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Historians of economic thought have begun to reintegrate “un-Austrian” Austrians back into discussions of Austrian Economics, yet many scholars have argued that the Austrian School dissolved after emigration, with only Mises and his followers left to carry on the legacy. This chapter argues that a renewed focus on the networks established by the Austrians themselves, before and after emigration, reveals a distinctly different picture of Austrian Economics. Focusing on their shared interest in international trade theory and business cycle theory and their continued contributions to economic methodology, we see the émigré Austrians advancing Austrian ideas while also reconstituting and elaborating new Austrian affiliations. Ultimately, we find ourselves in agreement with Herbert Furth that Austrian Economics is far broader than Hayek, Mises, and their acolytes would have it, and that it is vital to understand and preserve this more diverse tradition by investigating more closely the works of Haberler, Machlup, Morgenstern, and others.

Despite years of advice from researchers that trainee reactions provide training evaluation information that is of very limited use, trainee reactions remain the most commonly used measure of training effectiveness. Because the technology that supports online training facilitates the collection of trainee reaction information during and after training, organizations will likely expand their use of trainee reactions in training evaluation. Thus, the need to understand the utility of trainee reactions in online training is significant. The purpose of this study is to propose a model of trainee reactions based upon the theory of reasoned action and the technology acceptance model.

The model was tested using students participating in online training courses provided by a large landscaping company based in the USA.

Analyses provided partial support for the model. Findings include a negative relationship between computer anxiety and pre‐training motivation, a positive main effect on perceived effort for both pre‐training motivation and trainee reactions, and a positive relationship between trainee reactions and intent to take future online courses.

The generalizability of the results of this study is limited due to the use of student subjects. Also, a small sample size limited the ability to test the full model using path analytic testing.

These results provide meaningful guidance both for researchers and for practitioners responsible for the design and implementation of online training courses.