Fostering students' personal and social responsibility is central to the historical purposes of liberal education and a key emphasis of many campus mission statements. Despite widespread agreement among faculty and administrators about fostering students' personal and social responsibility, national surveys suggest that many do not believe that their campuses are working toward this aim in a coherent way. Calls for educational reform to make personal and social responsibility an essential aim of college-level learning would benefit from an empirically grounded investigation of the distinctive qualities of educational reform efforts focused on education for personal and social responsibility. The lead researcher undertook such an investigation on behalf of the Association of American Colleges and Universities under the auspices of its national initiative Core Commitments: Educating Students for Personal and Social Responsibility. This study has led to the development of a theoretically and empirically grounded organizational change framework specifically related to education for personal and social responsibility. The research questions that guided the study were: (1) What are the distinctive qualities of educational reform efforts designed to create institutional climates where education for personal and social responsibility is more deliberate, connected, and pervasive across the undergraduate student experience?; and (2) How does institutional context make a difference in the configurations of these strategic approaches to educational reform? In order to address these research questions, the lead researcher conducted a case study of seven institutions over a three-year period. These institutions were part of the Core Commitments initiative and were undertaking educational reform related to embedding personal and social responsibility into the undergraduate experience. This study offers valuable insights to academic leaders who are currently involved in efforts to develop more integrated curricular and co-curricular approaches to undergraduate education. The study concludes with recommendations on using institutional data in reform efforts and connecting educational reform related to personal and social responsibility within existing institutional priorities. (Contains 2 tables, 1 figure and 1 note.)