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Drawing on the Conditions de vie des é tudiants OVE surveys, this article attempts to identify two study trajectories in the French higher education system. According to various indicators of institutional integration on the one hand, and of the professionalization of study programs on the other hand, it appears that academic literary education has very distinct features compared to other categories of training within higher education. If international comparative analyses emphasize the significance of a matching model in France, it is therefore possible that certain specific areas of our higher education system have different logics of professionalization.