BUS 499 Module 3 Literature Review Example

Reviewed by Douglas Renshaw, MBA Aspen University Updated October 2026

This BUS 499 Module 3 sample paper reviews published research on why customers leave recurring services, written for a capstone study of quarterly plan cancellations at a composite Wichita pest control company. Aspen University's Senior Capstone expects an applied project to stand on what is already known, so the studies are grouped into five themes instead of being summarized one at a time. Keaveney's study of more than 500 switching incidents shows that service failures drive most departures. Gutek and colleagues' distinction between relationships and encounters explains why seeing the same provider may matter. Smith, Bolton and Wagner show how recovery after a failure shapes satisfaction, Gourville and Soman show how payment timing changes the felt cost of a service, and Madrian and Shea show how defaults keep people enrolled. A concept matrix maps the studies.

CourseBUS 499 Senior Capstone
ModuleModule 3
Paper typeCapstone literature review
LengthAbout 1,070 words, 6 pages
FormatAPA 7 student paper
SchoolAspen University
ProgramBusiness Administration
UpdatedOctober 2026

Free sample paper for BUS 499 Module 3

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What Research Says About Why Customers Leave Recurring Services: A Literature Review for a Pest Control Retention Study

Student Name

Business Administration Program, Aspen University

BUS 499: Senior Capstone

Instructor Name

Month Day, Year

What this page is doingThe title names the body of research and the study it serves. APA 7 student title page.
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What Research Says About Why Customers Leave Recurring Services: A Literature Review for a Pest Control Retention Study

The previous module set out three research questions and four hypotheses about why residential customers cancel quarterly service plans at Prairie Shield Pest Control, a composite company in Wichita, Kansas. Before collecting data, a researcher should know what others have already found. This review synthesizes research on why customers leave continuous services, organized around the factors the study will examine. It closes by identifying gaps and explaining how the review changed the study.

How the Search Was Conducted

I searched two business databases available through the Aspen library and Google Scholar, using combinations of terms such as customer switching, service retention, service failure, service recovery, payment timing and default enrollment. I then searched the reference lists of the most relevant articles for earlier work. I kept studies that examined why customers leave or stay with an ongoing service, or that tested one of the four factors in my hypotheses. I excluded studies of one-time purchases. The result is a small set of well-cited studies, described below by theme.

Theme 1: Why Customers Switch Services

Keaveney (1995) asked more than 500 service customers to describe the incident that led them to switch providers, across industries ranging from auto repair to dentistry, and grouped their accounts. Failures in the core service, such as mistakes or work that did not solve the problem, were the most common reason, followed by failures in the service encounter, such as rude or uncaring employees, and then by pricing. Many customers described more than one cause. Keaveney's findings suggest that price, which Prairie Shield's owners blame first, is a real but secondary factor, and that whether the service worked and how customers were treated matter more often.

What this page is doingEach theme ends with what it implies for the study, which keeps the review tied to the research questions.
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Theme 2: Relationships and Encounters

Gutek et al. (1999) distinguished between service relationships, in which a customer repeatedly deals with the same provider, and service encounters, in which each interaction is with a different employee. In surveys of customers across several services, those in relationships reported greater trust, more satisfaction and stronger intentions to return than those who had only encounters, even with similar service. For Prairie Shield, routing software that sends a different technician each quarter may have turned relationships into encounters. This theme supports the second hypothesis about technician continuity.

Theme 3: When Something Goes Wrong

Smith et al. (1999) studied how customers evaluate service failures and the company's efforts to recover. Using experiments and a survey in restaurant and hotel settings, they found that satisfaction after a failure depends on whether the recovery matches the kind and size of the failure, including speed, apology and compensation, and that well-handled recovery can restore much of the lost satisfaction. In pest control, the most common failure is pests returning between visits. A fast callback that solves the problem is the recovery; a slow or ineffective one compounds the failure. This theme supports the third hypothesis about unresolved complaints.

