Higher education institutions must promote, through the practicum as their backbone, a significant process of professional socialization that ensures the mobilization of skills in the transition to work insertion. Practicum, as a pre stage to the world of work, emerge as the unique opportunity to create applied, experience and practical knowledge. A formative instance that requires tutors whose functions and actions will be decisive to achieve such tasks. This article presents a quantitative study based on a questionnaire on the tutors' perceptions regarding their role. The informants were Spanish practicum tutors (distance university) and Chilean practicum tutors (face-to-face university). The analysis was statistical, probabilistic. The results show significant differences in the assessment given to the different dimensions (in the degree to which they are valued). On the other hand, the data shows coincidences on the value of those elements that best and worst define (the most and least valued) their role and tutorial function. The findings show the elements that affect the role of tutors from the institutions, their link with the formative and professionalizing, in addition to permanence as such.