Professional and Technical-Cognitive Competencies as Indicators of Workplace Readiness: Evidence from Practicum Evaluation Reports

The transition from academic learning to professional practice remains a key concern in higher education, particularly in ensuring that graduates possess the competencies required by industry. This study examined the workplace readiness of senior interns in terms of professional and technical-cognitive competencies and determined whether a significant difference existed between these dimensions. A descriptive-comparative mixed-method research design was employed. Using total enumeration sampling, 26 fourth-year Bachelor of Science in Business Administration major in International Management students participated in the study. Data were gathered through practicum evaluation reports completed by internship supervisors and qualitative comments regarding interns' performance. Results revealed that the interns demonstrated high levels of workplace readiness in both professional competencies and technical-cognitive competencies. Additionally, there was no significant difference between the two competency domains, indicating balanced development of workplace-related skills. Qualitative findings generated five themes: professionalism and work ethics, adaptability and willingness to learn, collaborative attitudes and interpersonal skills, initiative and independent task management, and communication confidence as an area for improvement. The findings highlight the value of practicum experiences in developing competencies essential for employment. The study recommends strengthening experiential learning opportunities, communication-focused training, and industry-academe collaboration to further enhance students' workplace readiness.