The educational reform of introducing Liberal Studies (LS) as a core subject for the New Senior Secondary Curriculum (NSS) in 2009 represents a qualitative shift in the curriculum organization of secondary education in Hong Kong. It introduces a quite radically different approach to curriculum organization. Such novel features as the interdisciplinary, textbook-free, enquiry-based and student-centred nature of the NSS LS innovation characterize it as a distinctive educational innovation in Hong Kong. Such innovative qualities have aroused a considerable concern among secondary school administrators and teachers, and this dissertation explores some of the consequences of those concerns. It argues in particular that the new form of innovation needs a new form of management. It focuses on the developmental process in one Hong Kong secondary school of a new form of management of innovation (MOl), aimed at reshaping what is referred to as "managerial geography" m response a shift from single-disciplined-based to inter-discipline-based curriculum organization. The central component of the dissertation is the design, development and analysis of a 14-month Critical Participatory Action Research (CPAR