Cost of goods sold (COGS) is the cost of the products and/or services sold to customers. In general, a retailer’s cost of goods sold includes the cost from its supplier plus any additional costs necessary to get the merchandise into inventory and ready for sale. For example, assume that a bookstore purchases college textbooks from a publisher. If the bookstore’s cost from the publisher is $80 for a textbook plus $5 in shipping costs, the bookstore reports $85 as a portion of the cost of goods sold.
For this Assignment, you calculate the cost of goods sold for a product. Using these calculations, you then develop a pricing strategy for the product.
To prepare:

• Review the online calculator tools provided in this week’s Learning Resources.
• Select a product on which to focus for this Assignment. It may be a product that is sold by a company you work for or hope to work for.
• Using one of the online calculator tools provided in this week’s Learning Resources, calculate the COGS for the product you selected. Keep in mind that the numbers you use will be hypothetical, but be as realistic as possible when producing these estimates. Use the following guidelines:
  • Make an educated guess as to what costs would be involved in producing any given number of the product you selected.
  • Take into account as many costs as you can think of (e.g., manufacturing, shipping, packaging).
• Once you have calculated COGS, decide how much you want to mark up the pricing of your product in order to create the best gross margin, aligning with the price that fits your brand.
• Think about the following considerations related to your product pricing:
  • What is the marketing strategy behind the pricing you decided upon?
  • What is the psychology behind the pricing?
  • How do you predict customers might view the pricing?

Submit by Day 7 your completed Week 5 Assignment Template in which you do the following in 250–350 words:

• Describe the product.
• Outline the cost of goods sold and pricing.
• Explain the marketing strategy behind the pricing.
• Explain the psychology behind the pricing.
• Predict how customers might view the pricing.
• Support your work with specific citations from the Learning Resources and any additional sources.

 Required Resources

 

Readings

 

• Perreault, W. D., Jr., Cannon, J. P., & McCarthy, E. J. (2014). Basic marketing: A marketing strategy planning approach (19th ed.). New York, NY: McGraw-Hill/Irwin.
  • Chapter 15, “Advertising, Publicity, and Sales Promotion” (pp. 384–417)
  • Chapter 16, “Pricing Objectives and Policies” (pp. 418–445)
  • Chapter 17, “Price Setting in the Business World” (pp. 446–473)

• How do nursing students and nurse faculty members contribute to incivility in nursing education?
• What are some of the causes of incivility in nursing education?
• What remedies might be effective in preventing or reducing incivility?
They gathered responses from online surveys with open-ended questions from 36 nurse faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes. They noted four major themes of responses:
• Faculty perceptions of in-class disruption and incivility by students
• Faculty perceptions of out-of-class disruption and incivility by students
• Student perceptions of uncivil behaviors by faculty
• Faculty and student perceptions of possible causes of incivility in nursing education
A total of eight sub-themes were identified among the faculty comments on types of in-class disruptions. Those subthemes were:
• Disrupting others by talking in class
• Making negative remarks/disrespectful comments toward faculty
• Leaving early or arriving late
• Using cell phones
• Sleeping/not paying attention
• Bringing children to class
• Wearing immodest attire
• Coming to class unprepared