The concept of 'excellence' is well established in many fields of activity, and the term is used frequently to refer to very good or outstanding performance. In higher education it means different things in different contexts. Educative practices and curriculum that dynamizes personal and systems transformation, holistic education is a must. Transpersonal practices of holistic education nurture levels of wholeness through personal transformation. Researching the views of holistic educators contributes to practical ideas and new psycho technologies for nourishing creativity in modern education.
Intelligence was perceived as a primary variable in explaining the needs, motivations and behaviour of individuals in society in general, and in an organisation specifically. A distinction was made between IQ (which has its roots in Newtonian physics), EQ (which enables an individual to adapt to changing circumstances) and SQ (a spiritual intelligence that helps an individual to recontextualise a situation towards a meaningful and holistic experience).
Academic excellence and emotional intelligence is required, but the spiritual quotient is what completes the teacher. Teachers can find a wealth of opportunities to extend their influence beyond their own classrooms to their teaching teams.
This paper focuses on the spiritual quotient and its relevance in teaching in achieving excellence at B-schools.