Teaching and research are widely recognized as the basic tasks of faculty members. Less well known are the many responsibilities that accompany these basic functions. Many members of the academic staff of clinical departments have a big question at the beginning of their activities, and that is that we should focus more on providing clinical education, we should teach or we should also conduct research, and of course, in the fifth-generation university, we should pay attention to social impacts?  Consider that the head of the department wants you to serve in executive affairs as well. Now consider that with this volume of work you are a young mother with one or more babies and children (1,2). Currently, there are two tracks for academic staff members in the Iranian universities system. The first is the mix path, where you are a teacher, a researcher, a clinician and sometimes an executive director and the second one is research track.  But really, these two paths are not enough. I believe that it should be the path of teaching, research, providing service and also the track of all these paths, although in my traditional view, the teaching duty is the most important duty of a university professor. It should be remembered that university research is generally carried out through a thesis, and the thesis itself is an educational task. What seems wrong in the promotion system of Iran’s academic staff is that a prominent university teacher needs to publish an article to be promoted, which in my view is for these teachers, is wrong plan. For these prominent teachers, forcing the publication of articles is an unscientific view. On the other hand, a female surgeon who is a member of the academic staff and is in her last years of fertility, how can she have a chance to have a child with this amount of activity. In general, I believe that the chair of a department in a university should have a faculty plan for recruiting faculty members. Recruit a group (most share) for education, a group for research, and a group for providing service. What can be seen in the past years is that we see less prominent teachers like Professor Farrokh Shadan or Professor Maleknia in universities. Especially with the establishment of subspecialized wards in teaching hospitals, the importance of undergraduate education has become less and less. Our universities, which once transformed from Dar al-Funun to Tehran University 170 years ago, should think deeply in another transformation to a university with social impact.