JIDA : textos de arquitectura docencia e innovación 7

Abstract

This article presents a synthesis of a doctoral research´s conclusions regarding the impact of two university systemspublic (of European origin) and neoliberal (of North American origin) upon architectural education in Spain and Chile, representative examples of each model respectively. This, in order to find out if the institutional frame in which architects are educated is either a support or an academic corset: an instrument that encourages disciplinary innovation or a ballast that leads to the repetition of established routines thus preventing an updating to contemporary professional demands. 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.