In recent decades, there has been growing concern about teacher preparation at university and the link to educational quality. As a result, higher education institutions have designed programmes to help faculty teachers further their development in their professional careers. However, the literature pinpoints a lack of empirical evidence on professional development (PD) policies at university level due to the limited tradition of research and evaluation at this educational stage. The aim of this research is to provide an overview of the actions and programmes for the professional learning of new academics at university institutions. To this end, we conducted a systematic review of the international literature, based on 262 papers from three international databases, of which a total of 18 were analysed in depth. This study examines the types of programme, content and learning outcomes. The findings show that most programmes deploy mentoring versus other modalities, although duration and content are heterogeneous. In addition, mentor selection and training is revealed as a key element for programme success. Finally, we present a number of lessons learned that may be useful for university induction programme design.