Current society, both in the world and in the Ibero-American context, poses several and multiple challenges to higher education. Among others, although there have been transformations such as the expansion of enrollment, the issue of equity in access remains latent; Although the percentage of researchers and professors with an equivalent doctor degree has increased, not all Ibero-American university teachers are characterized by having the relevant training; And as universities do not have efficient programs, the expansion of coverage becomes fictitious if the percentage of graduates is analyzed.