In today’s fast-moving world, we must continuously adapt to changes in all areas of life, and the ability to do so is increasingly highlighted as a key skill particularly for engineering graduates. At the same time, research shows that having a stable professional identity, and identifying with one’s field is important for aspects such as job-satisfaction and productivity, in addition to overall well-being. However, research of higher education have been critizised for apparently viewing professional identity and employability as synonymous, and an end ‘goal’ of education, rather than exploring the continuous processes of professional socialisation that take place in the everyday practices of universities. Accordingly, we ask: what affects engineering students’ professional identity constructions while they are students? To explore the proposed research question, a quantitative survey instrument measuring professional identification, as well as previously identified related aspects has been constructed. In the research literature, there is little consensus on how to measure professional identity quantitatively, thus, developing a comprehensive measure that can provide insight into these processes is the focal point of the study. Subsequently, the data material consists of 271 engineering students at the Norwegian University of Science and Technology.