Graduate competencies (GC), a combination of knowledge, skills, and attributes (graduate competencies = K + S + A), play a vital role in shaping student performance and ensuring employability. There is a discrepancy between the KSAs acquired and possessed by architecture graduates and those required by the practitioners. Industry practitioners strongly believe that the aforementioned directly impacts a graduate's quality and their work. The relevance of multiple but distinct KSAs has been stated in the previous studies, highlighting the lack of clarity in core graduate competencies. Additionally, the official document defining KSAs for architecture design by AICTE (All India Council for Technical Education) in India lacks exclusivity to the field. The study aims to identify the different KSAs acquired by the students/fresh graduates, required by the practitioners, the method of acquiring the KSAs and identifying the stakeholders responsible for developing the KSAs. A mixed-method approach was used for the study, involving participants from top universities and various office settings, including students, fresh graduates, and practitioners. The stakeholders for this study are students/fresh graduates and senior practitioners. The sampling method used for students was random convenience sampling, and for practitioners, it was purposive sampling. Participation in this study was voluntary, and responses were collected through student questionnaire surveys and one-on-one interviews with practitioners. A cross-comparative analysis was carried out for the current study findings with the KSAs defined by the global education regulatory bodies. The study findings highlight and define a graduate competency model to ensure student employability and determine the urgent need for academia to integrate these KSAs into the curriculum framework. The study recommends that graduates must undergo an advanced competency program to improve their KSAs before entering practice.