The dissertation process is a vital stage in postgraduate study, requiring both academic integrity and appropriate supervision. However, recent studies demonstrate an increase in academic misconduct among students, as well as increased difficulty for professors in handling their supervisory positions. This research investigates the junction of these two challenges, reviewing current work from 2019 to 2025 to better understand the origins, consequences, and institutional responses to both student cheating and supervisory conflicts. The study emphasizes that academic misconduct is typically motivated by pressure, imprecise expectations, and cultural misunderstandings, while teachers frequently face time restrictions, a lack of training, and inadequate institutional support. Comparative research has shown that well-structured mentoring, ethical education, and supporting institutional policies dramatically minimize misbehaviour and increase research results. Using a qualitative, literature-based approach and thematic analysis, the research underlines the need of comprehensive interventions that include policy change, supervisor development, and student-centered assistance. The debate concludes that improving the professor-student relationship is critical for encouraging ethical research and academic achievement. The report concludes with practical suggestions for institutions to address these difficulties via focused training, communication frameworks, and culturally inclusive behaviours.