Dealing with the major societal and research challenges related to antimicrobial use will require cross-disciplinary research and strong relationships between researchers and stakeholders. Design theories, such as the concept-knowledge (C-K) theory, can help spur the emergence of innovation. Here, our objective was to examine how the C-K theory could promote the development of novel, cross-disciplinary research projects on antimicrobial use and animal microbes’ resistance to antimicrobials. A French research network (R2A2; Réseau Recherche Antibiotiques Animal) was created whose goal was to foster cross-disciplinary research and scientific discussion on these topics. The R2A2 network hosted general meetings and thematic workshops, during which participants brainstormed using C-K diagrams. The network's performance was evaluated through the evolution of C-K diagrams, project creation, and participant interviews. R2A2 led to the creation of a minimum of eight research projects. The participants felt network events facilitated interactions and collaborations with researchers in different disciplines. The R2A2 network has opened new avenues of research into several important topics: antimicrobial use on farms, the environmental impacts of antimicrobials, animal immunity, and alternative treatments. The keys to its success were: (i) participant interest; (ii) the use of C-K design theory to encourage cross-disciplinary thinking; (iii) the aim of fostering several small projects rather than one large project; and (iv) network responsiveness to participant needs with regards to meeting and workshop topics. C-K theory served a key role in promoting cross-disciplinary thinking on topics at the interface between research and stakeholder interests.

Sketches are an essential tool for designers. They allow the externalizing of ideas and are therefore economic cognitively. Sketches also provide the designer with new insights, which play an important role in the emergence of ideas. However, some studies tend to show that sketching does not systematically have a positive effect on idea generation. Our research thus aims to analyze the generative effects of sketches by studying the way sketches support the design strategy of designers. We especially focus on the role of knowledge in comparison with concepts. Three sequences of sketches are analyzed employing C-K design theory; we show that drawings refer to both concepts and knowledge, but mostly to knowledge. In particular, sketching helps the architect mobilize knowledge distant from the initial topic. Moreover, the designer carries out through sketching an important work of knowledge structuration that we call 'knowledge preordering'; by carefully selecting, testing and, if necessary, removing knowledge, the designer organizes a strategically built knowledge space. In particular, all elements involving modularity or determinism in the knowledge basis are abandoned. Such knowledge preordering thus allows the building of a splitting knowledge structure, which offers new rules for concept generation and enhances the production of original and disruptive ideas.