Abstract
Tutoring contributes to student performance. However, the institutional factors that affect tutoring effectiveness have been explored to a limited extent. This study assessed institutional factors affecting tutors' effectiveness and support strategies to improve their function. Interview data among twenty tutors in the Business and Economics faculty in a higher education institution in South Africa was analysed using inductive thematic analysis to output themes emerging from the data. Findings revealed that technical issues, unclear instructions, inadequate resources and training influenced tutors' performance. Regular engagement/communication, tutor workshops, training tailored to specific tutors' needs and challenges, timely provision of tutorial materials, incentives and supporting infrastructure could improve tutors' effectiveness. The findings are beneficial to higher education stakeholders in developing measures to ensure effective tutoring for students. There is scope for future studies on the same topic to elicit views when tutoring is conducted face-to-face as this study was impacted by the covid-19 pandemic.