Surviving Budget Cuts on Campus: Part 2

By Jane Ann Thomas, President, NCCCC

(continued)

Principles for Developing Strong Positions on Campus

When we are told there isn't money for our programs, the underlying meaning is, "The program isn't a priority." None of us want to hear this message. Innovative strategies will be required of us to survive these precarious times. I have formulated the following principles, after discussing approaches for dealing with budget cuts with Vernon Manke, the Vice President of Administrative Services at Harper Community College. These principles provide a framework within which we can examine our practices in order to meet the challenge of shrinking budgets and shifting priorities.

"Dust your own house." It is important to do an overall assessment of our operations in relation to our budgets, spending patterns and the services we provide. I recommend that, if at all possible, this be done by an outside source. This strategy will provide a fresh look at our overall operation and is necessary before we can make a good case for special consideration. When times are tough, they're tough for everyone on campus. Administrators respect programs that run well. If we are perceived as "running a tight ship," our programs will stand a better chance to receive the funds that are available.
Prioritize within your operation. What can we cut? How can we innovate to save costs? How can we modify? It isn't wise to roll on and ignore what needs to be changed when we're faced with shrinking budgets. Our "house" must be perceived as running efficiently if we want support from the administration.
Identify places for sources of financial assistance. These sources may include state, federal or local agencies and corporations. Most of us cannot do this without the help of experts on our campuses such as the director of development or grants. They can research what may be available. Let them know about special projects that interest you. Most of them keep a "tickler" file of people's interests. They might be able to match you up with an agency with similar interests or goals. Keep in mind that usually grants are not available for operation or maintenance. Places that give money typically want their names attached to something unique or innovative. Remember, administrators respect program directors who are attempting to find solutions to their own problems.
Consider fund raising. Even if the yields may be small, they add up. Many directors avoid fund raising for a variety of reasons. However, if they are conducted sensibly and sensitively, they are an effective method of raising money and can supplement a weak budget. Staff and parents may work collaboratively in a variety of ways and sales can be generated throughout the entire campus. A wide range of businesses may be willing to participate in fund raising efforts, including children's bookstores, developmentally appropriate toy or puzzle companies, food companies, book clubs, and tee shirt companies, to name just a few. Supermarkets may participate by having "shop and share" days. Raffles or social events can be planned involving the campus and community. Try an appeal to the campus foundation to match dollars raised by your center. Keep in mind, administrators respect program that are working in a variety of ways to help themselves.
Be aware of the "Noah principle." That is, "there are no prizes for predicting rain." Administrators don't want to hear repeatedly that "it's going to rain," and they don't like whiners. Our approach to them should be, "It's going to rain and I have a great plan to build an ark." In order to have a strong position on campus, we must be perceived as problem solvers. If we go to our administrators with solutions rather than problems, they don't have to think and our solutions make them look good. They will perceive us and our programs more positively. When the chips are down, how we are perceived makes an enormous difference.
Know your campus system, how it operates, and how to work effectively within it. We must know what is possible to change, and what we have to live with. Too many of us spend a great deal of energy fighting what we can't change. Such behavior is destructive to how we are perceived and to our position on campus. We have to know what is and isn't possible, and devote our energy to solving problems that make sense.
Familiarize yourself with the mission of your institution and become an integral part of it. Simply providing a service on campus is not enough. Services are the first thing to go or be "vendored out" in times of financial crisis. Obviously that means services that get some revenue from the institution, which may include bookstores, food services, health services and child care services. Being actively and directly tied to the overall mission of the college puts our programs in a position that makes them much less vulnerable. Missions include education and research. Both of those functions are dependent upon a quality operation. Quality is tied to money and when budgets are cut, quality suffers. Administrators are very sensitive to maintaining quality. Find ways to include as many programs and students as possible in your center. They may include education, psychology, nursing, dental hygiene, medicine, architecture, landscaping, sociology, music and art. We have a human performance laboratory and a unique physical facility. The more departments we can document that utilize our cents, the more difficult it will be for administrators to cut our budgets.
Be aware of the "Rosebowl Principle." "The team that just won the Rosebowl doesn't have its budget cut and the coach isn't fired." We need to develop an image of quality on campus and in the community. Such an image is a form of insurance: excellence is hard to cut and mediocrity is vulnerable. We know that campus children's centers are models for quality and developmentally appropriate practice in our communities. We need to be involved in public relations to promote both our centers and ourselves. That leads to the final principle.
If there is a single most important principle, in a word it's "politicking." Administrators admit it is the axiom to which they respond first. Before a program or budget is cut they ask, "How much flack are we going to get if we cut this?" I cannot overemphasize the importance of working in our own self interest. We must let the institution and the community know who we are and what is happening within our operations. We need to devise methods to promote our centers. Most of us are competent early childhood educators and center managers, but we're not naturally promoters. That must change if we are to earn strong positions on campus. To champion our cause takes energy, commitment, and deliberate effort. We can ask ourselves the following questions to help determine whether we are sufficiently politically proactive.
