Abstract

In an era characterized by volatility, uncertainty, complexity, and ambiguity (VUCA), the roles and competency expectations of human resource (HR) professionals have expanded beyond traditional administrative functions toward more strategic and developmental responsibilities. While prior research has extensively examined HR competencies at the professional level, limited empirical attention has been given to translating these competencies into meaningful learning outcomes for undergraduate students in human resource development (HRD)–related programs.

This study aims to identify essential human resource competencies for undergraduate students by drawing on the perspectives of experienced HR professionals. Using a qualitative research design, in-depth interviews were conducted with 20 HR practitioners from public, private, and industrial sectors. The data were analyzed through thematic analysis to examine HR role transformation and to synthesize core competency domains relevant to organizational effectiveness. The findings reveal a clear transformation of HR roles from administrative support to strategic partnership and identify nine essential human resource competency domains. These competencies reflect pre-professional or entry-level expectations and were derived by referencing professional HR competencies and refining their indicators to suit individuals with limited or no work experience.

This study contributes to the HRM and HRD literature by offering a practitioner-grounded competency framework that bridges professional practice and undergraduate education. The findings provide practical implications for competency-based curriculum design and assessment, supporting the preparation of HR graduates for contemporary organizational contexts.

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