This article reports a case study of how staff in a new university in England are making choices about their use of time. Weekly time logs, small discussion groups and individual interviews reveal that the principle of "service" is embedded in the professional identities of staff. The paper explores how this perspective is reinforced by notions of "professionalism" that are encouraged within the community of practice. It indicates how keeping the narrative of service going can result in self-denial, with implications for reflection and scholarly activity. The paper concludes by posing questions about how staff can take care of their professional selves, as their work intensifies and resources fail to keep up with increasing government expectations of Higher Education.