For more than a decade, Australian higher education has engaged with open educational practice (OEP). This paper presents findings from a study investigating the institutional approaches to OEP in Australian universities. Interviews were conducted with representatives from 10 Australian universities. The findings of a thematic analysis reveal organisational context, business processes and educational design as key themes through which OEP is enacted within Australian universities. Together, these themes document Australian universities experiences of and with OEP and contribute to addressing the need for translational research in Australian higher education. This research contributes to a growing evidence basis to construct an understanding of the dimensions of OEP for practical action.

Implications for practice or policy:

• University policymakers should enact institutional open education policy to signal support and provide clarity.
• Learning designers and academic staff can leverage OEP to catalyse student-centred, authentic pedagogical transformation.
• OEP advocates need to address the root problem of sector-wide lack of awareness.
• Australian institutions should recognise existing pockets of good OEP engagement and more strategically codify or connect these practices to realise the benefits of OEP.