Professional Competency Assessment in Economics Students: An Organizational Communication Perspective

Abstract

The paper examines how undergraduate and master’s students at the Academy of Economic Studies of Moldova (ASEM) perceive and value hard and soft professional competences in relation to university education and labor market integration. The research is based on a praxiological approach aimed at identifying perceptual, attitudinal, and institutional dimensions associated with the development of professional skills. Methodologically, a questionnaire was administered to a sample of 114 respondents enrolled in various economic programs (Finance and Banking, Human Resource Management, Law, Business and Administration). The quantitative and qualitative data analysis revealed several relevant trends: students consider that professional success depends on a balance between technical and interpersonal competences, with 74% of respondents stating that both categories are equally important for employment. Among the most valued hard skills are digital literacy, financial analysis, and foreign language proficiency, while the key soft skills include effective communication, critical thinking, and adaptability. Most respondents positively assessed the contribution of professors (81.5%) and the institution (64%) to competence development, yet emphasized the need for a stronger practical dimension and enhanced collaboration with the professional environment. The findings confirm the necessity of an integrated curricular approach in which the development of hard and soft competences is complementary and contextualized. The study contributes to the formulation of educational strategies oriented toward strengthening transversal skills and consolidating the professional profile of economics graduates within the knowledge society. JEL: I23, I25, M19, M53