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The chapter presents an overview of the state of Research Management and Administration (RMA) in Belarus. The country enjoys sound traditions in basic and applied research in some areas relevant to its economy, particularly in science, technology, engineering, and mathematics (STEM). The current science, technology, and innovation (STI) policy is focussed on the commercialisation of domestic research and development (R&D) results and the effectiveness of the national STI system.

The majority of competitive budget funds are allocated within different types of programmes that support R&D and innovation. Formal RMA positions exist at the programme level and are based in research centres, universities and companies being grounded on a solid legal basis. Roughly 150–250 people within 50 legal entities are directly involved in RMA. At the project level, the RMA activities are either combined with scientific supervision or informally distributed within the project team.

A possible increase in overall R&D expenditures in the country, the eventual enlargement of the scope of publicly supported STI projects and their collaborative nature, as well as their internationalisation and widening of international cooperation may significantly increase the demand for RMA professionals.

This paper analyses teachers' perceptions of how teaching-learning approaches affect the development of higher education (HE) graduates' learning outcomes based on competencies development. The authors focus the analysis on Belarus, a post-Soviet country which transitioned from a centrally planned to a market economy and needs reforms to the HE sector there. In particular, Belarus requires HE graduates equipped with competencies that match the needs of a market economy.

The authors use Fostering Competencies Development in Belarusian Higher Education (FOSTERC) data to study how teachers contribute to the development of HE graduates' competencies, employing factor analysis to categorize 24 competencies and group the graduates into two groups: entrepreneurial or transversal. The authors also consider variables such as teachers' educational background and experience, predominant teaching field of study and university location – using regional dummies.

The results point to a lack of attention to entrepreneurial and transversal competencies and suggest a disconnect between HE and society needs in Belarus.

Although Belarus has introduced some changes to the HE system following the adoption of the Bologna process, Belarus, especially Belarus' national HE system are still influenced by the country's Soviet past, where universities prepare the students for participation on one job and one career, instead of offering more attractive and constructive curricula that would allow future graduates to operate in a changing world.