Educational investments are seen as highly relevant within the so-called knowledge society. Considering a general upgrading of educational attainment, several research have explored the positive effects of higher education in other life course outcomes, e.g. occupational attainment. Either within qualitative or quantitative approaches, the focus has been given to the school-to-work transition for inquiring social determinants playing a role in this movement across educational and occupational field. Nevertheless, the attention has been mostly paid on a specific point in time or, in case of more longitudinal approaches, on single events rather than a multiplicity in which those might be understood. This project adopts a longitudinal approach with a more holistic character that allows to understand educational investments not as a static and isolated event. Rather, sequence analysis favours a comprehension of the participation in higher education as an event embedded within a chain of other events in the educational system in which this acquires a meaning: e.g. adult education or a withdrawal –temporary or permanent– from the educational sphere. Even though the sequential approach is not a complete novelty for the study of educational events, the emphasis on a particular area as social science enables to grasp this investment not as a homogeneous event. Instead, a diversity of modalities of accumulation –such as participation in programs or courses within the area, or engagements in other educational areas– are taken into account for adding a relative degree of complexity. This makes possible to grasp the diversity of an event that cannot be considered as monothetic. Furthermore, this project expands the consideration of social scientific investments by a simultaneous analysis of the realization of such investments into educational credentials and occupationally-related sequences. In this regard, joint or multidomain sequence analysis is applied for describing the parallel movement of educational investments, educational level, occupational status, and position in the income distribution. Like this, the analysis intends to contribute with knowledge on the accumulation and conversion of educational resources into the occupational structure within social sciences by considering how timing, order and duration of this education produce differences between individual trajectories. Educationally- and occupationally-related trajectories of individuals are retrieved from register data. The analysis is mainly based on the cohort leaving compulsory education in 2000, following them from 2000 into 2019, i.e. 20 years. The sample contains those individuals with a register in social or behavioural sciences, programs or courses: around 6000 observations in 4 different domains [possibly extended to another cohort]. Sequence analysis produces a matrix of pair-wise distances between sequences. This matrix is subjected to clustering methods to find typical temporal patterns across sequences representing different modalities of accumulation and conversion of assets.. Processes of cluster validation are employed for the choice of the appropriate number of groups contained in the dataset, which requires multiple bootstrapping of similar but non-clustered data. The entire procedure requires computational and storage resources beyond the capabilities of a standard computer.