Becoming 360-Degree Leaders: A Digital Ethnography of Phenomenological Narratives In Graduate Education

Josefa P. Dampilag; Jose R. Balcanao; Joy Belle M. Bidang; Dwayne P. Castro; Luisa A. Humiwat; Concepcion O. Dayagan; Mea Krize L. Kio-isen; Romela A. Hufemia

doi:10.63363/aijfr.2025.v06i05.1703

Becoming 360-Degree Leaders: A Digital Ethnography of Phenomenological Narratives In Graduate Education

Author(s)	Ms. Josefa P. Dampilag, Dr. Jose R. Balcanao, Ms. Joy Belle M. Bidang, Mr. Dwayne P. Castro, Ms. Luisa A. Humiwat, Ms. Concepcion O. Dayagan, Ms. Mea Krize L. Kio-isen, Ms. Romela A. Hufemia
Country	Philippines
Abstract	This qualitative digital ethnographic study explored the dynamics of 360-degree leadership among professors and doctoral students in the Graduate School of Baguio Central University, focusing on how leadership identities and practices evolve within hybrid learning environments. Using in-depth interviews, participant observations, and digital field notes, the study examined how leadership is constructed as a relational, ethical, dialogic, and adaptive process rather than a hierarchical or position-based role. Through thematic analysis using NVivo, four major themes emerged: Relational Synergy in Hybrid Learning Communities, Reflexive Leadership and Moral Grounding, Knowledge Co-construction through Dialogic Mentorship, and Adaptive Agency in Academic Ecologies. These interconnected themes revealed that leadership is sustained through mutual trust, ethical reflexivity, reciprocal mentorship, and resilience in navigating institutional and technological transitions. At the center of this process lies a Transformative Academic Culture—a shared moral and intellectual core that fosters integrity, inclusivity, and innovation. The findings illustrate that doctoral leadership is a cyclical and participatory process where every individual—mentor, mentee, or peer—functions simultaneously as both a leader and learner. The study contributes to the growing scholarship on distributed and transformative leadership by contextualizing it within Philippine graduate education and digital learning frameworks. It recommends institutionalizing leadership development programs that cultivate adaptive, relational, and ethically grounded capacities among graduate scholars and faculty. Overall, the study demonstrates that in the digital-academic ecology of higher education, leadership is most effective when it is collaborative, value-driven, and responsive to change—an embodiment of 360-degree leadership in action.
Keywords	360-degree leadership, hybrid learning, dialogic mentorship, adaptive agency, transformative academic culture
Field	Sociology > Education
Published In	Volume 6, Issue 5, September-October 2025
Published On	2025-10-25
DOI	https://doi.org/10.63363/aijfr.2025.v06i05.1703
Short DOI	https://doi.org/g974z8

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Becoming 360-Degree Leaders: A Digital Ethnography of Phenomenological Narratives In Graduate Education

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