Makerspaces aim to revolutionize the current higher education by providing a means for students to be directly involved in many scientific projects and develop various kinds of skills. While researchers have made progress in understanding different makerspaces and the increase of making in education, the reality is that a specific makerspace may be rather different from many other contexts. As makerspace programs expand around universities in Tianjin, China, it needs a robust framework and a construct model to set the foundation for understanding key makerspace elements beyond curriculum, and to be used for research and verification of these experiences to advance work. Therefore, this paper provides the development and explanation of a construct model of influencing factors for makers in the universities applied beyond curriculum. Methods of questionnaire survey, descriptive statistics, multiple linear regression, and correlation analysis were used to explore the influencing factors of makerspace. The results are as follows: the innovation awareness of the maker subject is positively correlated with teamwork; the innovation awareness and teamwork are positively related to the effect feedback of the makerspace; Activating interest in maker activities is positively related to deep research, putting into practice, and precise creation; deep research has a positive correlation with putting into practice, and putting into practice has a direct correlation with precision creation. In maker resources, Internet resources positively correlate with the sharing of university resources, and Internet resources and university resources positively correlate with enterprise resources. In this paper, a novel theoretical framework and a construct model of makerspaces beyond curriculum offered enables us to analyze future practices and the resulting development of future-making.