In this rejoinder to Arbaugh et al. (2016), the authors write that they want to reflect critically on two assumptions Arbaugh et al. make about what constitutes successful academic fields. They suggest: (1) such fields have taken-for-granted knowledge that forms the foundation that future research can build on; and (2) they have a high degree of scholarly impact. By holding these assumptions up to critical scrutiny, those who undertake Business and Management Education (BME) research might think differently about how to engage with existing knowledge in the field. This could have implications for how BME educators think about research currently and in the future. [For "Identifying Research Topic Development in Business and Management Education Research Using Legitimation Code Theory," see EJ1118407.]