Abstract:

This paper discusses content-integrated learning in the studies of Bachelor of Beauty and Cosmetics (BBC), a unique Bachelor's degree program in higher education in the Nordic countries.

Studies of Swedish language, Cosmetic Chemistry, Raw Materials and Marketing carried out in the same package, in Sweden during an intensive study week and in Swedish – yes, all this is possible. The pioneering lecturer team of three, consisting of lecturers in Marketing, Chemistry and Swedish, combine these three subjects. They travel to Stockholm, Sweden, to study with the group of BBC students. Not only once, but four successive years already.

Swedish language is the second official language in Finland and thus a compulsory subject. Learning of the field-specific terminology is often regarded difficult and laborious. Based on the Learning by Developing (LbD) model developed in Laurea University of Applies Sciences (UAS) the lecturers intend to motivate students and deepen their knowledge in the cosmetic field. LbD offers a methodology for the development of professional competences as well as fresh innovations for improving the world.

One of the objectives is to encourage using Swedish language in professional contexts. Cosmetic Chemistry and Marketing are studied side by side with Swedish during the second study year. Lecturers have decided to combine the three study subjects. The integrated study module is built to correspond to the real working life and the profession of the cosmetic expert where Chemistry and Marketing mix. Encouragement to study exchange in the Nordic countries is one aim of the study module.

The intensive week is organized together with local professionals in Stockholm. Several places connected to research, production, marketing and selling of cosmetic products are visited during the week. The planning process starts one year before the actual week, partly based on the experiences and feedback from the previous study unit. A timeline of the process will be presented in the article as well as the choice of local actors based on pedagogical viewpoint and trending phenomena. In all encounters with the local actors the appropriate use of the Swedish language and intercultural aspects are taken into account.

The week follows the Flipped Learning methodology. The students have numerous pre-tasks before the week to make the most of the content of the week. During the week they are active in the chosen social media channels, examples presented in the article. After the intensive week the students have some conclusive group tasks.

The study module develops both the students' and the teachers' expertise. Cooperative planning increases well-being at work and gives new pedagogical viewpoints. The students' linguistic and cultural skills in professional contexts develop widely. One objective, however, is always the openings for new partners as well as interships for BBC students.

After all, the best feedback of the study week is that despite massive workload the rumour goes around. Every autumn the new degree program students´ first question is “Are we also going to Stockholm in the second year?”.

Keywords:

Content-Integrated Language Learning, Learning by development, LbD, Flipped Learning, Working life cooperation, Higher Education.