The term “excellence” first appeared in 1982 in a management book by Tom Peters and Robert Waterman. Titled In Search of Excellence, their study describes a company that can adapt, act with foresight and anticipate future demand. In 1999, “excellence” slipped into the education sector following the Bologna reforms and subsequently became used increasingly in political debate. Its precise meaning, however, has yet to be debated, and many interpretations exist as a result.
The root word ex cella means “beyond the storeroom” or, figuratively speaking, “beyond the accustomed habitat”. Excellence thus demands expanding boundaries, breaking out of the cell(ar) as a familiar habitat, growing beyond customary confines and standing out from the familiar. Contrary to the honorary address “Your Excellence”, the term now denotes the temporary outcome of productive endeavour. We cannot possess excellence, since it is a perishable commodity, and instead must keep expanding our boundaries.
I distinguish four perspectives on excellence:
• Excellence can be a possible goal of personality development — especially venturing “beyond the accustomed habitat”;
• Excellence is a popular way for institutions to present themselves to the outside world;
• Guaranteeing excellence enables political accountability;
• To make themselves visible in today’s performance-driven society, individuals often need to present themselves as outstanding.
Institutions must regularly use excellence to promote and justify themselves; after all, who would cut their funding if they produce nothing less than excellence? Traditionally, certain forms of excellence have attracted special attention. Technical virtuosity has, for instance, due to its relative measurability.
Yet what about those forms of excellence that are neither measurable nor always presentable, and thus less visible? I propose distinguishing between collective and personal excellence. Collective excellence is a very rare “award” for achievements extending beyond the standards of a particular discipline. Personal excellence, on the other hand, is excellence on a small scale. Personal excellence is highly individual and can be achieved by all. We cannot, however, possess it and can attain it only by surpassing ourselves. Thereafter, we are — and are also allowed to be — average again.
My wish for higher education is that it serves as both guide and companion, shows students possibilities and supports them on their chosen path. If achieving excellence requires me to reach beyond or break out of my own domain, that is a personal matter. For me, standing out means performing exceptionally well in relation to myself or others within a limited amount of time. By transgressing our confines, we expand our limits.
It is about realizing our potential through constant striving. Educators and facilitators can help students learn about their own spheres, limits and resonances and find ways of rediscovering, differentiating and further developing these assets. However, knowing and expanding our potentials and limits to fully utilize our resources is instrinsic: it must happen within us as learning individuals. What can be taught is merely what already exists. Excellence is what rises above what is given.