The purpose of this paper is to critically analyse the policymaking process of the Moral and National Education (MNE) curriculum in Hong Kong by employing Kingdon's Multiple Streams Framework. The aim of the paper is threefold. First, it will describe the policy process of the national education curriculum policy as a foundation for the analysis. Second, the author will critically evaluate and apply Kingdon's MSF to examine the policymaking process, both to analyse how such policy came to be constructed as a problem and to consider the proposed policy solutions, as well as the surrounding political forces. Third, the analysis will identify the possible coupling of these lines of thought and the notions of -policy entrepreneurs‖ and -policy windows.‖ The MNE policy provided a good example of how a policy problem is constructed in various policy contexts, as well as how the solution is matched to the problem. Although the policy outcome is not entirely predictable, Kingdon's framework is excellent for explaining the likely outcomes. This paper contributes to the wider policy literature by bridging the East-West gap in policy analysis. It provides a better understanding of the policymaking process in Asian countries, and it should also prove useful to both education policy scholars and policymakers. Finally it suggests further research is needed on how social media affects each of Kingdon's streams in Hong Kong.

This paper critically analyses the impact the New Senior Secondary (NSS) has had on Hong Kong through Phillips and Ochs' four-stage model of policy borrowing in education. It argues that the Hong Kong government overlooked the fundamental contextual differences between the two curricula, and that this incompatibility has led to various challenges in integrating the NSS into the existing education system. This paper also contributes to the methodological literature on comparative education and theorisation of education borrowing by illustrating the importance of context. The monopolistic and generalisation assumptions in the positivist paradigm have misled many governments to reify statistics and uncritically transfer incompatible policies to their home countries; the case of the NSS in Hong Kong is an example of this. Although the interpretivist paradigm helps comparativists better understand local context, it is also important to be aware of the limitations of the analytical model used here. Phillips and Ochs' model was developed based on observations of education borrowing between England and Germany, and it might not truly represent the situation in non-English speaking Asian countries. Also, the model was not specifically built for a capitalist economy, and, therefore, comparativists also need to be aware of the economic structure of the country they are studying, as this can greatly affect the aim of public education. Further study should incorporate literatures and models from Asian countries in order to make the analysis more relevant.

Research shows a failure rate of 70% for all initiated change. This professionally-oriented case study addresses this issue and aims to empirically test the strength of the Learning Organisation (LO) model as a change management approach. Evidence from this study suggests that Senge's LO model is useful in dealing with changes in an ambiguous environment. However, leaders need to review each situation, as every change strategy should be specific to the culture, context and situation. This paper contributes to the existing knowledge on change management by providing a better understanding of the impact of two different approaches to change. Further studies could assess the impact of implementing different change approaches on organisational performance. In addition, further studies may include literature in other languages, such as Chinese and Japanese, to highlight the similarities and differences between cultures.