The main purposes of this study are first to realize the theory of benchmarking and its concept used in the education; secondly, to analyse operational process and policies of benchmarking and its application used in the areas of enterprise and education; thirdly, to draft benchmarking core factors for technical universities and colleges by intergrading the theory and application of benchmarking, and then to construct benchmarking indicators and process applied in technical universities and colleges with statistic analysis. To accomplish the goal of this study, literature review and the execution of surveys of Delphi, relative weights, and analystic hierarchy process are conducted to construct benchmarking indictors and process. The conclusions of this are listed as follows: 1. Three domains include supportive function, work procedure, and organizational performance. 2. Benchmarking should possess the frameworks of indicators and implement of procedure, and input, process and outcome are contained as well. 3. Organizational performance is the most proper domain in the constructed benchmarking for universities and colleges. Among twelve dimensions, the sixths of the most proper ones include educational satisfaction, human resource, implementation, plan, academic performance, and research development. And plan implementation, ratio of teacher and student, drafting of items for benchmarking, enterprisers’ satisfaction, ratio of license obtainment, and students’ satisfaction are regarded as highly adequate indicators. 4. Organizational performance is also very important domain (58%) in the indicator weights system of this study. Among the dimensions, academic performance is the most important (24.36%), and graduated students with good standard for operating techniques is considered as the leading indicator(8.53%) in the weight system of thirty-nine indicators. Based on the above conclusions, some suggestions of this study are provided for references in the future study and application of impeletment.