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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.

This study considers the influence on British education (particularly schools) of Alan Bullock, Vice-Chancellor of Oxford University from 1969 to 1973 and distinguished contemporary historian. It quotes extensively from Bullock's own writings, including his developing personal views on education, and reflections on his own experiences. Following a brief biographical section, the paper reviews his work as chair of Government committees and advisory bodies, notably the Schools Council and the eponymous "Bullock Committee" to consider all aspects of the teaching of English. These experiences contributed to his increasing disillusion with formal political power structures as a means of bringing about social change. I examine Bullock's long period as a dominant figure in the administration of the University, and the consequences for schools of the changes which occurred over that time, especially the move towards admissions policies based almost entirely upon academic merit, and towards becoming a leading scientific university. St Catherine's College, which he founded, played a significant part in these changes. Bullock's personal views on the need to offer in schools a broader education, which would be attractive to young people searching for values of their own, were developed in his later writings and are briefly summarised. The paper speculates that he would not have been happy with the competitive and measurement-oriented system of today. (Contains 1 note.)

This article, which accompanies Jane Martin's piece in this issue of "FORUM" (Volume 55 Number 2 2013, pp. 327-333), is a revised version of a lecture given at the History of education conference held in Winchester, December 1, 2012. [See the accompanying article "Caroline Decamp Benn and the Comprehensive Education Movement: The Biographer's Tale," by Jane Martin at EJ1018425.]

This paper considers Olive Banks' work on charting the history and development of British feminism, and particularly her use of collective biography as a research and analytic tool. It is argued that while this has been seen as the least "fashionable" aspect of her work, it took forward C. Wright Mills' contention for one definition of sociology as the interaction between biography and history, and predated by a decade or so similar work on prosopography by Bourdieu from the 1990s onwards. More recently other sociologists and educationists have taken up this methodological approach, including Jane Martin and Bronwyn Davies and Susanne Gannon. (Contains 1 note.)

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]

This paper reviews the place of the 'voice' in the history of intellectual disability, drawing principally on developments in the UK, but also making reference to comparative developments in other countries. Various approaches have been used by research historians to collect and represent the voices of those involved in this history; including biographical reconstruction, oral history, institutional histories and life histories. In response to the challenge, 'Nothing About Us Without Us' the slogan of the disabled people's movement, the paper argues for the careful use of oral and biographical accounts to augment histories told through official sources and examines some of the methodological challenges associated with such approaches. However, the argument of this paper, ultimately, is in favour of what we are calling 'inclusive history', where academic historians and oral/life historians contribute to the development of a shared history of intellectual disability. [ABSTRACT FROM AUTHOR]

This paper considers Olive Banks' work on charting the history and development of British feminism, and particularly her use of collective biography as a research and analytic tool. It is argued that while this has been seen as the least 'fashionable' aspect of her work, it took forward C. Wright Mills' contention for one definition of sociology as the interaction between biography and history, and predated by a decade or so similar work on prosopography by Bourdieu from the 1990s onwards. More recently other sociologists and educationists have taken up this methodological approach, including Jane Martin and Bronwyn Davies and Susanne Gannon. [ABSTRACT FROM AUTHOR]

The article explores the methodology of historiography and biographical writing in medieval English history. The author reflects on the archaeological excavation of the skeleton of a seventh-century Englishwoman and aspects of the gravesite and remains that can be used to construct an historical narrative. The use of material evidence in lieu of textual sources for historical research is discussed. The article reports on isotopes found in human bones that can provide information on an individual's diet, origins, and mobility. Other topics include bone modifications, prosopography, and beds in graves.

The article presents a preliminary description, as well as the contents, of the copy of Thomas Salusbury's written biography of Galileo Galilei, whose copies, except for the one being described, were destroyed in the Great Fire of London in 1666. The biography was written and launched in the face of social and political data barricades and in direct competition with other similar stakes. In addition, rumors of Vincenzo Viviani's future publication of an official biography of Galileo, and the ongoing dialogues regarding the reputation and memory of Galileo in Italy, were added as hindrance in the successful completion of the project. An explanation of Galileo's trial was also offered in the biography.

The article studies the life and political education of U.S. President John F. Kennedy. According to all Kennedy biographers, his acquisition of the capacity for informed and flexible judgment coincided with his final years of college at Harvard. Kennedy's interest in the British government was fueled by the books that he read. He found solace in books as a substitute for the affection he craved since his parents are frequently away on trips. His interest in Britain and British authors developed slowly at first, then increased markedly after his father’s appointment as ambassador in London and the frequency and length of his visits to Europe.

Through oral history, this essay explores the relationship among home, family and place in the memories and life experiences of two women who are part of the post-colonial British diaspora. Children at the time of Pakistani independence in 1947, Josephine and Judy Beck grew up in an English family in Baluchistan and the North West Frontier Province, where their father worked as a police official. While still children, decolonization transformed the sisters into "remnants of something." Middle-class femininity and domesticity emerged as their primary identity, inflecting other forms of belonging, including nationality. Each woman adapted familiar aspects of her colonial childhood to an adult life in which personal relationships and geographical mobility have remained central. Josephine settled in a region of the American west that visually resembles Pakistan while Judy has spent much of her life abroad in expatriate western communities that socially resembled those of her youth. [ABSTRACT FROM AUTHOR]

Focuses on Evelyn Baring, the British pro-consul who spent 35 years of his career in India and Egypt from 1872 to 1907. Biography of Baring; Career of Baring as an ideological exponent of the liberal economic notions of free trade; Qualities of Baring as a diplomat.

When the first number of journal "Business History," appeared in 1958, the first words, fittingly, where those of economist T.S. Ashton. The great man did not attempt to justify the study of business history in terms of its contemporary relevance or the magnitude of its potential contribution to historical scholarship. It was enough for Ashton to observe that insufficient attention had been paid in the past to the accomplishments of businessmen, and to note that the intensive study of business records might yield much of value to the parent study of economic history, since it is in the individual firm, rather than in wider organizations, that people can observe the operation of economic forces at first hand. Ashton, of course, shared the view that held sway in Great Britain for so long, that business history was essentially a grass roots approach to economic history, virtually synonymous with company history and business biography. In 1990 business history in Great Britain has reached the stage of vigorous youth, if not maturity. It is a progressive and dynamic subject, full of opportunities. This journal looks forward to participating in the challenges and excitement, which await everybody in the forthcoming decade.

Discusses the biographies of Thomas Henry Huxley. Includes the `Huxley: The Devil's Disciple,' by Adrian Desmond; `Experiment in Autobiography,' by H.G. Wells; `Imperial College Archives,' by Cyril Bibby; `Autobiography,' by T.H. Huxley.

Examines the political career of Sir Edward Stafford, Queen Elizabeth's ambassador to the French court. Stafford's status and responsibilities at Queen Elizabeth's court; Stafford's deception of his own government in 1588 by repeatedly assuring Elizabeth that the Spanish Armada had been disbanded; Queen Elizabeth's political style.