Purpose The purpose of this paper is to investigate and comment on the factors used by Australian students to select their bank and the products and services they utilise, based on responses to an online questionnaire. Design/methodology/approach A mixed-methods approach, incorporating both qualitative and quantitative methods, was used to investigate this research issue. Convenience sampling resulted in 276 completed online responses. Mean ranking and factor analysis methods were employed to identify the key factors used in selecting a bank and frequency analysis used to examine the products and services utilised by students. Findings The key factors used by students to select a bank in Australia were bank competence, recommendations and outside influences, bank costs, returns and services, and finally location. The main bank products and services used by students were automated teller machines (ATMs), savings accounts, internet and telephone banking, and debit cards. Research limitations/implications The use of an online survey which limits the pool of respondents to internet users and, the sample size limits generalisability of the findings. Practical implications Banks can better target and understand the key determinants used by students in selecting a bank and the products and services this group values. This will allow Australian banks to develop programs to better attract and retain student customers. Originality/value Provides insight to and understanding of the determinants used by students to select their bank and the products and services they utilise. Furthermore, this study fills a gap in the literature by focusing on the banking behaviour of Australian students, an important segment of bank customers previously under-researched.

Purpose The purpose of this paper is to investigate the extent to which the three constructs associated with the theory of planned behaviour (TPB) can explain student banking intentions and assist in understanding their bank satisfaction. Design/methodology/approach This research issue was investigated using a mixed methods approach, incorporating both qualitative and quantitative methods. Convenience sampling was used. Factor analysis and logistic regression were used to ascertain the relevance of the TPB in explaining student banking intentions. Findings Using factor analysis, perceived behavioural control was shown to be the key determinant in explaining student banking intentions. Using a logistic regression, the TPB was shown to have strong application in predicting customer satisfaction with all three of its constructs significant, but weaker application for predicting the likelihood of a bank switch, with subjective norms and attitude significant, and even less for the likelihood of recommending the bank to a friend, with only perceived behavioural control significant. Research limitations/implications The use of an online survey which limits the pool of respondents to internet users, together with the sample size, limit the generalisability of findings. Practical implications Banks can better target and understand the drivers that influence both student banking intentions and customer satisfaction. This knowledge will allow banks to better attract and retain student customers. Originality/value Provides insight to and a better understanding of how the TPB can explain and predict student banking intentions. This study fills a gap in the literature by concentrating on student banking behaviour in Australia, a substantial segment of bank customers that has received little research.