Continuous professional development (CPD) has become a central mechanism through which universities attempt to sustain and improve the instructional quality of their faculty in the face of expanding enrolments, digital transformation, and rising expectations for evidence-based teaching. Yet CPD in higher education remains far less standardized than its counterpart in schools, and institutions draw on a wide and sometimes inconsistent set of models, ranging from short workshops to sustained communities of practice and competency-based micro-credentials. This paper reviews the literature on CPD models for university faculty, synthesizing findings on their design, delivery, and effectiveness. Drawing on recent systematic reviews and empirical studies, the paper identifies four broad model families used across institutions: episodic training events, mentoring and coaching relationships, communities of practice, and structured evaluation frameworks such as Kirkpatrick's four-level model. The review finds converging evidence that CPD is most effective when it is sustained rather than one-off, embedded within faculty's actual teaching context, and supported institutionally through protected time and resources. Persistent barriers include heavy workloads, insufficient institutional support, and a scarcity of rigorous outcome evaluation beyond participant satisfaction. The paper concludes by outlining implications for the design of faculty development programmes and directions for future research, particularly the need for longitudinal studies linking CPD participation to measurable teaching and student outcomes.