Rate My Professor Sarah Neville

Dr Sarah Neville serves as a Casual Teaching Lecturer and Research Associate in the School of Education within Adelaide University’s College of Education, Behavioural and Social Sciences. She earned her co-tutelle PhD from Deakin University (Australia) and Coventry University (United Kingdom) in 2022, with a thesis titled "Immersive Participation: Futuring, Training Simulation and Dance and Virtual Reality." Prior degrees include a Research Masters (MA Research) from Queensland University of Technology (1998-2001) and a BA Honours from Flinders University (1990-1994). Her academic trajectory is complemented by extensive experience in contemporary dance and movement practices.

Neville’s research specializes in the transmission and transfer of embodied knowledge within immersive digital simulation environments, drawing on fieldwork across healthcare, aviation, rail, and arts sectors in Australia and Europe. Recent roles encompass Research Associate to Associate Professor Fanke Peng at the University of South Australia (2023-2025) on intergenerational arts projects for culturally and linguistically diverse communities; Research Assistant to Associate Professor Kath Dooley (2022-2023) on narrative virtual reality and creative industries skills gaps; and current Research Associate to Dr. Chris Thornton at Adelaide University (2025-2026) on experience design for adverse drug event reporting. She has held Lecturer and Course Coordinator positions at the University of South Australia (2024-2025), served as Resident Artist at Flinders University’s Assemblage Centre (2024), received an Arts SA Fellowship (2020) for dance and virtual reality work, and was an invited artist for the Venice Biennale public art commission (2019). Key publications include "Shifts in embodiment: Choreographic practice for virtual reality" in Contemporary Choreography (Routledge, 2026); "Collaborative care: Artistic reflection on the creation of 'Agiles', an AR prototype for creativity and mobility" (Australasian Drama Studies, 2025); "Intergenerational Arts Programs for Culturally and Linguistically Diverse (CALD) Communities: A Scoping Review" (Journal of Intergenerational Relationships, 2025); "Embodied participation: Dance knowledge informing workplace training" (Journal of Dance & Somatic Practices, 2024); "Digital kinship in a Glasshouse" (International Journal of Performance Arts and Digital Media, 2024); and "Mind the gap: A scoping review of skills gaps for graduates in the creative industries" (Arts and Humanities in Higher Education, 2024).