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Every year, around 35% of engineering graduates (mainly female and ethnic minority graduates) in the UK choose roles outside engineering. Given that engineering disciplines struggle to attract recruits, this represents a significant loss of qualified talent the profession can ill afford. A possible reason why engineers choose not to practise after qualifying may be that they have not developed a professional engineering identity during their engineering education. Research shows that engineering identity is an important indicator of persistence in both engineering education and the engineering profession. The purpose of this research is to gain a deeper understanding into the process of engineering identity formation in undergraduates studying for an engineering apprenticeship degree in England, with a view to proposing changes to engineering education that may better support the development of an engineering identity. A qualitative methodology is well-suited to the study of how engineering identity develops in engineering students, given that we are interested in the personal experiences of engineering students rather than in measuring standardised outcomes. This research is inspired by narrative inquiry through the use of life story interviews (LSI). This paper outlines the findings of a preliminary study with first and final year students. The findings presented are surprising in that they seem to indicate that the four years of a degree apprenticeship have little impact on students' identification with engineering. Going forward, engineering educators need to consider how the development of an engineering identity can be supported in engineering education.

This is the second and concluding part of the interview which Melissa Benn and Jane Martin conducted with Clyde Chitty in the summer of 2017. The first part appeared in the previous issue of the journal, "FORUM," 59(3). When Clyde stepped away from regular duties with the FORUM board, Michael Armstrong dubbed him "the patron saint of the movement for comprehensive education". Clyde talked with Melissa and Jane about his working life as a teacher-researcher who notably campaigned for the universal provision of comprehensive state education. His unshakeable conviction that education has the power to enhance the lives of all is illustrated by plentiful examples from his work-life history. The interview is structured like a narrative. Phrases or sentences in brackets are interpolations for sense and by way of additional context. The section in italics comes not from the interview, but from Clyde's chapter in the book edited with Melissa Benn: A Tribute to Caroline Benn: education and democracy. As a coda, we append details of all Clyde's articles for this journal from 1981, beginning characteristically with a piece entitled "Why Comprehensive Schools?", along with details of his editorials from 1995. [To read Part I of the interview, please see EJ1161433].

FORUM invited Melissa Benn and Jane Martin to interview Clyde Chitty, a brilliant and effective classroom and university teacher, one of the most well-known advocates of comprehensive education, a long-standing member of FORUM's editorial board, and for two decades co-editor of the publication. It was Michael Armstrong who called him 'the patron saint of the movement for comprehensive education', in a card written to Clyde when he stepped away from regular duties with the FORUM board. In three 45-minute interviews, conducted at Clyde's home, Clyde shared reflections with us on a working life as a teacher-researcher who notably campaigned for the universal provision of comprehensive state education. In this article, which comprises Part One of the interviews (Part Two will appear in the spring 2018 number of FORUM), Clyde's unshakeable conviction that education has the power to enhance the lives of all is illustrated by plentiful examples from his work-life history.

Challenges of weak economic growth, population decline, and labour shortages led many countries across the world to introduce immigration policy changes in order to attract foreign migrants. This paper focuses on Japan (Tokyo) and the UK (Birmingham, Edinburgh and Glasgow) given common concerns over long term demographic trends and the burgeoning lack of labour supply in particular sectors of the economy through use of foreign labour. The paper shifts the focus from efforts focused on attracting and selecting foreign labour to the retention of such individuals. Drawing on research with EU migrants in Japan and the UK, the paper highlights how staying may occur after a period of mobility, rather than only being of relevance to those who never left their home region. The paper develops a new conceptual framework, which helps to identify different dimensions that shape migrant staying as a temporal process. It is highlighted how staying is shaped incrementally and facilitated or undermined over time in relation to the reciprocal importance of diverse assets, anchors and the changing biographies of migrants and the places in which they live – as well as the relational aspects of migrants' 'linked lives'. [ABSTRACT FROM AUTHOR]