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Evaluating the impact of faculty-embedded tutor training program factors on perceived future training needs using structural equation modelling
ISRN education (2012)
  • Angelito Calma
  • Alvin Vista
Abstract
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.
Keywords
  • Academic staff,
  • Professional development,
  • Training program,
  • Workplace education and training,
  • Skill development
Publication Date
2012
DOI
http://dx.doi.org/10.5402/2012/426516
Citation Information
Angelito Calma and Alvin Vista. "Evaluating the impact of faculty-embedded tutor training program factors on perceived future training needs using structural equation modelling" ISRN education (2012) ISSN: 2090-8652
Available at: http://works.bepress.com/alvin-vista/10/