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The percentage of students stating that they have a professional career mapped out is significantly higher in the literary specialities of universities (62%) than in short vocational streams (45%). How can this be explained? It seems that the professional project is not useful everywhere: when the work of professionalization is covered by induction training, it is not necessary for students to formulate a plan for the future. The professional project is a tool associated with training for a specific job, thus explaining the higher propensity of young graduates stating that they have a specific job or career in mind. The professional project is presented as the functional equivalent in general training programs of professionalising training programs. The high rate of literary students stating their professional project is linked to the injunction of finding a job, something they are subjected to more than others. This can therefore be in contradiction with their aspirations to defer their choice, hence the existence of student strategies to bypass, negotiate, re-arrange the injunction to the professional project. It is therefore not a true indifference to a professional future, but on the contrary, a behaviour defined in relation to the stakes of professional integration.