In response to Russia’s war of aggression and the accompanying human rights violations in Ukraine, several scholars have called for all multinational companies to divest and leave the country; otherwise, they become accomplices to the aggressor. This article reconstructs the arguments in favor of this general call. The first contribution of this article is to extend complicity theory to the context of crimes of aggression and atrocities to promote this demand. Although this extension of complicity theory ensures internal coherence, the (...) call for a general divestment of all companies is tantamount to comprehensive economic sanctions. In contrast, recent developments in sanction theory as part of just war theory suggest that targeted sanctions are the legitimate sanctions that states prefer. Therefore, the second contribution is to evaluate sanctions morally and analyze and discuss the moral implications of three categories of goods and services (sanctioned, essential, and nonessential). This discussion shows no moral justification for a general call for all companies to leave an aggressor state. Companies have moral obligations to comply with legitimate sanctions, moral duties concerning essential goods, and moral permissions concerning nonessential goods. (shrink)

In a time of increasing polarization, how can we address sensitive topics and ensure that university classrooms remain places of healthy discussions and ethical deliberations? This paper addresses this important question by drawing on unique qualitative data from our students’ accounts of their experience in an organizational ethics course. We developed the course using a novel pedagogical strategy centered around the creation of an artistic portfolio. We find that student engagement in an alternative individual space, such as the artistic portfolio, (...) supports them in developing (inter)personal skills in preparation for constructive participation in sensitive discussions and ethical deliberation in the classroom. Additionally, engagement with the artistic portfolio provides them with an alternative means for alleviating tension that arises from these discussions and a space for expressing their opinions. Our findings highlight the role of the portfolio as an individual safe haven that supports teachers in facilitating a positive classroom atmosphere and guides students through challenging discussions and deliberations intrinsic to responsible management education. Considering these new insights, we advocate for a shift from a collective to an individual perspective on safety in academia. This transition liberates the classroom from the constraints and limitations often associated with the establishment of collective safe spaces. (shrink)