- When anything significant occurs, do I arrange to have articles printed in community and campus newspapers or other publications? Noteworthy occurrences can include center accreditation or special events or awards, staff attendance or presentation at conferences, workshops and seminars. We should take advantage of anything that happens that is noteworthy; anything in which directors, the staff or the children participate. Look for opportunities to have your center featured in local or national professional publications or newsletters. For example, NCCCC is compiling a booklet of center profiles -- an excellent way to gain national exposure. When something appears featuring your center, send copies throughout the administrative hierarchy to be sure it is seen by everyone in decision making positions.
- What's going on at my institution that the center can participate in? At Harper College, we spend a year defining the "preferred future" and establishing college-wide goals. One of the primary goals we determined was that of promoting multi-cultural and international awareness. To that end, the children's center staff worked to establish a sister-school relationship with a preschool in Belize, Central America. We have involved the local Rotary Club, staff, children, parents, other faculty, and even the Belizean consulate.
- How active am I on campus? It is important for us to join committees and focus groups, become active in our unions and staff organizations, attend special events, receptions and board meetings. Admittedly, this takes time and is dependent upon our having competent staff and an operation which runs efficiently. The energy and commitment necessary to become part of the network at our institutions is well worth it. Involvement on campus becomes crucial when our programs are being evaluated. Involvement helps to elevate our position on campus.
- Do I work to cultivate relationships? It is important that administrators know who we are and know we are a force to be reckoned with. This happens as a result of our involvement on campus and also is dependent upon our getting out of our centers to meet people when opportunities arise. When a new administrator who may be important to you is hired, make an appointment to meet her or him. Spend a short time simply explaining who you are and what you do. Extend an invitation to visit your center. Your program will be far less vulnerable if people know you and have been informed of the important function you and your operation perform.
- Does the administration understand our role in generating income for the college? Calculate the total reimbursement the institution receives for each credit hour taken by college students who utilize your center for their children. That figure, including the amount paid by tuition, fees and funds from other sources (including state and federal dollars) is probably more impressive than anyone realizes. Send that information to administrators in a memo and also to the student newspaper. (Don't bury the numbers in an annual report that will be filed away.) A headline which reads, "Children's Center Enables Students to Attend College to the Tune of $400,000 Each Semester" has enormous impact on campus.
- Do administrators see me as a professional? Too often, they perceive us as something less because we work with children. Send them copies of newsletters from the professional organizations you belong to with a note suggesting, "Thought you'd be interested in..." Do they know there is an organization for campus child care professionals? Do they know you belong? Have you sent them any information about it? Be sure they receive information about the National Coalition for Campus Children's Centers and the National Association for the Education of Young Children. They should be informed when you attend a conference or when you do a presentation. Send a copy of the brochure and highlight the workshops you attend or present. Administrators respect professionalism. We must persist in informing them that we are part of an active, strong profession.
- Do I easily take "no" for an answer when I am refused funds to attend a conference? Do you take steps to explore every possible funding source? Money for professional development is available on every campus. It is the one activity which guarantees the pursuit of quality and excellence. It is important that we let it be known we expect to receive our share of the money available for this purpose. We must promote children and family concerns as being the equal to any other campus issues.
- Have I taken opportunities to "friend-make" with politically prominent people? Remember, just being known on our campuses is not enough. When my center was first accredited several years ago, we sent announcements to every state and national senator and representative, the mayor, governor and even to the White House. We had a reception and invited them, the college board of trustees, and every administrator on campus. They didn't all come, but we received congratulatory letters from many. The letters from the governor and the senators hang in our entry hall for all visitors to the center to see.
  
  Annually, we have a reception for the campus foundation, administrators, and the board of trustees, to thank them for the support we get on campus. We also invite our legislators and local politicians. Not everyone comes, but it reminds them that we're there. It keeps them aware of our center as a strong, active and viable entity. It reminds them of the importance of children and families on campus. They can't ignore our existence.
- If I have an advisory board, who should be on it? Too many of us limit our board to local early childhood professionals. Unfortunately, when the chips are down they can't do much for us. We have to include people in power, business leaders in the community and politicians. These are the people who have the clout to make an impact when our existence is threatened. We need the support of people in our communities who have both power and the ability to use it effectively.

Following these principles is not easy and requires consistent and deliberate effort. But we need to be constantly aware of them and work within their guidelines. In these difficult times, complacency is our greatest enemy. To survive we need a deliberate and well-thought out strategy: our future depends on it.

About the Author: Jane Ann Thomas is a professor of Early Childhood Education at William Rainey Harper Community College in Palatine, Illinois. She has been the Coordinator of the Harper Child Learning Center since 1976. She has been a member of the NCCCC governing board since 1988 and served as president of the organization from 1991 to 1993.

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