesion. The initiative functioned as a lightweight organisational infrastructure embedded within routine practice. Research limitations/implications The study focuses on a single ICT department and relies on qualitative data, limiting generalisability. However, it provides insight into how embedded micro-learning routines may support organisational learning within technology-intensive higher education units. Future research may examine comparable models across institutions and explore long-term impacts on digital workforce development. Practical implications Leadership-embedded micro-learning routines offer a low-cost, scalable mechanism for integrating professional development into operational workflow without requiring additional training budgets or extended time blocks. The model may be adapted across administrative and technical units seeking to strengthen digital capability under resource constraints. Social implications Strengthening organisational learning within university administrative and technical units indirectly supports educational quality, service reliability and student experience. By fostering psychological safety, collaborative culture and knowledge circulation, embedded micro-learning routines may contribute to more resilient institutional systems in rapidly evolving digital environments. Originality/value This study conceptualises micro-learning as organisational infrastructure rather than episodic training and extends professional learning scholarship into underexplored ICT administrative contexts within higher education. It demonstrates how leadership-embedded micro-learning routines can support sustainable professional development, organisational learning and digital capability building in resource-constrained university environments.