This article provides a summary and analysis of four books that explore the concept of time in higher education. The books discuss various aspects of academic life, such as teaching, research, and collegiality, and offer strategies for embracing a slower approach to academia. The author praises the books for their insights and strategies, but also criticizes them for their limited perspectives, particularly in terms of social difference and ontological discussions of time. The author suggests that a more inclusive and diverse approach to studying time in higher education is needed. [Extracted from the article]