The Purposes of this research were to construct and develop indicators of learning organization at higher educational institutions emphasize graduate production and social development, and to test the congruence of the structural model of the indicators of learning organization at higher educational institutions emphasizing graduate production and social development with the empirical data. The sample consisted of 502 vice-presidents for academic affairs, deans, and instructors, obtained using the multi-stage random sampling technique. The instrument used was a questionnaire. The collected data were analyzed using a computer program for basic statistics and analyzing confirmatory factors with the empirical data. The research findings revealed the following: The indicators of learning organization at higher educational institutions emphasizing graduate production and social development were obtained from major factors and sub-factors of the structural model in these 4 aspects: input with 38 indicators, process with 40 indicators, output with 8 indicators, and outcome with 10 indicators, totally 96 indicators. The major factors and sub-factors which were the structure of indicators in all of the 4 aspects were important to learning organization at higher educational institutions. The factors in each aspect had weights in this order from the highest to the lowest weight: input comprising organizational factor = 1.00, technological factor = 0.88, and man factor = 0.82; process comprising knowledge management factor = 0.98, innovational factor = 0.98, technology utilization = 0.94, learning factor = 0.94, and organizational strategy factor = 0.93, output with only one factor: product innovation factor = 1.00; and outcome with only factor: outcome factor = 1.00. All of the factors in each aspect had to be performed through the variables which were indicators of learning organization at higher education institutions emphasizing graduate production and social development. For the results of testing the congruence the structural model of the indicators of learning organization with the empirical data using Chi-square test, index of fitted congruence, index of adjusted congruence, and other indices, it was found that the model showed congruence with the empirical data at the 0.01 level of statistical significance.