Although the quantity of literature on organizational sustainability in the realm of education represents a well-developed research area, the literature in this field does not sufficiently emphasize the notion of directional motion as important to institutional change. The aim of this work is the attempt to propose an empirically based model of 'directional motion' that is based on the intrinsically motivating process of experiencing movement. The study draws upon empirical material from six different educational institutions. The model systematically maps representations of the various stakeholders in terms of experienced motion in the participating institutions. The main elements in the model are 'Pulsation,' 'Motor,' 'Direction,' and 'Tempo.' Each of these main elements consists of several underlying processes that support the process of 'directional motion'. Awareness about the sub-processes in the model creates a psychological sense of movement in the organization and consequently stimulates development and sustainable change on the institutional level.