Addressing Wicked Problems (SDGs) Through Community Colleges: Leveraging Entrepreneurial Leadership for Economic Development Post-COVID

This qualitative case study aims to explore community colleges’ role in addressing wicked problems of economic development post-COVID through entrepreneurial leadership. The key research question is, “How do entrepreneurial leaders describe the role of community colleges in addressing wicked problems of economic development post-COVID.” The study interviewed 28 entrepreneurial leaders regarding the role(s) of community colleges in addressing wicked problems of economic development. The study addresses a critical gap in the literature. Researchers have yet to explore the role of associate degree-granting institutions, namely community colleges. Notably, the over 1200 U.S. community colleges serve nearly 12 million or half of America’s students (American Association of Community Colleges, 2011). From a theoretical perspective, the study leverages complexity science, complex adaptive systems, and systemic innovation to address wicked problems of economic development. Future researchers can build on these theoretical insights for future studies across many disciplines. The results provide ten key roles community colleges can potentially take on as economic development partners, making them ideal institutions to serve as incubators of post-COVID recovery. They include revitalizing communities post-COVID, performing post-COVID business triage, modeling sustainability, creating jobs, championing entrepreneurship-led economic development, increasing tax revenue, pipelining talent, supporting talent retention, supporting main street businesses, and reducing entrepreneurial risks. Researchers recommend that policymakers and other funders allocate funding to help community colleges address wicked problems through systemic innovation labs (I-Labs). Interestingly, the roles identified appear to be moderated by proximity and trust.