Panel 3: Enhancing Quality and Balance in Research
(Mochly-Rosen) Recognizing that the quality and excellence in basic science is what distinguishes Stanford, how do we assure it remains outstanding in the future?
(Greenberg) How important is it to our research effort to solve the problem of inadequate and overcrowded research animal facilities and where does it fit in our assignment of research priorities?
(Kirkegaard) Cultural parameters of a zero-sum game. How can we create a culture that acknowledges quality through measures other than accumulated resources?
(Nusse) There is a feeling among many basic science faculty that they are being ignored in the current medical center and university environment. How should we address this? What do we need to do to assure that we have the best balance among our priorities and also the highest overall quality of our faculty our research programs?
(Horwitz) What practical steps can we take to make sure that the goals of the hospitals and the school are more closely aligned in terms of allocating resources to the research mission of the medical center?
(Stevenson) As we select faculty, how do we assure that we are really getting the highest quality individuals - in basic science and in clinical medicine? How do we balance programmatic needs with individual excellence? As we approach the faculty billet cap, how will we choose among multiple departmental needs when each billet becomes available? What role can non-faculty positions play in meeting needs for which there are no available faculty billets?