Theme 4: How Payment Timing Feels

Gourville and Soman (2002) showed that the way people pay for a service affects how they experience its cost. When customers pay in a single sum, the cost feels large at the moment of payment, and its connection to later use weakens over time, making them more likely to stop using or renewing. When payments are spread evenly and tied to use, the cost and the benefit stay linked. A quarterly invoice of $129 arriving when a customer has seen no pests for months may feel like paying for nothing. This theme supports the first hypothesis about billing method.

Theme 5: The Power of Defaults

Madrian and Shea (2001) studied a large company that changed its 401(k) retirement plan so that new employees were enrolled automatically unless they chose otherwise. Participation rose dramatically compared with employees hired under the old system, who had to choose to enroll, and many automatically enrolled employees stayed at the default contribution rate. The study shows that inertia keeps people in whatever arrangement is presented as the default. Monthly automatic payment may retain customers partly because canceling requires action, while a quarterly invoice invites a decision. This raises an ethical point the study must address: retention driven by inertia is not the same as satisfaction.

Concept Matrix

The matrix shows that each hypothesis rests on at least one study, but none is supported by research in home services specifically. Bolton (1998), reviewed in the proposal, adds that customers early in a relationship give more weight to new experiences, which supports the fourth hypothesis about first-year customers.

StudyBilling methodTechnician continuityComplaint recoveryFirst-year status
Keaveney, 1995Pricing as a reasonEncounter failuresResponses to failureNot addressed
Gutek et al., 1999Not addressedCentralNot addressedRelationship length
Smith et al., 1999Not addressedNot addressedCentralNot addressed
Gourville and Soman, 2002CentralNot addressedNot addressedNot addressed
Madrian and Shea, 2001Defaults and inertiaNot addressedNot addressedNew enrollees
Bolton, 1998Not addressedNot addressedLosses weigh heavilyExperience changes weighting
What this page is doingThe matrix turns a narrative review into something the reader can check at a glance.
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Gaps in the Research

Three gaps stand out. First, most studies come from large firms or from industries such as telecommunications, banking and hospitality; little research examines small residential service companies. Second, the factors have usually been studied one at a time, while Prairie Shield's customers experience several at once. Third, few studies combine records of actual behavior with customers' own explanations. This capstone addresses all three on a small scale.

What the Review Changed

The review confirmed the four hypotheses but changed one. Smith et al. (1999) suggest that a failure followed by a fast, effective recovery may not increase cancellation at all, so hypothesis three will compare customers with unresolved complaints against both customers without complaints and customers whose complaints were resolved, rather than combining the last two groups. The review also added a question to the interview guide about whether customers would have stayed if billing had been monthly, prompted by the research on payment timing and defaults.

Conclusion

Research on continuous services points to failures in the core service and in personal treatment as the main reasons customers leave, with price playing a smaller role. One-to-one relationships, effective recovery, payment structures that link cost to benefit and default enrollment all appear to help keep customers. The next module designs a method to test these ideas with Prairie Shield's own records and customers.

References

Bolton, R. N. (1998). A dynamic model of the duration of the customer's relationship with a continuous service provider: The role of satisfaction. Marketing Science, 17(1), 45-65. https://doi.org/10.1287/mksc.17.1.45

Gourville, J., & Soman, D. (2002). Pricing and the psychology of consumption. Harvard Business Review, 80(9), 90-96.

Gutek, B. A., Bhappu, A. D., Liao-Troth, M. A., & Cherry, B. (1999). Distinguishing between service relationships and encounters. Journal of Applied Psychology, 84(2), 218-233. https://doi.org/10.1037/0021-9010.84.2.218

Keaveney, S. M. (1995). Customer switching behavior in service industries: An exploratory study. Journal of Marketing, 59(2), 71-82. https://doi.org/10.1177/002224299505900206

Madrian, B. C., & Shea, D. F. (2001). The power of suggestion: Inertia in 401(k) participation and savings behavior. Quarterly Journal of Economics, 116(4), 1149-1187. https://doi.org/10.1162/003355301753265543

