相關環境災變後重建的硏究，多數集中在賑災工作的實施、成果、省思與預防層面； 對於重要的後勤資源不被視爲硏究議題，尙未見探究。
本文即是從一個教育單位與財經觀點，回顧臺灣921地震災變後實施兒童心理復健 服務的個案募款歷程與問題，探討教育與財經募款活動之知識經濟運用與評析。硏究發 現一、大學校務基金的募款項目，在收入項目中缺乏爲災變情況下的募款與服務，在支 出項目中欠缺對社區的服務項目。大學不應自外於社區，大學應該對社區做出貢獻，才 能從社區中汲取源源不斷的社會資源。二、歸納921地震災變後，實施兒童心理復健服 務四個發展階段：（一)緊急服務階段，（二)募款製作遊戲諮商室設備與災區專業服務階 段，（三)辦理教師遊戲治療硏習、督導實習與服務階段，（四)辦理個案硏討會與成效評估 硏究階段。從資料分析中，其整體的知識經濟社會服務效益非常好。

Most environmental studies of post - disaster reconstruction focus on implementation, fruitful result, introspection and prevention of relief services, as important logistic resources have not been considered as research issue, nor researched.
From one education unit and financial perspectives, this paper looks back the process of raising funds for individual cases of children receiving the 921 massive earthquake postdisaster psychological rehabilitation services and the related issue to delve into the application of knowledge-based economy to education and financial fundraising activities and the analysis. Research findings indicate: 1. In university fundraising, in revenue items no for disaster situation fundraising and services，in expenditure items no for community services. Under no circumstances should universities separate from the community, and however make contributions to absorb constant flow of social resources from community. 2. Conclude four stages of development for implementation of psychological rehabilitation of children after 921 earthquake, offering first aid, raising funds to set up play and counseling room facilities and offering professional services in disaster areas, organizing teacher play therapy study, supervising internship and service, and holding conference on case studies and study on performance appraisal. The data analyzed further show that its overall knowledge-based economy and effectiveness of social service is very good.