The term ‘teach or perish’ is not bandied around in the same way ‘publish or perish’ is, although teaching forms a substantial part of most marketing academics’ workloads. In the academic ecosystem within Australian business schools, a discipline-based research hierarchy aligns best with both the priorities of the school and the university. It has always been the rule that for academics in any discipline to be successful and move up the hierarchy they must focus on the traditional discipline-based research career path. It is no different for marketing academics, and the rise of various objective external ranking and accreditation systems encourages this further. The narrative of the traditional research-focused hierarchy encourages the systemic practice of prioritising one (research) over the other (teaching) when allocating academic effort and reward. In recent times, this hierarchy is being challenged as evidenced by the evolution of the climate and context surrounding education-based research (Nagy, 2011; Olssen and Peters, 2005; Tight, 2012) and marketing education research (Abernethy and Padgett, 2011; Finch et al. 2012; Gray et al., 2012). Uniquely, research conducted on marketing education provides the opportunity to bridge the gap between the research and teaching aspects of a marketing academic’s role. Boshier (2009) has highlighted the difficulties that education research faces in becoming perceived as ‘real’ research. Ironically, it is this type of research that most closely aligns with the majority of a marketing academic’s day-to-day activities, as well as the perception that industry and the broader community have of marketing academics and their expertise (Harrigan and Hulbert, 2011). We offer this paper to assist the marketing academy in understanding why marketing education research is currently under-valued and perhaps underdeveloped as well as highlighting the challenges to be overcome so that we can exploit the benefits of investigating the scholarship of marketing education. Building on work presented at the Australia and New Zealand Marketing Academy (ANZMAC) conference 2017 (Snuggs and Jevons, 2017), we aim to conceptualise possibilities for the scholarship of marketing education (SoME) moving forward. In order to achieve this, we have divided this paper into two parts. In part one, we briefly review the current state of SoME. We draw on themes of power at a system level and perceived value at the business school level as key contributors to the relevance of scholarship of marketing education as a stream of inquiry. In part two, we futurescape the scholarship of marketing education as a valuable activity for marketing academics, outlining different scenarios for its growth and evolution.