We are living nowadays a Europeanisation process in which new wages of policy making are clearly involved. A relevant dimension based on expertise, which takes responsibility on influencing on normatives creation forms following well defined logics (technocratization, bureaucratization…), is being settled now. In education, lifelong learning models seem to propose a new professional reconfiguration at all levels, what is offering a new frame where university embraces and vehicles multiple transformations of academic work and professional identity. Thus higher education becomes a tremendous pillar for innovation, competitiveness and excellence in the knowledge society. In this context, particularly economists of human capital come up sharing a very relevant part of these positions out. In response to the issue denounced by Robert and Vauchez (2010) regarding the need of research dealing with specific knowledge for European professions as well as the permanent focus on skills and managerial competences rather than knowledge of context where European politics are implemented (Georgakakis, 2010), in this paper we are interested in strategies these emerging actors implement when tracing networks which lead them to attaint these positions, focusing on the ways in which they develop their careers and define their own paths, what we carry out from a professional lifespan point of view which is politically conceived between academic and expertise dimensions.

The main aim of our study is to more in-depth describe the career paths of these new actors, focusing on the identification of common milestones which guide their trajectories along their flowing into expertise praxis, transition zones between academic and research activity, and social groups which support, reinforce, canalize and channel    the creation of new professional profiles of experts.

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