Study Guide

Objective

• The students have deepened knowledge of body anatomy and can use clothes according to client´s needs and wishes
• The students have developed analysis as method during style consultation and are able to carry out wardrobe planning
• The students have knowledge about men´s fashion, trends and colors for the season and can give season-based style advice
• The students are familiar with a man’s different stages of life and have an understanding how the stage of life may affect the man
• The students have deepened knowledge about different types of clothing styles and looks
• The students are capable to carry out style consultation for client´s various occasions
• The students have knowledge about dress codes
• The students have further developed the ability to use accessories in looks
• The students can plan, create and evaluate different looks for the client
• The students can apply, analyze and develop looks and an approach that promotes sustainable development

Content

Body Anatomy
Style Consultation and Wardrobe Planning
Men´s Fashion, Trends and Colors for the Season
Men’s Different Stages of Life
Clothing Styles and Looks
Various Occasions
Dress Codes
Accessories in Looks

Location and time

1st September - 20th November 2025 at Campus Alere.

Materials

Study material on Moodle or according to the lecturer.
Students follow the thesis writing instructions for Novia UAS.
Adam, H., & Galinsky, A. D. (2012). Enclothed cognition. Journal of Experimental Social Psychology, 48(4), 918-925.

Brown, P., & Levinson, S. C. (1987). Politeness: Some universals in language usage. Cambridge University Press.

Forsythe, S. M. (1990). Effect of apparel on impression formation. Clothing and Textiles Research Journal, 8(2), 1-8.

Howlett, N., Pine, K., Orakçıoğlu, İ., & Fletcher, B. C. (2013). The influence of clothing on first impressions: Rapid and positive responses to minor changes in male attire. Journal of Fashion Marketing and Management: An International Journal, 17(1), 38–48. https://doi.org/10.1108/13612021311305128

Goffman, E. (1959). The Presentation of Self in Everyday Life. Anchor Books.

Turley, L. W., & Milliman, R. E. (2000). Atmospheric effects on shopping behavior: A review of the experimental evidence. Journal of Business Research, 49(2), 193-211.

Weger, H., Jr., et al. (2014). The relative effectiveness of active listening in initial interactions. International Journal of Listening, 28(1), 13-31.

Articles
 Ben, B., & Martin, D. (2015). Dapper dudes: Young men’s fashion consumption and expressions of masculinity. Critical Studies in Men’s Fashion, 2(1), 5–21. https://doi.org/10.1386/csmf.2.1.5_1

 Carrasco-Santos, M. J., Cristófol-Rodríguez, C., & Begdouri-Rodríguez, I. (2024). Evolution of men’s image in fashion advertising: Breaking stereotypes and embracing diversity. Journal of Theoretical and Applied Electronic Commerce Research, 19(1), 188–208. https://doi.org/10.3390/jtaer19010011

 He, S. (2023). Analysis of fashion's positive role in breaking male stereotypes. Communications in Humanities Research, 9(1), 271–276. https://doi.org/10.54254/2753-7064/9/20231200

 Noh, M., Li, M., Martin, K., & Purpura, J. (2015). College men’s fashion: Clothing preference, identity, and avoidance. Fashion and Textiles, 2, Article 27. https://doi.org/10.1186/s40691-015-0045-7

 Strubel, J., & Petrie, T. A. (2017). The clothes make the man: The relation of sociocultural factors and sexual orientation to appearance and product involvement. Journal of Retailing and Consumer Services, 34, 27–35. https://doi.org/10.1016/j.jretconser.2016.07.015

Teaching methods

Lectures, narrative method, workshops, research, mood board, discussions, exercises and study visit.

Employer connections

For course assignments/workshops are the aim to collaborate with working life.

Exam schedules

Examination consists of submitted assignments. Examination autumn 2023. All assignments in all course parts needs to be done to get an approved course.

Completion alternatives

Approved practical assignments and course assignments/project work and activity.
Feedback is given individually or as group feedback.

Student workload

The students work 27 hours/cr.
In class: 50hrs
Self study: 85hrs
Total: 135hrs

Further information

More information is given at introduction of each course part and in Moodle

Evaluation scale

H-5

Assessment methods and criteria

The course is evaluated based on grades (0-5) for assignments (individual, pair and/or team). The average of the grades for assignments form the final grade in the course.

Assessment criteria, fail (0)

The student has not followed the instructions of the assignment and shows especially vague competences within the theme.
The assignments are inadequate or lacking.
The student has not participated or contributed anything during the course.

Assessment criteria, satisfactory (1-2)

The student has partly followed the instructions of the assignments and demonstrates superficial competence and basic understanding of the subject.
The content of submitted assignments are satisfactory.
The student has participated in the course, but the commitment and activity have been low or satisfactory.

Assessment criteria, good (3-4)

The student has almost or has fullfilled the instructions of the assignments and demonstrates good or eminently good competence within the subject.
The content of submitted assignments are good or eminently good.
The student has participated or participated actively in the course and demonstrates commitment for content of the course and course assignments.

Assessment criteria, excellent (5)

The student has fullfilled the instructions of the assignments.
The content of submitted assignments are excellent and exceptionally executed.
The student has been active during the course and demonstrates extra commitment and interest for content of the course and course assignments.
The student has an immerse competence and shows a deeper understanding of the subject in relation to the upcoming profession.

Qualifications

No prerequisite