The purpose of the research was to determine the benefits of neuromanagement for teachers in Colombian-Venezuelan universities, for which the criteria for selecting universities were established, leaving for this research the University of La Guajira for Colombia and the National Experimental University "Rafael María Baralt", for Venezuela.For which the theories contributed by authors such as; Kandel, Schwartz and Jessell (1997), Sutil (2013), Braidot (2014), among others.In response to the problems of universities that, within the teaching staff, a considerable number of them are trained to guide business management.This situation allowed researchers to assume this problem from the difference between the didactic and management strategy, which is why it was necessary to assume Neuro-Management from Neuroplasticity, linking to this related to the adaptation to change and the generation of knowledge and Neurons.mirrors, related to emotional and cognitive empathy.For this, a descriptive field methodology with non-experimental, transactional design was used.The population represented by 400 teachers from the universities under study, whose intentional sample was 54 teachers who met the criteria set by the researchers for selection.The technique of the survey was used using a 24-item instrument with multiple alternatives on Licker-type scales.Reliability was measured using Cronbach's Alpha with a value of 0.91, being highly reliable according to Ruiz (2012).The final reflections conclude that even though the theory of neurogerencia reflects successful experiences in managers, the teacher studied does not make contributions from his managerial experience to his teaching process, therefore the neurogerencia does not represent a benefit for the teacher, since this study.