Table of Contents
ISRN Education
Volume 2012, Article ID 426516, 11 pages
Research Article

Evaluating the Impact of Faculty-Embedded Tutor Training Program Factors on Perceived Future Training Needs Using Structural Equation Modeling

1Teaching and Learning Unit, Faculty of Business and Economics, The University of Melbourne, Level 5, The Spot Building, 198 Berkeley Street, Carlton, VIC 3053, Australia
2Assessment Research Centre, Graduate School of Education, The University of Melbourne, 100 Leicester Street, Melbourne, VIC 3010, Australia

Received 14 December 2011; Accepted 29 December 2011

Academic Editors: M. F. Cerda and K. Y. Kuo

Copyright © 2012 Angelito Calma and Alvin Vista. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


This study examines participating tutors’ four-year feedback on a faculty-embedded tutor training program using structural equation modeling. Data from 333 tutors across all four departments in the Faculty of Business and Economics was used. Results indicate that the quality of the training session directly influences tutors’ perceived need for further skills development training and that the partial effect of facilitator effectiveness on the latter is not significant. This indicates that tutors’ indication of their future need for relevant skills in teaching and use of technology is highly influenced by the quality of the training session and much less on the facilitator’s effectiveness in delivering it. This has implications for both the way the tutor training program is perceived and the redevelopment of the questionnaire in the future.