The article analyzes the values, motives, preferences and expectations of teachers of Russian universities through the prism of the choice of the trajectory of building their career. The sample for the study was formed by 36 experts -- the representatives of the academic staff of Russian universities, who took part in a focus group survey. In order to validate the presented toolset, the results of the focus group interview were concretized with the data of in-depth interview, which made it possible to formulate a description of the limitations and possibilities in achieving the career goals of teachers in higher education. According to the results of the study, it has been concluded that the career strategies of a university lecturer are based on the intersection of three areas: advance of academic degree and academic title; obtaining an administrative position within the framework of "merit system". Based on the survey materials, the time, financial and emotional costs of building a career have been determined. The assessment of the degree of their "payback" is differentiated depending on the level of motivation, personal ambitions and a number of other conditions. The utmost effectiveness and justification of costs is achieved at the intersection of two career trajectories (degree and merit), which is due to the devaluation of the value of the administrative resource. The stereotypes and value-normative attitudes of the academic staff in some cases block the mechanisms of the university's motivational policy. The article reveals the role of institutional factors determining the process of building a teacher's career, defines the significance of such aspects as value-normative, motivational-stimulating, synergistic.