Synthesis of the research conclusions on the impact of two university systems: public (European root) and neoliberal (North American root) in the architecture education of Spain and Chile, singular examples of each model. In order to find out if the institutional frame in which architects are formed is a support or an academic corset: an instrument that encourages disciplinary innovation or a ballast that leads to the repetition of established routines and prevents actualization to new professional requests. The study was based on interviews with teachers and school principals: 24 Spanish and 20 Chileans. The results show significant impacts on four key aspects: School characteristics, Definition of student and teacher profiles, and Curricula definitions.