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This article presents an analysis of the academic integration experiences of mainland Chinese tertiary-level students in Germany. Using Tinto's model, the article explores the challenges that Chinese students face during their academic integration, the strategies they employ, and the relationship between academic and social integration. The data were collected in spring 2016 by interviewing 26 mainland Chinese students studying either in German universities or universities of applied sciences. Four major challenges were identified and analyzed: language barrier, knowledge gap, pedagogical differences, and cultural differences. An important outcome of the study presented is that social integration serves as a facilitator for enhancing academic integration, but is not a prerequisite for academic success. Group learning with peers was found to enhance learning outcomes. Overall, Chinese students have exploited their own advantages in academic integration by exploring feasible strategies and benefiting from their past learning experiences. It is suggested that academic integration as a long and challenging process for international students should be acknowledged by the German HEIs, and that more institutional support and guidance are needed.

European countries such as Germany and Finland are increasingly interested in attracting and retaining international tertiary students to supply their workforces with highly skilled labor. However, the retention rate among international tertiary graduates is relatively low despite the favourable policy incentives. Drawing on field research on mainland Chinese tertiary-level students in Finland and Germany, this article unravels this "mystery" by pinpointing a trend towards a "weak integration trap" among Chinese students. Weak integration trap refers to the situation in which the students can ensure their survival, but lack the capability to pursue their aspirations, to gain access to valuable resources in the host society, or to become full members of that society. They may in consequence fail to complete their studies and remain in the host society after graduation as they desired, and may also lack a sense of belonging, or experience low levels of well-being. This weak integration trap may be caused by a lack of aspiration for further integration, or insufficient, unevenly distributed and conflictual integration infrastructure. This article conceptualizes and examines the crucial nexus between integration aspiration and integration infrastructure that leads to the weak integration trap, and outlines implications for future research.