The problems discussed in this paper derive from an overall interest in construction of professional identities in the complex interplay between the contexts of higher education and work life. At the core of this process lies how students and novices conceive of moral and societal responsibility linked to the roles they are going to undertake as professionals. The overall questions addressed in this paper are: How do novices conceive of professional responsibility compared to their conceptions as senior students? How are the informants' conceptions of professional responsibility changed, challenged or supported in interaction with the community of work? Theoretical and analytical frameworkThe theoretical and analytical framework in the paper is broad perspectives of socio-cultural theories (Giddens, 1990; Wenger, 1998) and theories on professionalism (Barnett, 1997; Englund, 1996; Handal, 1994; Ozar, 1993; Weidman et al., 2001). 'Profession' as well as 'professional responsibility' are understood as historically and culturally relative concepts (Brint, 1994; Burrage 1990; Durkheim, 1957/2001; Eraut, 1994). Within professional programmes as well as in professional practice, we find moral orders; specific traditions and categories of thought which provide students and novices with shared concepts of theories, methods, techniques and values (Ylijoki 2000). In the process of becoming a professional, students learn to recognise normative expectations prevalent within their chosen professional field (Aronson & Weckstein, 1980). Methods and data sourcesThe data referred to in the paper, derives from an ongoing (2001-2004) international comparative project; Students as Journeymen between Communities of Higher Education and Work (HPSE-CT2001-00068) financed by the European Union. The study comprises data from interviews with freshmen students and senior students. The senior students are followed up one year after as novices in work life. The methodological approach is inspired by phenomenography (Marton, 1981; 1994) and discourse analysis (Gee, 2000). The empirical focus is on data from students in their final term in two professional university programmes (Law and Psychology) at the University of Oslo and after one year in work life. Preliminary conclusions and implication of the researchSo far, our findings show no prevalent difference between the conceptions of professional responsibility among the seniors and novices within the respective programmes. Noticeable however, there seems to be less idealism and more realism among the novices than the seniors. The notion of professional responsibility is continuously challenged in interaction with significant colleagues, important artefacts and concrete work tasks. The differences are more visible between the two programmes. The psychologists have a more coherent notion of professional responsibility when they enter work life. The lawyers differentiate according to a broader frame of professional roles. This may be understood in light of the jobs they are offered as novices. Another explanation is due to the fact that the psychologists encountered moral and ethical responsibility during their studies, while the lawyers did not deal with ethics of practical work as students. The psychologists primarily found their notions of professional responsibility in professional ethics, while the lawyers to a larger extent turn to personal values and family ethics. Despite the variation, none of the informants experience a 'practice shock' when entering work life. It seems as if they all accept to take on a great responsibility. They see themselves as experts working in the service of individual needs and as intellectuals in the interest of society. The contribution of this study is to encourage a discussion on how the subject of professional responsibility should be dealt with in higher education.R