Smith, A. K., Bolton, R. N., & Wagner, J. (1999). A model of customer satisfaction with service encounters involving failure and recovery. Journal of Marketing Research, 36(3), 356-372. https://doi.org/10.1177/002224379903600305

BUS 499 Module 3 instructions, in plain terms

Aspen's catalog defines BUS 499 as a comprehensive research project, and a literature review module usually asks students to synthesize prior research relevant to their questions. Read the Module 3 prompt in your classroom for required length and source counts; this example presents a thematic review. Explain where and how you searched, so a reader can judge coverage. Organize by themes that relate to your research questions rather than summarizing one article after another. Compare findings across studies, noting where they agree, differ or leave questions open. Prefer peer-reviewed research and describe each study's setting and method briefly, since findings from one industry may not transfer to another. Identify the gaps your study will address. End by explaining how the review changed or confirmed your hypotheses.

How the BUS 499 Module 3 example is put together

The review begins with the search: two business databases, Google Scholar and backward citation searching, with terms combining switching, retention, service failure and payment timing. Five themes follow. Keaveney's critical incident study introduces the reasons customers switch services. Gutek and coauthors explain why ongoing relationships with one provider produce more trust than repeated encounters with different staff. Smith, Bolton and Wagner show that recovery efforts restore satisfaction when they match the failure. Gourville and Soman explain how lump-sum payments make costs feel larger. Madrian and Shea show the power of automatic enrollment, which bears on monthly billing. A concept matrix maps six studies against the study's four hypotheses. A section on gaps notes how little research covers small residential service firms, and the conclusion revises hypothesis three.

BUS 499 Module 3 rubric: what earns full marks

Literature reviews in a business capstone are marked mostly on synthesis: whether studies are compared and connected rather than summarized one at a time, whether they bear on the research questions, and whether gaps are identified. This example is organized into five themes, each ending with what it implies for the pest control study, so the reader always sees why a source is there. Six peer-reviewed or professional sources, from the Journal of Marketing, Journal of Applied Psychology, Journal of Marketing Research, Harvard Business Review, Quarterly Journal of Economics and Marketing Science, are described with their setting and method. The concept matrix makes coverage of each hypothesis visible at a glance. Noting that most studies come from large firms or other industries shows critical reading, and revising a hypothesis in light of the review shows the review did real work.

BUS 499 Module 3 help: mistakes that cost marks

Many capstone reviews read like a stack of abstracts, each article in its own paragraph and none speaking to another. Group sources by theme and write sentences that compare them. Another is citing sources that are only loosely related; every study should bear on one of your research questions. Describe each study's setting, because a finding about bank customers may not hold for home services. Use recent sources where they exist, but do not drop a foundational study just because it is older. Keep your own opinions for the gap and implication sections. A concept matrix helps you see which hypotheses have little support. Above all, finish by explaining what the review means for your project; if nothing in your study changed after reading the research, say why the research confirmed your plan.

Write yours, or have the desk draft it

This paper is an original model document written by our desk, not a submitted student paper and not an official Aspen University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

More BUS 499 and Business Administration sample papers

BUS 499 Module 3 questions, answered

What does BUS 499 Module 3 usually ask for?

Aspen's BUS 499 includes a literature review in this module, so a synthesis of research related to your capstone questions is typical. Check your classroom prompt for the number and type of sources.

How do I organize a literature review?

By themes that connect to your research questions, comparing studies within each theme, rather than summarizing one source after another.

What is a concept matrix?

A table that lists sources down one side and concepts or hypotheses across the top, marking which sources address which ideas, so gaps become visible.

Where can I find a free BUS 499 Module 3 sample paper?

The complete review appears above: research on why customers leave recurring services, organized in five themes with a concept matrix, written for a pest control retention capstone.

How many sources does a capstone literature review need?

It depends on your prompt, but the review should cover each research question with credible studies; quality and relevance matter more than count.