Purpose: Hong Kong continuing education has encountered vigorous change in recent years. It is not limited to the mode of teaching and learning. Changing government policies, fund cutting to the higher education system and the entry of overseas university degrees increase the intensity of competition in the environment to an extraordinary extent. There is a large increase in demand upon internal capabilities of both the continuing education institutions and their leaders to confront the challenging conditions. Aims to examine this situation. Design/methodology/approach: The alignment theory emphasizing strategic fit among the four elements--market competitiveness, business strategy, organizational culture, and leadership style--stresses the significance of matching the four elements within the same logic which are defined as "production", "administration", "development", and "integration". Strategic fit of four elements within the same logic enhances the organization's performance level. However, the phenomenon is limited in its way of operation. The researcher substitutes the phenomenon with an operationalization model of strategy fitting the four elements within the same logic by attempting an intensive case study of the strategic change process brought forward by the leader of the Built Environment Unit (BEU) of the School of Professional and Continuing Education of the University of Hong Kong. Findings: The research concludes with a strategic change model of the BEU which emphasizes continuous learning, affection, participation and understanding. The model is built on a groundwork comprising academic identity building and culture management. Its concrete block structure is made up of contextualization in the aspects of program diversification, progression ladders and professional recognition. The whole work is reinforced by Built Environment Sustainability Symposia and a Qualifications Framework to confirm the loyalty of their students. Originality/value: The model can be referred to as a framework by continuing education institution leaders who cope with similar market-changing conditions. (Contains 1 table and 6 figures.)